A lousa digital interativa no ensino fundamental: um estudo de caso de uma escola municipal brasileira

The main objective of this paper is to realize a review of literature about use of Interactive Digital Whiteboard, as a tool for improving the quality of education. We intend to show some results already reported in several studies in this area, and thus contribute to the systematization of knowledge about this resource. We found that the positive impacts of digital interactive whiteboards are specific and depend on the model followed in its implementation. Although the literature on this technology still emerging, there is evidences of good practice and positive results in all areas of the curriculum. The outcome of this research shows that to get potential benefits of digital whiteboard will be necessary, at first, to understand the process implementation and appropriation. If hardware and software of Interactive Digital Whiteboard not available and adequately used all their potential benefits not will take effect.

Disciplina de didática: um estudo exploratório a partir dos planos de ensino

The present investigation intended to understand how Didatic has been interpreted by teachers who work with this discipline in undergraduate courses. We assume that there are still many controversies and contradictions in consideration of the epistemological status of didactics, and that this knowledge object is on constant review by professionals. Initially we were seeking evidence in the plans of courses, however, this search has put us in a situation of confusion, of uncertainty and highlighted structural problems which, at first, prevented us from using pure and simple of the contents of the plans. We analyzed 76 lesson plans, allocated to institutions in different Brazilian states, different types of institutions and the diversity was so great that led us to characterize this study as exploratory and tell us the relevance of analyzing them in the perspective of "facets". To deepen the understanding we were interviewing teachers and two focus groups conducted with teachers of Teaching. Triangulating the analysis of plans, with the reflections from the interviews, the speeches and also in the focus group data, observation of teaching practice, we put some insights on issues, even though preliminary and will require further research.

Como o ensino vê a variação?

Thinking about the correlations between linguistic variation and education is both necessary and urgent if we wish to make language teaching more appropriate, fairer and more meaningful. I take, on one hand, already well-established concepts derived from research on language: the variable nature of language (in space, time, situations) and the intrinsic relationship between this variation and social structure, the communicative needs of speakers, the needs and desires that speakers have to build their social identity. On the other hand, we found out that the teaching of Portuguese language has usually been based on a vision that assumes the language as a static reality. I propose to contrast the two components of this issue, to reveal where, and if, any relationship has been established, and where it is to be built. In the first instance, I seek to evaluate the bond – how one speaks about change when this issue comes to be focused; in the second, I seek the reasons for absence - ignorance or indifference?

Infância e escola: desafios no ingresso da criança no ensino fundamental

In order to expand educational services in the country, were recently approved laws that changed the organization of schools and the population served by them, as was the case of Law No. 11.274/2006 elementary school that extended from eight to nine years, establishing the admission of children to this level of education to 6 years old. The research aimed to analyze the relationship between the legal text and the meanings of schooling and the specifics of childhood with the entry of children in elementary school. We proceeded to carry out theoretical research and documentation and with the main results we can state that: 1) referring to the childhood and school education, we can reflect on the period that includes the ages between 5 and 7 years, periods in which the child Brazil, according to new legislation can be met in kindergarten and compulsory from 6 years in elementary education, refers to the student at a time conducive to the psychological and cognitive investment in the development of imagination, thought through images, perception , logical reasoning, comparison and identification of elements of the property, creativity and playful and symbolic creations, 2) found that the formation of the 1st child. years of elementary school students is directed around the practices of literacy, with emphasis on the acquisition of reading and writing; Find out what this new educational context, schools are presenting great challenges due to the specifics of care for children six years in the first year Elementary School, showing gap between the law and the actual developments in the reorganization of schools.

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.

Materiais didáticos para o ensino de língua estrangeira: Inglês para crianças

Teaching foreign languages, especially English, has been highly valued and widespread in Brazil in recent decades; so many schools now offer it from the earliest grades of Elementary school or already in kindergarten. This fact can be observed mainly through the spread of bilingual schools and private ones in which individuals begin language instruction as earlier as possible. In this article we report the experience developed in the project “Oficina de Inglês para crianças”, conducted at a Child Care Unit in São Carlos Federal University (UFSCar), and that had counted with the use of various pedagogical materials with the goal of providing a first contact of children with the English Language through a fun and enjoyable way.

Violência simbólica contra educandos transmitida historicamente pela cultura dominante

The aim of this study is to conduct a reflective analysis of violence symbolic in the light of the specific case of ideology. For its realization as we starting point the participant observation in classrooms of elementary school. In this process selected two cases (from many observed) that have become emblematic in the production of this work, which brought elements of evident symbolic violence experienced by students. The schoolis part of a social system and ideological and historically constructed in its place there are many cases of students victims of this violence, which reveals the need for this issue to receive the appropriate attention. Remember that you need to understand the deeper aspects of violence practiced on a symbolic way which creates a culture that camouflages violent ideology behind.

Violência no futebol brasileiro: os discursos de torcedores organizados

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A escolarização da literatura infantil nos anos iniciais do ensino fundamental: um processo subsidiário aos fins pedagógicos

Literature is a treasure for humanity and for the school. It causes psychological function of the individual, inserts it in the context of various cultures and historic moments, and, by having formative nature, School and Literature are intrinsecally related institutions. But literature is not the end of the first teaching, while the school has the purpose of teaching literature. Literature is not a source of good leads standards; have to be educated without this process to misrepresent. Thus, it was estalished is to investigate the inadequacy of schooling of Children's Literature pointed out by Soares in 2006, is still reality that becomes present in school or if there was any change in that status. Specific objectives were established: 1)Scanning separately in each of the books education system, from first to fifth grade of elementary school, according to the following categories involving education of literary reading: selection of genres and authors; presentation of these genres and no change from one genre to another; 2)analyze the way children's literature is presented by note-books analyzed education system develop the sensitivity of the student for pluris-signification and expressiveness of literary language, while fulfilling its social function and knowledge; 3)review the comprehension activities of literary reading proposed by notebooks to seize their educational goals. Therefore, we carried out basic theoretical research, demonstrating the functions of literature and the teaching of literature in school, and documentary research. Were analyzed 20 documents (the system apostilled notebooks), paying attention to classwork it to him of genres, authors and works chosen to be worked out, observing the cases of texts fragmentation and transport the genre to the page of the notebook system apostilled, and investigating the goals of literary reading instruction through the analysis of comprehension activities. The data received quantitative...

O lúdico no processo de desenvolvimento humano no ensino fundamental dos anos iniciais

This work was to study how the playful approach occurs in schools in the cycle of Fundamental Education. Know childhood representations from the rise till the present, the importance of playfulness in the formation and development of the child, also investigated the role of schools in the contribution to the process of human development, in view of the process through which pass the grown up most children of the age group studied. The methodology consisted of bibliographical and documentary research on related topics and field research with participant observation with children six years old in the first year of elementary school and conducting semi-structured interviews with teachers of a public school in the city of Bauru. Also analyzes the concepts of teachers on the playful using semi-open interview as the initial resource. We found that 40% of participants are unaware of such term and work with the playful from time to time in the classroom. The introduction of recreational activities in school had a satisfactory repercussion with the entry of other classes in the course of project development. Students were involved, participated in the whole process. However for the playful become effective in school, there must be enough basic training and also continuous education to teachers to break with paradigms crystallized in their teaching practices. Also and above all that, public policies have to consider the children and the children before they become adults as beings with their own identity

O ensino superior noturno no Brasil: história, crescimento e políticas públicas no início do século XXI

There are three distinct and complementary objectives The first objective is to present a short historical overview on the establishment of evening courses in Brazil (classes are held on weekdays, generally from 7:00 pm to 10:30 pm), including those in the higher education level, occurred on the middle of last century. The second objective is to demonstrate the growth of evening higher education, considering that in 1998, of the 2.1 million college enrollments, 55.3% were enrolled in evening courses; in 2010, twelve years later, of the 5.4 million students enrolled, there were 63.5% enrolled in evening courses. The third objective is to discuss current public policies to expand evening openings in public institutions which represent nowadays only 16.1% of the 3.4 million enrollments for evening classes. In the third objective it is included the discussion of programs for scholarships and tuition loans. The research results pointed to the importance of federal programs for scholarships and tuition loans for students from private institutions such as the 1,382,484 scholarships since 2004 (PROUNI Program) and the 847,000 tuition loans since 1999 (FIES Program). Important steps have been made by the Brazilian government. Considering that there are 3,987,424 enrollments in private institutions, the effectiveness of the programs for scholarships and tuition loans is still insufficient to meet the universal benefits for the student’s needs. Evening courses became the real instrument of social inclusion for many Brazilian youths and must be expanded quantitatively and qualitatively, with aggressive public policies, including also, scholarships and tuition loans.

O estado da arte sobre as temáticas sexualidade, educação sexual e gênero nos encontros nacionais de didática e prática de ensino - ENDIPE (1996-2012)

Pós-graduação em Educação Escolar - FCLAR

Contos de fadas no ensino fundamental I: analisando os recursos empregados e as estratégias que podem ser adotadas pelas/os docentes na desconstrução de estereótipos sexistas

Pós-graduação em Educação Sexual - FCLAR

Avaliação do grau de conhecimento sobre Leishmaniose e Toxoplasmose em moradores do município de Araçatuba, SP

Considering the importance of zoonotic infections by Leishmania spp. and Toxoplasma gondii in Araçatuba region, São Paulo, this study determined the degree of knowledge of residents of Araçatuba about these two diseases. Questionnaires about these diseases were applied to 123 people. Regarding schooling, all the respondents were literate, and 69.9% (86/123) did not attend higher education and 30.8% (37/123) completed an undergraduate degree. Of these, 91.9% (34/37) knew the meaning of the term zoonosis, with significant difference compared to those who were not trained. This word was unknown by 57% (29/123) of total respondents. Most non-graduates, 59.3% (51/86) did not know what is toxoplasmosis and among graduates, 35.1% (13/37) ignored the subject.There were significant difference between these groups. Regarding the prevention of Leishmania infection, a greater proportion of the residents advocated environmental cleanup, the collar repellent and use of citronella. In relation to toxoplasmosis, 54.5% did not know the ways of transmission of this disease and among those with graduate degree, 13 ignoring any transmission medium. When it comes to prevention of this disease, 55.3% (68/123) did not know any prophylactic. In the group of higher education, 14 did not know how to prevent toxoplasmosis. The results of this study show that the majority of respondents are not aware about the mode of transmission of these diseases, especially in relation to toxoplasmosis.