Recursos de tecnologia assistiva para alunas com surdez: sugestões compartilhadas por uma bolsista Pibid

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação docente: contribuições da formação inicial para a construção da identidade profissional

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

O perfil dos alunos do curso de Pedagogia da UNESP de Bauru (2007-2010)

The present work aims to expand and contribute to the understanding of issues related to social demands urgent today as regards of teachers’ formation of kindergarten and initial series. Through a survey of the profile of students in four years (2007-2010) of Pedagogy, UNESP, Bauru, I propose to trace discussions about the student profile that seeks to train teacher in higher education. This process will reveal the profile of the student who is preparing to enter the teaching profession and who in later years will work in public and private spheres of education as a teacher, coordinator and manager in the kindergarten and elementary education. For this research will develop both qualitative approach in that it analyzes the profile to the light of the literature and studied quantitatively the extent that is based on the results

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

Formação de professores: uma breve reflexão sobre as razões da escolha profissional

This text, supported by the Social Representations Theory (SRT), reports some results of a research with students from the 1st/4th years of the College of Sciences and Technology from the State University of São Paulo (FCT-Unesp) on the teacher’s work/identity. We applied 278 questionnaires (free association questions on the teacher’s work and profile). Two groups with former students (five with teaching degrees and four with degrees in Education) were organized. We analyzed issues regarding the choice for the teaching profession (Geography - 3; Math - 04; Physical Education - 01 and Pedagogy – 10). Partial results: 1. There are differences between the social representations of students enrolled in Teaching and Education courses; 2. These people say the profession requires dedication and commitment; 3. They establish a strong relationship between career choice and the “taste” for the profession; 4. They believe that their role is greatly challenging: it involves helping prospective students and commitment to the school.

Ser professor e a relação ensino-aprendizagem: uma contribuição piagetiana

Pós-graduação em Educação - FFC

A problematização da docência universitária no contexto do capitalismo universitário

The university environment is in metamorphosis, in a possibility of its recreation in the presence of a knowledge revolution at full XXI century. Its structure, based at a science model, presents itself undermined by not breaking the stagnation in a world that inaugurates boundaries of uncertainty for all humanity participants. From that perception, this work intend to understand how the globalization has been reduced the workforce of the university teacher. Moreover, how the hegemonic groups, derived from insertion of capitalism and globalization, root themselves in the academic environment – before considered a space of autonomy – is transforming the teaching profession through mechanisms of alienation and doctrinairism that disseminate the heteronomy as alternative for maintenance of dogmas and, therefore, certainties.

Educação a distância online: potencialidades para a formação de professores que ensinam matemática

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

Notes on competencies in engineering education

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Valorização do trabalho docente ou uma miríade de novas responsabilidades e exigências ao professor nos decretos do governo paulista?

Pós-graduação em Educação - IBRC

O atendimento educacional especializado e o ensino de física para pessoas surdas: uma abordagem qualitativa

The present work discusses the Physics education for deaf students, including the formation of the Physics education professional, the specialized educational service and the participation of translators and interpreters of the Sign Language in this process. We analyzed qualitatively the national policy for specialized education in the inclusive vision, legislation and national opinion related to the teaching profession in Physics. Using documentations, it was possible to identify the limitations and contradictions related to specialized educational service and the teaching and learning process in Physics.

Dilemas contemporâneos da profissão professor: perspectivas de professores(as) de Educação Física da rede pública estadual de São Paulo

The purpose of this article is to reflect on the movement of professionalization of teaching, emphasizing the importance given to vocational training (initial and continuing) in this context. The research is qualitative in that it sought in the testimonies of eight physical education teachers, the São Paulo public state educacional, to elucidate the reflections from the literature review. It was found that although the social and political discourses glimpse the teacher as the main agent of social transformation, this possibility still presents far for this group, especially in view of the heavy workload and poor remuneration, hindering investment in training. It was concluded that this group is immersed in speeches ambiguous and contradictory processes, characterizing a movement of professionalization and concomitant deprofessionalization in teaching.

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

La professione docente tra rappresentazioni e progetto formativo. Un'analisi pedagogica della competenza degli insegnanti secondari

This thesis deals with the professional characteristics of secondary school teachers, with particular regard to their competence and their education. The topic will be approached starting from the characteristics and trasnformations social research has identified concerning Italian teachers, focusing on secondary teacher training. After a brief look at Europe, the attention will be directed to Italy, with particular regard to the Postgraduate Schools of Specialisation for Secondary School Teachers (SSIS); hence the need for an analysis that focuses on teaching per se and its concrete pratice. For its nature to be fully grasped, teaching must be reconsidered as an independent object of study, a performance in which competence manifests itself and a form of action involving a set of tacit and personal knowledge. A further perspective opens up for analysis, according to which the professional characteristics of teachers are the result of an education in which the whole history of the subject is involved, in its educative, formative, professional and personal aspects. The teaching profession is imbued with implicit meanings which are inaccessible to conscience but orient action and affect the interpretation of experience. Through the analysis of three different empirical data sets, collected among teachers-in-training and teachers qualified at SSIS, I will try to investigate the actual existence, the nature and the features of such implicit knowledge. It appears necessary to put the claims of process-product approaches back in their right perspective, to the benefit of a holistic conception of teaching competence. The teacher is, at the same time, “he who is teaching” and offers a concrete receiver the fruit of an endless work of study, reflection, practice and self-update. To understand this process will mean to penetrate more and more deeply into the core of teaching and teaching competence , a competence that in some respects “is” always “that” teacher, with his or her own story, implicit knowledge and representations.