Teoria da Atividade como uma proposta Pedagógica para a disciplina de Sociologia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O (des)conhecimento do professor sobre a avaliação e o plano de desenvolvimento da escola

This paper is part of an extension project titled “The implementation of the School Development Plan in public schools of São Paulo: contradictions and implications for the educational management practice”. The School Development Plan is a program supported by the Ministry of Education through the National Fund for Education Development. Since 2010, it has been directed to state and local public schools that have not reached the goals set by the Basic Education Development Index. This research has been conducted in four public schools of an inner city of São Paulo since April 2011, in which the School Development Plan is being implemented. The objective of this study is to analyze the teachers’ concepts of learning assessment and identify the instruments used for such assessment and when they are used. The research made use of a qualitative approach. The study is based on literature review and data collected through questionnaires completed by teachers. We consider the importance of teachers monitoring the whole teaching and learning process and not only the results. However, public policies stimulate final results; thus, the study points out that teachers perform a checking, not an assessment, since there is no decision making. It is crucial to join quantity and quality when performing an assessment that diagnoses and values students and their effective learning.

A percepção de crianças e adolescentes sobre cenas de violência urbana

The article presents part of an evolutionary study regarding the ideas of children and adolescents on urban violence. The study included 40 subjects aged between 6 and 15; consisting of 10 subjects aged 6, 10 aged 9, 10 aged 12, and 10 aged 15. All subjects were enrolled in two public schools, one located in the interior of São Paulo’s State and the other in greater São Paulo. The subjects underwent three methodological procedures: a clinical interview, the drawing of a picture, and the analysis of a movie. In this paper we present data taken from the movie presentation, a silent cartoon which contained scenes of violence. The results indicate that subjects have difficulty in understanding the phenomenon of violence and its complexity. Subjects associated violence only with the most visible and concrete situations or conflicts, and they cannot identify the different types of violence contained in the drawings. The analysis and the theoretical references are based on the Piagetian perspective on the construction of social knowledge. Pedagogical implications based on evolutionary studies and the comprehension of the processes performed to the understanding of the social reality will be presented in this article, as well.

Psicogênese da Noção de Violência: um estudo evolutivo a partir da perspectiva piagetiana

The paper presents part of an evolutionary study regarding the ideas of children and adolescents on urban violence. The study included 40 subjects aged between 6 and 15; consisting of 10 subjects aged 6; 10 aged 9; 10 aged 12; and 10 aged 15. All subjects were enrolled in two public schools, one located in the interior of São Paulo’s State and the other in greater São Paulo. The subjects underwent three methodological procedures: a clinical interview, the drawing of a picture, and the analysis of a movie. In this paper, we present the data obtained from the application of the clinical interview, specifically those concerning the main theme: “definition of violence.” The results indicate that most subjects have difficulties in understanding and defining the phenomenon of violence and its complexity. They tend to associate it only to the most visible and concrete situations or conflicts, focusing on a basic level of understanding of the social reality. The analysis and the theoretical references are based on the Piagetian perspective about the construction of social knowledge. Pedagogical implications based on the evolutionary psychogenic studies as well as the understanding of the processes covered for the understanding of social reality are also presented in the article.

Desempenho de escolares com dificuldades de aprendizagem em funçào motora fina e escrita

Aims: the aims of this study were to compare and to characterize the fine, sensory and perceptive function performance and handwritten quality between students with learning difficulties and students with good academic performance. GII, GIII and GIV: 96 students with learning difficulties, and groups GV, GVI, GVII, GVIII: 96 good academic performance. The students were submitted to evaluation of fine motor, sensorial and perception functions and handwriting evaluation under dictation. Results: the results show that the students with learning difficulties from 1st to 3rd grade had lower performance on tests of fine motor, sensory and perceptive function compared to the students with good academic performance in the same grade; the students from 4th grade, both groups, did not show changes on fine motor sensory and perceptive function; and only the students of GII showed disgraphya. Conclusions: the results presented in this study suggest that the qualitative aspects of fine motor, sensory and perceptive skills reflect the integrity and maturity of central nervous system and can probably play an important role in early diagnosis of development disorders and consequently prevent academic disorders such as handwriting performance.

Formação, função e formas de provimento do cargo do gestor escolar: as diretrizes da política educacional e o desenvolvimento teórico da administração escolar

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

Caracterização do desempenho de crianças com dislexia do desenvolvimento em tarefas de escrita

INTRODUCTION: developmental dyslexia is characterized by impairment in reading and writing of simple words often involving deficits in phonological decoding and spelling. It affects individuals without sensory disabilities, free of significant emotional commitment and adequate educational opportunities. OBJECTIVE: to characterize the performance in activities related to writing observed in children with developmental dyslexia. METHOD: a total of six children (boys and girls) from 3rd to 7th grade from public schools in a city in the state of Sao Paulo, eight to thirteen years of age, participated in this study. Data were collected in CEES - Centro de Estudos de Educação e Saúde of UNESP - in Marília -SP in writing tasks. The results were analyzed descriptively by the score in percentage of correct answers. RESULTS: children with developmental dyslexia presented alterations in relation to the activities: writing of isolated words and writing of dictated words were below expectations for the education level, presenting phonological and orthographic changes. CONCLUSION: it is important that children with school problems make a more specific evaluation concerning these tasks.

Aplicação do modelo de tutoria em tarefas de leitura e escrita para criança com dislexia do desenvolvimento

Developmental dyslexia is characterized by impairment in reading and writing as a result of changes in the cognitive-linguistic behavior. The goal of the research was to analyze and compare the performance on tasks of reading and writing in children with developmental dyslexia after a mentoring program. Participated in this study 15 children of both genders from 3rd to 7th grade public schools of a city in the State of São Paulo, with average age (M = 9.4) and (DP = 1.08) divided into GIexperimental group (7 children who received intervention) and GII – control group (8 children did not receive the intervention, they were matched according to sex and age group with GI). The children were subjected to the diagnostic survey of reading and writing and to the intervention program in Reading Recovery tutoring. The data regarding reading and writing tasks related to mentoring program were collected in CEES-Centro de Estudos de Educação e Saúde da UNESP. The results revealed statistically significant difference between the GI and GII, where children with dyslexia in the GI showed superior performance on the task of reading words and reading the book I in relation to children of the GII. It was concluded that the GI introduced significant advances compared to GII that did not receive mentoring intervention, demonstrating that due to variability of cognitive-linguistic profile of children with dyslexia, it is necessary to develop, mainly, in the school context programs with specific difficulties that focus on interventions of this population.

Filme O Jardim Secreto: uma experiência com a leitura das legendas cinematográficas

By analyzing the pedagogical practices in respect of acts of reading in the current context of school education institutions vital, it is clear that they are linked to decipher. But it is believed that for the student to learn to read is necessary dialogue with the text, attribute meaning to writing and comprehension. When thinking about the use of technologies such as film subtitles, it is believed that they allow readers to form since they require a quick read without using the decryption with the attribution of meaning to follow the entire course of the film. This paper aims to present and analyze a film session the project subtitled and dubbed films in public schools and training of the reader, which investigates the contributions of cinematic legends in training readers in elementary school. In this paper we present data on the session of the film The Secret Garden, with students between six and ten years old in a public school in Marilia, SP. The session took place in film school, in a room adapted. When analyzing the results, we observed that reading subtitles contributes to children are not attached to decipher, because we used reading strategies to understand the plot and tried to dialogue with the text. This approach not only contributes reader for reading the screens, but also in fixed supports, for developing specific tactics for the scrolling text which can be applied to the texts on the immobilized support.

Análise do curso de extensão em Libras, na modalidade a distância, para formação continuada de professores no contexto educacional inclusivo

The inclusive education policy implemented by state and municipal educational systems of Brazil, contemplates that students with hearing loss can study in regular education classes. In this context, the use and knowledge of the Brazilian sign language is essential. Therefore, in 2009, an extension course of Libras of 120 hours in distance mode was developed in partnership with the FFC / UNESP, funded by the Program for Continuing Education of Teachers, the SEESP - MEC for Brazilian public school teachers. In the presence of this reality, this research sought to examine the course content, the evaluation of teachers about it and also verify the impression of teachers on a course offered in distance mode. We analyzed: the course design, the scientific report and the evaluation sheets filled in by pupils. It was found that the course had three modules: introduction to distance education; theoretical reflection on the use of Libras in inclusive education, practical activities and the use of Libras. 548 public school teachers linked to 19 departments and/ or boards of education in various regions of Brazil participated in the study. The analysis showed that teachers evaluated the course satisfactorily, pointing out that they favored the interaction with deaf students. Regarding the use of the modality of distance learning, the teacher students had difficulties with the Internet, which hampered access to the materials. However, the teachers considered distance learning interesting, because they learned to tinker with previously unknown tools, and had the opportunity to hone their technology skills.

Adesão ao valor justiça em crianças e adolescentes

This search is part of a larger study conducted at the Carlos Chagas Foundation (SP-Brazil), which aims to build a scale to assess adhesion to moral values by basic education students and their teachers. This text addresses only the value of justice. The responses of 111 10-13 year old children and 121 teenagers between 14 and 17 years of age at public and private schools in the city of São Paulo (SP-Brazil) were compared. Among the various topics addressed, some issues of distributive, retributive and commutative justice were selected. In the questionnaire, the alternatives offered were built in increasing stages of decentration from a social perspective inspired by Kohlberg. The results confirmed the two hypotheses that had been raised: there was a progression in the choice of the answers concerning the stages between children and teenagers and there were differences between the three forms of justice considered, in relation to the achievement of higher levels.

A organização do trabalho pedagógico na escola e o sistema apostilado de ensino: estudo de caso

Pós-graduação em Educação Escolar - FCLAR

Estimativas de parâmetros genéticos em linhagens avançadas de soja

Pós-graduação em Agronomia (Genética e Melhoramento de Plantas) - FCAV

A qualidade do ensino em uma escola pública estadual: um estudo das práticas da equipe gestora

Pós-graduação em Educação Escolar - FCLAR

Facilidades e dificuldades apontadas por professores de matemática ao atingir algumas das boas práticas de ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)