Projeto Político Pedagógico: o espaço de participação efetiva e contextualizada dos atores da escola

Will be demonstrated here, the importance of preparing the Political-Pedagogical Project - PPP in a way that the school´s actors participate constantly. his participation is essential to promote both their production and the ongoing evaluation of activities, actions and educational purposes. Following the guidance of experienced researchers in this matter, we assume the defense of a school that favors the character of belonging for everyone: administrators, teachers, students and parents, the whole community. his study is conducted in two stages: a theoretical study, highlighting the main researches and thoughts at academic level, a documentary analysis of four schools and interviews with directors or vice directors and coordinators of schools. With this study and analysis, it is possible to realize the importance of their development and promote relection to guide those interested to a new vision or revision of structures already plastered. he school thus may undergo changes renovating their routine, making it fresh news and events, allowing the daily challenges foster contextualized strategies on concrete basis.

Segurança na América Latina: cenários e perspectivas

In the post Cold War period, in the security field, has increased the mechanisms of cooperation and coordination among the Latin American states, in the context of so called confidence-building measures. These arrangements presented as important and efficient tools of political-strategic articulation and assist in the maintenance of peace in the region. The paper presents some considerations about the current scenario in terms of security and defense in Latin America. Initially, presents concepts of security and defense and perceptions of threats by the states. Then, discusses the mechanisms of cooperation and coordination in security have been established on the American continent in the periods of the Cold War and post Cold War. Finally, presents considerations regarding the scenario and the prospects of security issues in the region.

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

Pós-graduação em Educação Escolar - FCLAR

Políticas Públicas de Resíduos Sólidos e a Coleta Seletiva em Regente Feijó - SP

This research was mainly focused on public policy analysis of solid waste, and the National Policy and State Solid Waste, as well as determining the performance of the Blue Green Municipality strategic project in relation to the management of municipal solid waste in Regente Feijó, São Paulo. The objective of this research was to analysis of the consequences of the deployment project of selective collection and integration of recyclable material collectors in an association of collectors, called the Association of Recyclable Material Collectors Rock, held in the city from the year 2008, with effective implementation in 2010. We analyzed the actions of the municipal government since the implementation of selective collection, to the development of the Association. The methodology used was literature concerning the issue; routine field surveys to monitor the activities in the landfill and association of collectors, collecting data from questionnaires appropriate to the research topic. We sought to examine old and new forms of urban solid waste management, the evolution of the historical process of this issue in the city and its social and environmental impacts, and the collectors the main social actors in this process. The complexity that addresses this issue was dealt with in this dynamic study, analyzing all parts involved

A formação do professor no século XXI e a educação inclusiva

This paper describes the history of Inclusive Education in Brazil, especially the inclusion of studentes with hearing disabilities im mathematics classes in regular schools. Shows the difficulties faced by these students in the teaching and learning based on inclusive education researchers, we propose some changes in behavior to meet the hearing impaired. The importance of the teaching profession, the teacher and the school culture, as well as the political-pedagogical project are also subjects of this work. With this work, we see the development of Inclusive Education in our country and how we can help you advance further

A prática pedagógica e avaliativa de uma escola do interior paulista

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O SUAS e o Projeto Ético Político dos Assistentes Sociais: uma análise a partir dos assistentes sociais do município de Formiga-MG

Pós-graduação em Serviço Social - FCHS

A integração das tecnologias de informação e comunicação na escola: o projto político pedagógico nesse contexto

This study aims to analyze the possibilities of integration of new information and communication technologies (ICT) in teaching and learning in a school of public elementary school Municipal Araraquara. This is a survey based on a qualitative approach, which has a strategy Case Study. Made an analysis of the Curriculum Guidelines and Policy Project (PPP) school selected, in order to check how the school addresses the issue of the use of new technologies in the educational process. For the analysis of the Curriculum Guidelines and Educational Policy Project found that the school has studied a concern to make use of ICT in teaching and learning, featuring an awareness of the importance of technology in education, but does not describe ways to integrate curricularmente them. The integration of new technologies into the curriculum requires a systematic reflection about their goals, their technical and content chosen. Not only is working with new technologies aimed at digital inclusion of students, but we need to integrate the school into their curricular, integrate them into the process of teaching and learning. Today ICT configure themselves into a new form of language, essential for knowledge representation and, if so, their presence in the school curriculum is crucial.

Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: uma análise a partir do projeto político pedagógico

Environmental education (EE), a critical component to face the environmental crisis, must be present in formal education in a continuous, permanent and transversal way. Studies show, however, that EE occurs, often, in a sporadic and discontinuous way, and that it is mainly linked to Sciences. The objective of this study was to investigate the inclusion of environmental subjects in the Political Pedagogical Project (PPP) of a rural school, in Araraquara, SP. Through documentary analysis of the PPP, proposals for the Environmental Education for the last years of elementary education were examined. The results allowed the understanding, in a complex and contextualized way, of aspects related to the presence of environmental subjects in the school curriculum. They reveal that the suggestion of working with Environment attend the recommendations of the conference of Tbilisi and of Brazilian National Curriculum (PCN).

Ideologia industrial x cultura rural: o método SESI de ensino em uma escola rural

This study compares two educational practices: the Rural School method (Escola do Campo) and the SESI teaching method, suggesting that the latter one is inefficient when applied to rural schools, as illustrated with a case study of a rural school that was obliged to adopt this method in 2012. The epistemological basis of a dialogical pedagogy for rural education has been used in order to criticize the practices of a method whose origins in the industrial ideology and in consumerism promotes a true cultural invasion, according to Paulo Freire, hindering the students' dialogues with respect to the ways of life in rural areas and in towns – an interaction that assured school performance in the previous educational system, which has been arbitrarily discontinued by the political power. Different surveys were used in this study for both compared cases, specially dissertations that have evaluated the Rural School project (Projeto Escola do Campo), adopted in Araraquara in 2004, a dissertation about the SESI teaching method that has discussed its new didactic material and, also, an evaluation of the contents of a representative sample of textbooks of History, Geography, Sciences and Mathematics for the 6th grade of elementary school. It is a theoretical text, not an essay, considering that it is based on concrete situations, which were explained using researches on the implicit themes and summarizes the analytical procedures that have allowed to unveil, in the textbooks prepared by SESI, the stimulus and the valorization of consumerism, without any criticism and environment concerns.

O jornal literário Dom Casmurro: nota de pesquisa

Conselho Nacional de Desenvolvimento Cientifico e Tecnológico (CNPq)

A educação em Direitos Humanos nos projetos político-pedagógicos das escolas de São Paulo

The article presents data from a qualitative study that aimed to investigate the presence of aspects that integrate knowledge, values and practice of the Human Rights Education (HRE) in the political-pedagogical projects (PPPs) of public schools in the state of São Paulo. 15 documents were analyzed from criteria based on reference documents for HRE in Brazil. The criteria were organized into seven areas: internal and external community; principles and concepts of education; goals; curriculum; democratic participation and school environment; teacher training and evaluation. We sought to identify whether the HRE related elements were missing, or if they were just mentioned or stood out through propositional planned actions in PPPs. The data demonstrate that the contents directly related to HRE are absent from PPPs, some issues related to this type of education are weakly mentioned and there are some planned actions that promote rights. However, the intentional, systematic and conscious planning of HRE is not yet reflected in this document type.

Análise do sistema de avaliação do rendimento escolar de Marília

Pós-graduação em Educação - FFC

Movimento jogo e brincadeira na educação infantil: as expectativas das famílias

Childhood is a theme that has attracted many controversies and discussions, and winning approaches to the increasingly large over time: biological, psychological, educational, welfare and, more recently, sociological. It is known that the movement, play and game activities are important recurrent and integral development of children, and should be present prominently in early childhood institutions. Based on these assumptions is that this study aimed to analyze the didactic-pedagogical principles postulated by the law, official guidelines didactic teaching and literature, with regard to meeting the needs of children in early childhood education. Unveiling the expectations of the families responsible for children in relation to early childhood education, especially with regard to movement, and play games and compare to what extent these expectations turn away or close to the guidelines on teaching and pedagogical movement, games and postulated in official documents, legislation and literature. To this end, we carried out literature search, selection and analysis of texts relevant to the understanding of the theme. Fieldwork was conducted in a Municipal School of Early Childhood Education Full-time (Emei) of Bauru/SP, and involved the analysis of the Political-Pedagogical Project of the institution, semi-structured interviews with five teachers and five children in the family responsible for Garden II (ages 5 to 6 years). Data were analyzed using thematic content analysis of Bardin and triangulated by the confrontation of literature/legislation, the Pedagogical Political Project of the institution and the expectations of families/guardians. We also realize that the Pedagogical Political Project of EMEI is in routine activities with the children, movement, and play the game are covered and are worked. According to teachers interviewed they assist in learning other areas of work (Oral and Written Language, Nature and Society, etc.) learning of moral...

Leitura curricular da formação de professores de Geografia: Brasil, Espanha e Portugal

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)