Ensino do conceito de radioatividade utilizando a biografia de Marie Curie

Como objetivo de pesquisa esta monografia buscou coletar dados descritivos que permitissem esclarecer as possibilidades educativas para o ensino de química em uma abordagem contextual utilizando história e filosofia da química e da ciência. Esta monografia trata de uma intervenção feita dentro do cronograma de aulas de uma escola pública de Bauru, em que se buscou levar informações que possibilitassem uma abertura na perspectiva de vida de alunos que estudam e/ou vivem em meio a violência social e doméstica. A intervenção consistiu no estudo da história da descoberta da radioatividade, ensinada através da biografia de Marie Curie, a mulher que denominou o fenômeno dos raios invisíveis de radioatividade, em sua tese de doutorado. Ela também descobriu, por meio da mesma pesquisa que fundamentou a referida tese, dois elementos radioativos, o polônio e o rádio. Para o planejamento da pesquisa e a análise dos dados se utilizou a metodologia qualitativa de pesquisa, com enfoque na pesquisa-ação e técnicas de análise de conteúdo. Para a aplicação dessa aula foi elaborada uma atividade envolvendo história da química e das ciências naturais dentro de uma atividade de leitura. Utilizou-se o livro GÊNIO OBSESSIVO: O MUNDO INTERIOR DE MARIE CURIE de Bárbara Goldsmith como base para os textos utilizados em aula. Foi utilizado o livro MARIE CURIE E A BUSCA PELO RÁDIO de Beverly Birch, como fonte de ilustrações. Essas ilustrações, assim como outras imagens extraídas da internet, foram utilizadas para relacionar os fatos ocorridos durante a pesquisa de Marie, realizada com o auxílio do marido Pierre Curie, que era professor e pesquisador em física e trabalhava com fenômenos relacionados a piezeletricidade, entre outros fenômenos eletromagnéticos. A aula consistiu na aplicação de um questionário inicial para averiguar as idéias prévias que os alunos apresentavam sobre a radioatividade e o contexto...

Institucionalização da Gestão Escolar no Brasil: em foco as primeiras décadas do século XX (1911-1950)

This work aims to investigate the institutionalization of management processes in the legislation of the Brazilian education. For this study was considered the first decades of the twentieth century (1911-1950). The laws of Brazil in the early Republic were derived from tradition or forged by the great legislators. In turn, the tradition is inserted in the power of social organization that is preserved, in a more forceful manner, through the norms and rules. With this assumption, the study chose the Rivadávia and Carlos Maximiliano Reforms, both of the beginning of the century, and the Organic Laws of Teaching, granted by the government in this period, to understand how legislation institutionalized the role of the director in basic education in this context history. The reflections presented introduce historical elements that demonstrate actions and relationships that remain in the form of habits in the school managements. These institutionalized elements contribute to the debate about the political and pedagogical difficulties pointed out by scholars and professionals, related to the promotion of democratic management in the public school.

Formação de professores à luz de Meirieu: interação reflexiva sobre a prática educativa

Action-research conducted in a a Brazilian public elementary school. Using the tools provided by Meirieu, the point was to offer teachers the possibility of improving their perception of their own knowledge and practice. The process consisted in filming classes and watching the films together for reflexive interaction. When given the chance to look at themselves, their practice and their students, the teachers started to do build a new perspective of the learning process and to deconstruct certain truths regarding their interventions, which brought in new outlooks, new discourse and new practices.

Investigando concepções e propondo ações formativas para a natureza da ciência

Apresenta os resultados de uma investigação que explorou as percepções de alunos de Ensino Médio de uma escola pública de um município do interior paulista quanto à natureza da ciência. A partir desse diagnóstico, que revelou distorções, foi elaborado um minicurso que tem como base a história da atomística, a partir da qual se faz emergir as concepções da História e Filosofia da Ciência. O minicurso explora, ainda, uma abordagem situações envolvendo questões éticas na ciência. Pretende-se, a partir desse minicurso, fornecer contribuições que favoreçam a clarificação das distorções, estimulando o pensamento crítico para questões pertinentes a temas envolvendo as relações entre ciência, tecnologia, sociedade e ambiente.

A dança como expressão do imaginário

This article summarizes the findings obtained in ethnographic research conducted in 2009, which led to the dissertation entitled The weaving of movement: dance, tribalism and imaginary in everyday life of a group of students at a public school in Araraquara city defended the Universidade Estadual Paulista - Faculdade de Ciências e Letras de Araraquara, São Paulo. The objective of the survey was to collect clues to a method of movement analysis with reference to the Anthropology of the Imaginary Gilbert Durand and studies of efforts (effort shape) in Rudolf Laban. For this, we identified the main break dance moves practiced by a group of teens who attend school on weekends. The inventory movements in this dance led to a rhythmic and gestural thinking beyond the rationalization of bodily education.

O casamento entre o ensino religioso e as teses pós-modernas

This paper aims to base the thesis that the varied currents of the post-modern thought, in so far as have recourse to relativism to a greater or lesser degree, contribute to the legitimation of the religious education in public schools and, in a broader aspect, the religion in the public spaces. The methodological resource used to demonstrate the link between post-modern thought and religious education is the analysis at the historical and dialectical materialism perspective of publications produced to increase teachers on this discipline that is, in compliance with the Constitution, optional for students and mandatory for public elementary schools. The subject of this analysis is the learning content and has as prime concern to highlight the discourse of legitimation recurrent in authors when it is explicit in itself and explicit when it does not. The “religious education in public schools” as object of study allows us to understand the relationship between the post-modern thought, with its hegemony space within the human sciences and contextualized in the neoliberal economic environment, and the “learning to learn” pedagogies currently hegemonic in the educational landscape. We intend to contribute to the legal debate on laity, the philosophical debate on post-modernism and especially to the debate on the pedagogical theories in the educational fundaments.

Tamanho é documento? uma análise da sexualidade, relações de gênero e formação docente através de desenhos infantis

The authors worked in a 4th grade room of elementary school and usedchildren's drawings in which the students have shown their impressions andunderstandings with sexuality and gender relations. The article reflect about themanifestations of sexuality, behaviors gender and sexual attitudes at the school andrelates to the necessity of sex education in a critical and reflexive approach, which,however, can only happen with the improvement of teacher training in sex education.

O ringue escolar: as meninas no tatame

Whereas acts of violence in the school environment reflect cultural changes and social developments experienced by contemporary society, an important aspect to be studied with regard to gender issues, specifically those related to the new role assumed by women in contemporary society. Thus, this project aims to analyze the relationship between gender and school violence from the investigation of the perception that students in a class of high school, a public school in the city of Rio Claro, have on the subject. In addition, we attempted to contextualize historically gender relations throughout history; identify which gender is the highest occurrence of fights, as well as list the reasons identified by students for violence in the school environment. The results showed that school violence committed by females is performed by the towering male. And that in a nutshell, the reasons identified for the occurrence of school violence are related to disrespect, prejudices, misunderstandings, emotional issues and conflicts occurring in everyday spot.

Contribuições gerais para o trabalho pedagógico em salas multisseriadas

This article aims at reflecting on organization of pedagogical work in multigrade classes in order to contribute to facing core problems in countryside education and public school in general. We place historically and question school grading and then discuss teaching planning (horizontally and vertically); students' grouping (establishing the difference between group and grouping) and the necessary grouping for promoting learning. We seek to provide elements that evoke analyses of graded classroom standardization. We point out that in both multigrade and graded classes there are possibilities and limits for pedagogical practice. In this regard, we invite teachers to operate towards overcoming these limits by optimizing the concrete possibilities they find, mainly those regarding multigrade classes, which are the focus of our attention in this article.

Adote o artista não deixe ele virar professor: reflexões em torno do híbrido professor performer

Pós-graduação em Artes - IA

Gênero nas aulas de educação física: diálogos possíveis com os conteúdos do currículo do Estado de São Paulo e o Facebook

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

O processo de aprendizagem em práticas de ensino por investigação: interpretações a partir da abordagem fenomenológica e semiótica social

Pós-graduação em Educação para a Ciência - FC

Formação docente e práticas de leitura: experiências iniciais e na atuação profissional

The objective of this work is to present an analysis of the results of a study about the reading practices of a group of teachers from the public school, discussing how these practices constitute themselves since the initial formation until the teaching period. The selected teachers had their formation between the end of the 60’s and the beginning of the 80’s, remaining as teachers of the public school for the next twenty years. Using as methodology the narrative research, we are going to discuss how the reading appears in the lives of these professionals, what their representations about it are and how the reading permeates their lives and their actuations in the school, passing through the first contacts with the books until the collision between theory and practice, observed in the speech of the teachers who were interviewed, always taking into account the teaching formation.

Direitos humanos e demandas escolares: problematizando a aproximação entre psicologia e conselho tutelar

This paper presents the main achievements in the field of children and youngsters social rights and provides some data on Brazilian education that show the discrepancy between the legal guidelines and the educational situation of children and youngsters within public schools. It presents a critical approach to the ways production and attendance of school problems have been interpreted and shows the dimension in which social facilities established to provide protection to children and adolescents have not been able to ensure a good quality schooling. It highlights the Guardian Council as addressee of school demands and stands out the urgency of debating the violation of fundamental rights such as the lack of quality in education, the repeated situations of failure, and dropping out experienced by a significant number of poor students. The analyzes developed point to the fragility of the relationship between school and Guardian Council revealing an institutional dynamic that individualize social issues. The analyzes developed also suggest the possibility of including Psychology mediation to school, family and Guardian Council. These aim to break the hegemony of the gaze individualizing approach that blame individual and / or family for school failures. This all present to professionals the urgenct for a critical attitude, based on theoretical and practical approaches able to research and propose critical interventions in order to overcome the production of educational exclusion.

O IDEB como política de regulação do Estado e legitimação da qualidade: em busca de significados

Abstract This paper discusses the quality of basic education legitimized by the external evaluation and publicized by the Basic Education Development Index (IDEB) - an index that combines the performance of students in the assessment and the school flow, culminating with the establishment of an objective parameter (grade) that aims to reflect the Brazilian educational quality. The arguments are based on the premise that these two elements are incipient to determine the quality of education in the country without taking into account other factors that affect quality, namely: socio-economic and cultural level of the students, teacher training, enhancement of teaching, tangible and intangible working conditions, school management, school infrastructure, supplies, etc. The reflection leading to the debate on the lack of evidence to establish the quality of education travels the ways of the external evaluation in Brazil, the technical rationality of the school management referenced primarily by the IDEB and its governance to achieve the goals determined by this index. The purpose of this essay is to contribute to the current debate on the IDEB as a proposer and mobilizer of policies for the Brazilian public schools.