Alfabetização e letramento: a cultura escrita de alunos que iniciam o ensino fundamental II

As the Elementary School expanded quantitatively at the end of last century, a new social debate started on the quality of the education offered in public schools. Among many concerns and questions, there was the quality of literacy of the young people that finished the Basic Stage of Education. Federal documents drawn up over the last years, such as the National Pact for Literacy at the Right Age, defend that the obligatory literacy takes place until the end of the third grade of Elementary School. Based on this, it is intended that, at the end of the 5th school year of this education step, the students master the social practices of reading and writing that let them pursue their literacy process in the following school years. In this sense, the present study intended to observe and think over how the alphabetization (reading and writing technology acquisition) and literacy (using of written language in different social practices) processes happened at the end of the Elementary School I. In order to exploit to the full the meanings and conceptions involved in the presented theme, it was decided, methodologically, to elaborate a qualitative research, in where the adopted procedure was data survey and bibliographic research of authors that conceptualize, explain, relate and distinguish alphabetization from literacy. Next, it was performed a documental research based on laws and other Federal documents, from the State of São Paulo and from the municipality of Rio Claro-SP, observing the established discussion with the studied academic productions, as well as attributions given to the public school to perform the process of alphabetization and literacy. The visitation of these papers was also considered necessary for the understanding of expected knowledge, capabilities and skills of the student that finishes Elementary School I. In the last stage of the research, with the purpose of thinking about the level/kind of alphabetization...

Considerações a respeito do processo de didatização dos gêneros em livros didáticos de língua portuguesa

Pós-graduação em Letras - FCLAR

School activities in health education and their impact on parents

There is little empirical evidence establishing the value of schoolhouse education of children and the repercussions on their families; a quantitative analysis of instructional intervention in health and its reflection on the family permits quantification of its effectiveness outside of the school setting. To this end, we utilized instruction on head lice in schoolchildren was conducted. A randomized sample of those responsible for students enrolled from the third to fifth grade, from two public schools who had taken an instructional module on pediculosis, were invited to respond to a questionnaire that aimed to ascertain their opinions on the instruction and what its impact was on their family. The variables were assessed by univariat analysis. Of 155 total respondents, 89.9% were the parents of the students. The students that had infestation, in turn, had greater capacity to influence the family on measures against lice. The majority of those responsible supported the instruction and reported being satisfied with the school for having addressed the theme. When the subject pertains to the reality of the students, the school-family link is strengthened. Instruction on pediculosis in school helps bridge the gap between the theoretical and the practical, a harmonization required in health education.

As percepções dos jovens estudantes de Londrina/PR sobre política

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

The book is still on the table: uma análise do uso do livro didático de inglês na escola pública paulista

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

História e natureza da ciência no ensino de biologia: perfil e concepções de professores em serviço e de materiais didáticos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A avaliação da efetividade de um modelo de intervenção breve (método BASICS) para o uso de risco de álcool em estudantes do ensino médio

Pós-graduação em Saúde Coletiva - FMB

Avaliação de hábitos de vida e proposta de fluxograma de encaminhamento de escolares com necessidades de cuidado nutricional

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Gestão democrática da escola: possibilidades e dificuldades na percepção dos pais e dos gestores do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Transposições ortográficas e estrutura da sílaba na escrita infantil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de Física para alunos com deficiência visual: o processo de ensino-aprendizagem nos ambientes escolares das salas de aula regular e de recursos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Projeto de Futuro na dimensão sócio afetiva: como se constroem as percepções de alunos(as) do Ensino Secundário em Portugal e do Ensino Médio no Brasil

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

Políticas de acesso ao cargo de diretor de escola pública da educação básica – novas perspectivas a partir da realidade do município de Franca/SP

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

O ensino coletivo de cordas friccionadas produzido no SESC-Consolação, comparado com propostas de ensino coletivo realizadas no Reino Unido e nos EUA: Trajetória histórica, diferenças e similaridades pedagógicas e socioculturais

Pós-graduação em Música - IA

Práticas Pedagógicas com uso das TIC declaradas por Professores de Matemática do Ensino Médio no contexto do novo Currículo do Estado de São Paulo

Pós-graduação em Educação - FCT