Educação e preparação para o trabalho: análise de políticas públicas em um município do interior do estado de São Paulo

Pós-graduação em Educação - IBRC

Juventude e políticas públicas: uma análise dos programas direcionados aos jovens da periferia urbana

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

Experiências Comparadas na Educação do Campo entre Brasil e Cuba e as Possibilidades de Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the “Third World “, i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the “field schools” in Cuba (1960-1975). The issue of “intellectual and organizational culture”, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009-2010). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

O espaço dos homens plenos: experiência comparada na educação do campo entre brasil e cuba e as possibilidades de formação omnilateral

This text aims to present the challenges and opportunities of omnilateral formation as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices originating from the educational experience of Brasil and Cuba. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the field schools in Cuba (1960-1975). The issue of intellectual and organizational culture, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

Práticas Educativas Comparadas em Educação do Campo e os Desafios da Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the "Third World ", i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to “intellectuals and the organization of culture” in "schools in the countryside" in Cuba (1960- 1975). The issue of "intellectuals and the organization of culture", in a gramscian perspective (GRAMSCI, 2000), was addressed in several works throughout our academic career (VILLELA, 2003; 2008; 2009-2010). In order to further these issues, we address the challenges of formation for children and youth of the field in Latin America. By analyzing the educational practices in the schools in the countryside, emerges the theme of contemporary global justice.

Política também se ensina? a propósito dos jovens e do espaço universitário

Neste trabalho apresentamos a proposta de levantar as concepções de um grupo de jovens universitários dos cursos de graduação, do período noturno. Pretendeu-se com esses dados coletados em entrevistas refletir sobre questões como: interesse político, consciência política e participação política entre os jovens.

Profissionalização e acesso ao trabalho para os jovens: elementos sociojurídicos

Pós-graduação em Serviço Social - FCHS

Práticas de mapeamento com as tecnologias digitais: para pensar a educação cartográfica na contemporaneidade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação a distância na modernidade líquida: uma análise descritiva

Pós-graduação em Educação - FFC

Condição periodontal, perda dentária e diferenças socioeconômicas em adultos e idosos brasileiros

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Famílias e formação ética: a educação das crianças sob a ótica de mulheres

Pós-graduação em Serviço Social - FCHS

Casos de ensino relacionados à educação física escolar: uma produção dos alunos do ensino médio

Teaching cases are records, through written narratives, of an academic episode or incident, they appear in educational scenery as a rich strategy not only for the teacher's conformation but also for their investigation. The bibliography shows that young students are still not very much investigated and it contributes to the establishment of negative images of this social subject. In this sense, the objective of this work is to analyze the stories and episodes, called teaching cases, in narrative style, written by students from High School about their physical education classes. The participants of this study are High School students from two public schools from two cities in the countryside of São Paulo state. The researcher stayed in the schools for nine months and in this meantime she made contact with the students, asking, for the ones who showed interest, the construction of teaching cases. For this interested students, the researcher explained researcher explained what teaching cases are, as well as, she presented a template to guide them in the production. At the end of this process, twenty teaching cases were delivered to the researcher. They were analyzed under the qualitative approach, valuing the expressive wealth in the narratives, complemented by the interviews with the authors. Inset the mosaic of narratives and interviews, showing a variety of experiences and possibilities of distance and approximation of the students to the physical education classes, we can indicate that from the 20 cases, only one was set as a total distance from the physical education classes (this is the student's situation since she was in the second grade from elementary school). Mentioning the positive experiences and the approximation to the physical education classes, the association of teaching cases and interviews showed that seven students lived the context and until today present an affective proximity to the classes. These evidences can help...

O amanhã de quem cresce: influências e valores presentes na constituição de projetos de vida de jovens adolescentes de um curso técnico de uma instituição estadual

Pós-graduação em Educação - FFC

Cenário e perspectivas para a melhoria do ensino público no Brasil: mídia, cultura e educação

Thinking about improving public education in Brazil means thinking not only on what we wish to develop, skills and abilities in individuals, but understand and clearly identify the type of citizens we are devoloping and what kind of society we want for the future. In this context it is important to note that the practice in the classroom today can not be considered without regard to education steeped in culture and, therefore, in the forms of modern communication. So if there is a crisis in education, it can not be solved only within the classroom. The challenge for school education is to show students within the classroom how they will be out of school. Quality education is a blueprint for the future, to the unknown, to a world we do not know now. In this sense, to direct the education only for the labor market is a mistake, because the market is so today, but may be another in ten or fifteen years. Precisely because we do not know what are the requirements for citizens of the future, we must focus on what is essential in the formation of our youth. Is essential then to understand the ideas, learn to discuss them, argue and learn to recognize the role of technology in social and cultural evolution of mankind.

Escola e o diálogo sobre corporeidade e educação sexual

The purpose of this work and to provide education professionals regarding the way a reflection of how the body has been seen and treated at school. In view of embodiment and sexuality education body and movement performed by him has received a new treatment in our time, overcoming the dichotomy inherited from the mechanistic paradigm and structured by Newton and Descartes and predominant in recent centuries. We know that these changes are consequences of the emergence of AIDS and the advancement of the incidence of unwanted pregnancies among young people of school age. Therefore, this discussion reinforces the need for training of teachers in promoting discussions about sexuality and corporeality with broader focus, dialogues, be traced paths to address the biopsychosocial aspects from a sociohistorical context of gender equity, respect for sexual diversity, the reduction of prejudice and violence against the so-called “minorities” sex.