O tutor virtual na formação continuada em educação especial

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Caracterização de práticas de governança territorial no processo de desenvolvimento contemporâneo em Timor-Leste: análise a partir da questão da formação profissionalizante

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A mediação da informação na Teoria Arquivística

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Bioimperialismo e direito de propriedade intelectual: disputas pelo acesso ao cupuaçu e ao conhecimento tradicional

Pós-graduação em Ciências Sociais - FFC

Avaliação do Programa Nacional de Assistência Estudantil - PNAES na UTFPR Câmpus Medianeira

Pós-graduação em Educação - FFC

A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

O acesso à universidade pública no Brasil e a questão social: uma análise dos dados do relatório do vestibular da Universidade Estadual Paulista Julio Mesquita Filho UNESP

This work has as a central concern in analyze the causes of the still limited access of young Brazilians to public higher education in socioeconomic and cultural.In Brazil, onçy 14,4% of the young between 18 and 24 years old attend this educational level.If we consider that the public university offer just 1/4 of the vacancies, can be affirmed that this institutions are not able to attend neither 4% of the young between 18 and 24.Brazil shows,in this level of education,a lower access that most of its neighbors: Argentina(40%), Venezuela(26%), Chile(20%),Bolivia(20%).In this work were analyzed the data reports of entrance exam of Universidade Estadual Paulista (Unesp) entre 2004 e 2009,prepared by Fundaçao para o Vestibular da Universidade Estadual Paulista(Vunesp). In this analysis,can be noted the influence of some aspects socioeconomic and cultural related to possibilities os the young acces to public univercity. Stand out among these: family income,the possibility to dadicate only to studies and attend preparatory courses,as well as the parents level of education.

Os textos no ensino de filosofia

When someone teaches Philosophy, he or she must be conscious that in the texts there is a compound of three kinds of experience: reading, thinking and writing. These three types of experience blend form and content of the text when one thinks, writes and reads. Then these experiences have an face as shape and another face including thinking, writing and reading in a continuous tension because it is related to a practice that is in this same context, that of philosophy.

Tempo(s) e alteridade: a escuta nas aulas de filosofia com crianças

Children perceive philosophy classes as space and time in which they can speak whatever they think and they like. ! at is a fact: philosophy classes for and with children open space to speak and to think. But there is a distance between speak and be heard out. Which kind of hearing is interesting in this type of class? Hearing assumes a real meeting between persons and this takes for granted that someone is also and essentially interested in the other’s thought . Such questions take us to have a problem with our concept of childhood. Recovering debates made by Walter Omar Kohan about childhood and temporality we try to connect the questions we indicate here and their meaning in the classes of philosophy for children keeping as our aim to the liberating possibility to children and teachers.

Variação nômade: Henry Miller, filosofia e o combate contra o juízo

We discuss Henry Miller's novel Tropic of Cancer based on the concept of nomadism, as coined by Deleuze and Guattari. The relation between philosophy and literature is very productive for both. A phenomenon of dual capture between these two areas that is characteristic of a nomadic thinking: literature that engenders philosophy which, in turn, engenders literature, establishing connections, new relations between terms in a distinct nomad variation that dismisses the classical image of thought of its eminence: a perspective between philosophy and literature as form of discussing the nomadism in Miller's novel. Thus, the linkage between philosophy and literature aims to capture the Millerian paths on this new space of thought, which is achieved by giving up any origin, human or divine, and stands as productive thought that affirms the real in a combat waged against the faculty of judgment, or simply of Judgment, in all its forms.

Vigotski e a pedagogia histórico-crítica: a questão do desenvolvimento psíquico

The paper defends that the historical-cultural psychology needs the mediation of the historical-critical pedagogy in order to contribute to the school educational practice. In this direction, the paper analyses, in the field of the relations between Psychology and Pedagogy, a criteria for the human development characterization. Considering both, psychology and pedagogy, inside the historical process of social class struggle, the paper defends that human beings develop themselves by using the mediations which makes possible the movement from the condition of “being in itself” to the condition of “being for itself”.