Formação de professores à luz de Meirieu: interação reflexiva sobre a prática educativa

Action-research conducted in a a Brazilian public elementary school. Using the tools provided by Meirieu, the point was to offer teachers the possibility of improving their perception of their own knowledge and practice. The process consisted in filming classes and watching the films together for reflexive interaction. When given the chance to look at themselves, their practice and their students, the teachers started to do build a new perspective of the learning process and to deconstruct certain truths regarding their interventions, which brought in new outlooks, new discourse and new practices.

Memória, infância e brincar em escritos de Walter Benjamin: cultura lúdica e processos de formação e prática docente

This text aims to present some ideas of the philosopher Walter Benjamin, one of the most intriguing intellectuals of our time, trying to outline in his work the relationship that the author establishes between childhood playing and ludic culture, more precisely regarding the memory of playing, childhood, culture, history and memory in contemporary society after the twentieth century. Thus, in order to identify reinterpreted experiments, as places, forms of playing and types of toys made out of this paradigm, we were guided by the notes, essays, translations and articles in which Benjamin identified conceptions of childhood and ludic culture. Benjamin's view of childhood is not childish, simplistic or reductive. His works allow us to discuss and justify the need for a more detailed analysis on the phenomenon of development and teaching practice within the everyday schoolchildren. By revisiting the original ideas, and irreverent criticism of Benjamin, thinking education from his account, we hope to contribute with other studies in the field of education, by elucidating the process of development and teaching practice in relation to the ludic childhood culture, specifically regarding childhood and the places of childhood in the contemporary context.

Mediação como base de estratégias pedagógicas voltadas a alunos com deficiência mental severa: indicadores para a prática docente

The paper talks about the education of persons with disabilities severe mental retardation based on the idea of Reuven Feuerstein mediation. The collected data were analysed mainly under the focus quantitative, allowing extraction of details of everyday life investigated. Aims to describe and analyze the implementation process their educational, focusing on teaching strategies used by Special Education teachers in the Araraquara’s city. In addition, seeks to address the educational process of a population slightly investigated by uniting two strands of thread in an innovative way: the Theory of Structural Cognitive Modifiability (SCM) and Reuven Feuerstein education of students with severe cognitive impairment. The methodology initiated by the establishment of the teacher’s profile, their mapping and location. Data collection was achieved through three instruments: interviews with teachers, observation protocol and field diary for registration. Our results describe the work of a teacher, showing their practice, and enlist the pedagogical strategies used, mainly those related to the criteria medication. According to the Theory of Structural Cognitive Modifiability (SCM) and the idea of Mediated Learning Experience (MLE), the teacher acts as mediator, interposing themselves between stimuli the environment and the student. The work of the teacher observed indicates that the environment and the student. The work of the teacher observed indicates that she exerts her functions in teaching using pedagogical strategies which are found in her heart, precepts essential to mediation. This shows it is possible to associate the ideas of Feuerstein practices aimed at teaching students with severe mental disabilities.