A formação do professor investigador na escola e as possibilidades da pesquisa colaborativa: um retrato sem retoques

The focus of our research is on how teachers construct their knowledge. We also intend to depth our understanding of the factors that regulate teachers' action - either to maintain, either to modify their professional practice. In order to investigate the means by which teachers learn and the reasons that make them change or resist transforming their practice, we accomplished a task aiming teachers' formation, in a manner similar to a collaborative research design, which involved part of the staff of a school chosen among others which were part of a sample of a previous exploratory study. The subjects were ten teachers of elementary teaching (first stage) and three school administrators. The intervention occurred through our constant presence in the school's daily life, for we believe that empowerment and professional development must be a choice of teachers themselves, based on their own expressed needs toward the construction of their autonomy. A preliminary analysis of data shows that teachers sometimes resist to changes; so these are slow and difficult. Nevertheless, our intervention based on a collaborative research design enabled us to deal with these difficulties, contributing to form a kind of teacher who investigates its own practice.

Use of Aspiration Method for Collecting Brain Samples for Rabies Diagnosis in Small Wild Animals

P>In developing countries such as Brazil, where canine rabies is still a considerable problem, samples from wildlife species are infrequently collected and submitted for screening for rabies. A collaborative study was established involving environmental biologists and veterinarians for rabies epidemiological research in a specific ecological area located at the São Paulo State, Brazil. The wild animals' brains are required to be collected without skull damage because the skull's measurements are important in the identification of the captured animal species. For this purpose, samples from bats and small mammals were collected using an aspiration method by inserting a plastic pipette into the brain through the magnum foramen. While there is a progressive increase in the use of the plastic pipette technique in various studies undertaken, it is also appreciated that this method could foster collaborative research between wildlife scientists and rabies epidemiologists thus improving rabies surveillance.

Resilience as protagonism: interpersonal relationships, cultural practices, and personal agency among working adolescents in Brazil

A visual methods study was conducted with 16 at-risk youth living in a mid-sized Brazilian city. In this study, we focus on data obtained from four of those youth who were working adolescents, aged 13-15, and identify contextually specific protective processes associated with resilience. Through a reciprocal process of collaborative research that included observation, photo elicitation, video recording of a 'day in the life' of each youth, and semi-structured interviews, youth and researchers co-constructed an understanding of adaptive coping in a particularly challenging social environment. By employing techniques from grounded theory to analyze the data, we identified a pattern of protagonism among these youth that enabled them to maintain well-being despite exploitation as working children. This conceptualization of protagonism as a protective process has implications for human service workers who intervene to improve the living conditions of working children. © 2013 Taylor & Francis.

Trabalho colaborativo entre universidade e escola: proporcionando a formação continuada através da história da biologia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os espaços-tempos cotidianos na Geografia escolar: do currículo oficial e do currículo praticado

Pós-graduação em Geografia - IGCE

A proposta de ensino por investigação e o processo de formação inicial de professores de ciências: reflexões sobre a construção de um modelo didático pessoal

Pós-graduação em Educação para a Ciência - FC

Inovações didáticas e a concepção de Natureza: a pesquisa colaborativa e desenvolvimento profissional do professor

Using qualitative and collaborative research, this article refl ects on the professional development of high school teachers in the context of activities of an interdisciplinary group of collaborative research that studies and promotes didactic innovations, focusing on the environmental context, and discusses the contribution of research with teachers in the generation of a scientifi c culture. The research project involves teachers of different curricular components (Physics, Chemistry, Biology, Mathematics, Geography and History) and researchers from universities in the areas of Education and Teaching of Earth Sciences. For data collection, three focal groups were formed with the group participants. Changes in the concept of Nature among the teachers and changes in teaching topics focused on the understanding of nature were identifi ed. The article concludes that the construction of didactic innovations helps teachers to make decisions about what, how and why to teach subjects that relate nature to society.

Reflexão sobre pesquisa colaborativa: articulações escola e universidade (Ciência do Sistema Terra, Currículo e Formação de Professores)

This work was born from public presentation done during 8th Meeting in High Level Education Program at University Moura Lacerda, Ribeirão Preto, SP, Brazil, in October 2012. That time showed up theoretical hypothesis of teacher education done by a collaborative research group of teachers and researchers and main results for Pedagogy course and students of basic levels. This paper intends to show up the findings of researches done by group of studies for Earth System Science and teacher education. The aim is to think about curriculum politics and teacher education from teachers’ practices, researches and studies on high school level. Moreover, we show up theoretical fundamentals which guide our actions and think. After we treat of organization, results and curricular innovations guided by Earth System Science and how that changes the view of nature of teachers and students. Qualitative methods of research help to describe curricular processes collectively done together with teachers of public schools. Our findings show up that teacher education must be a long, collective and interactive process to prepare high level teachers and researchers for teaching and teacher education.

Da prescrição curricular ao currículo como ação compartilhada: dilemas das tentativas de renovação dos programas de ensino de Matemática no estado de São Paulo pós-64

The present study is the result of joint actions between education, research and outreach that is focused on the training of educators and its implications for the renovation of teaching Mathematics. Its objective is to analyze the attempts to reorganize in mathematics curriculum implemented in the state of São Paulo in the post-64. It makes use of documentary analysis and interviews of teachers for reasons of discussion and conclusions. Situated in the theoretical and methodological context of collaborative research and historical-cultural theory. The research results which shows that mathematical activity is the centrality of the discussion about learning mathematics, which has consequences for the organization, of teaching programs. This is a genesis school thinking that motivates the students to the reconstruction of ideas and thinking a production process in the classroom that considers the conditions of the school, other than the conditions that governs the production of knowledge of mathematical science, which requires thinking about the formation of a teacher epistemologically curious.

A formação de professores para o trabalho com deficientes visuais: uma experiência inicial de colaboração a partir do desenvolvimento de materiais didáticos

Pós-graduação em Educação Escolar - FCLAR

Inclusão escolar de um aluno com autismo: descrevendo práticas de alfabetização em uma escola pública - ciclo I

Learning the written language has been the subject of research and study of various sciences in recent decades, in the same way that inclusion in regular education of students with disabilities such as autism, also has been the subject of discussions in the academic and even political. However, it can be observed that these two topics are disjointed, despite the importance of ownership of the system of writing by students with autism, because that would be a way to facilitate social interaction, which is the principal difficulty of this students. This research intend to describe the inclusion process of a student with autism into a common room of the initial years, in a public school, observing which are the strategies used by the teacher in the literacy process, as well as analyze the collaborative process developed by the researcher. The methodology was a qualitative and collaborative research, the kind of case study. The participants were a teacher and her students, from the cycle I of Primary School of a public school, among which, one is diagnosed with autism. The instruments used to the data’s analysis were interviews, with the teacher and the mother of the student with autism; the written productions of the student during the research; camp diary; and the observations made during the research. To the interventions, were used alternative practices, including material production (a mobile alphabet and a album of photos), that make more easy the process of literacy, The results showed the great difficulty in performing the interventions in a collaborative process, considering that in the observations, it was found that the practices of this teacher were traditional, and also there was no planning, on her part, content to be deal with the students. Otherwise, related to the development of the autism student’s written language, it could be seen like a breakthrough, have in...

Formação continuada do professor de educação física em tecnologia assistiva visando a inclusão

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

Resolução de problemas e linguagem em EJA

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

Programa ReAção: uma análise das contribuições de uma pesquisa colaborativa com professores para a melhoria do ensino de ciências

The teaching of Science is one great challenge not only for educators but also for researchers in our country. In a globalized world where the social foundations, cultural and economic depend fundamentally on science and technology, science education is a basic requirement for the exercise of citizenship. Multiple initiatives have been taken to improve the quality of teaching of science practiced in our schools: the ReAction Program is the result of a set of actions developed by a public educational policy that invests in improving the Teaching of Science the elementary school. In this work, we present a history of this program and the search on the contribution and the actions developed, the collaborative research with a group of teachers-multiplier, and the evaluation of the teaching of science, measured from notes, frequency and speech teacher.

Do acolhimento ao acompanhamento compartilhado: a construção colaborativa de uma proposta para o estágio curricular no curso de pedagogia

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