Ensino de hist��ria e cultura afro-brasileira: uma an��lise do caderno do professor de hist��ria do ensino m��dio p��blico paulista

P��s-gradua����o em Educa����o - FFC

A leitura dos enunciados dos problemas matem��ticos e as estrat��gias para a resolu����o por alunos do 9�� ano do ensino fundamental

P��s-gradua����o em Educa����o - FFC

A Hist��ria e Filosofia da Ci��ncia: Contribui����es para o Ensino de Ci��ncias e para a forma����o de professores

This article integrates results from reflections on the importance of history and philosophy of science for science education and teacher training. Centrally, was based on results from reflections on the importance of this knowledge for teacher training and action planning of science teaching by the teacher, through a thematic approach. To address this latter topic, we attempted to do so by considering the action planning of science teaching in elementary schools. This option is due to the fact that in the discipline, be clearly stated the broad reach of its area, to integrate knowledge about nature, human beings and technology, among others, in a historical and philosophical perspective.

Cotidiano e filosofia no ensino m��dio: media����es

O presente artigo prop��e reflex��es acerca de poss��veis rela����es a serem estabelecidas entre o cotidiano vivido por alunos e professores do Ensino M��dio e o processo de filosofar a ser ensejado pela disciplina de Filosofia. Tem como pressuposto que alunos e professores, imersos que est��o na vida cotidiana, tanto poder��o sentir-se provocados a discutir quest��es importantes postas pelos ��mbitos do cotidiano e da Filosofia, quanto poder��o permanecer indiferentes a elas. A quest��o central remete �� possibilidade de instigar um di��logo filos��fico significativo, por meio do ensino de Filosofia. Elucidados prioritariamente pelo campo filos��fico (Heller e Gramsci), os ��mbitos do cotidiano e da Filosofia sugerem discuss��es filos��ficas relevantes: concep����es de vida cotidiana, de Filosofia e de suas possibilidades de inter-rela����o. A aproxima����o entre a vida cotidiana e a Filosofia coloca n��o somente um problema filos��fico, mas tamb��m um problema pedag��gico. qual o papel da escola, do professor e da pr��pria Filosofia, no processo ensino e aprendizagem? Tem-se como hip��tese que, para se utilizar o cotidiano como ponto de partida da reflex��o filos��fica, �� indispens��vel compreender o significado filos��fico de cotidiano e de n��o-cotidiano e o papel do professor como agente mediador entre esses ��mbitos.

O ensino de filosofia na proposta curricular do Estado de S��o Paulo: espa��o para experi��ncias formativas?

P��s-gradua����o em Educa����o Escolar - FCLAR

Matematica e lingua materna: um estudo sobre utiliza����o conjunta com atividades para o ensino fundamental

This work is a study and a repost on a possible way that can be worked together Mathematics and Native Language, presenting activities for the middle school, trying to make teaching more interesting, dynamic and playful. The work presents proposal for activities based on stories from the book ���O Homem que calculava��� by Malba Tahan, with questionnaires to be answered by the students and guidance for teachers on how to apply these activities in the classroom. Applications of these activities were carried out and this work also includes analysis and records of them

Estudo descritivo e preliminar das quest��es ��ticas, educativas e legais do uso de animais como recurso did��tico no ensino superior

N��o dispon��vel

A aplica����o de t��picos de Hist��ria da Qu��mica no processo de ensino e aprendizagem: dificuldades dos alunos

This research project aims to determine the main way that the inclusion of topics of history and philosophy of science education activities aimed at high school, influence the process of teaching and learning of chemistry. The subject of research will be a teacher, undergraduate student in chemistry and public school students that the teaching units developed will be applied. The literature presents a large of research indicating the need to include these topics in education and present the results of large withdrawals of original sources of the development of scientific knowledge. Despite of the large number of these works are not very common reports of application of the results of these studies on activities of the classroom, which reinforces the importance of this study

O desenvolvimento de habilidades argumentativas no ensino m��dio: perspectiva a partir de um minicurso investigativo com base na hist��ria da ci��ncia

The performance of investigative activities with lessons in teaching Science and Chemistry has promoted meaningful learning of scientific knowledge. This study aimed to develop the links between higher education for research and skills argumentative, aimed at building the scientific concept on combustion of the candle in a closed container, for students from two classes of 3rd year of high school, two city schools Bauru, S��o Paulo. We decided to do a short course investigative, to respond argumentative skills which are developed during the minicourse using investigative activities, knowledge from the history and philosophy of science. The results were gathered from analysis of video recordings of episodes of the short course in both the groups, to produce a higher rate of use of argumentative skill, which were classified into categories according to the prior knowledge of the subject, 'factual knowledge' , 'understanding of concepts' and 'reasoning and analysis.' From the information obtained, it was found that both the teachers and the students were consistent in their actions, and that the activity of reasoning is key to learning. Thus, one can realize that knowledge is not acquired all at the same time, each individual depends on the mediation of the teacher in order to reach different design more appropriate teaching and investigative linked with the argument can be the key tool to acquire this knowledge

A no����o de campo el��trico: reflex��es de uma futura professora sobre o processo de ensino

This work offers an overview about didactic reflections in the introduction of the electrical field concept in Physics Teaching activities aimed to the High School by means of a teaching methodology based in a low cost experiment (FERREIRA E RAMOS, 2008). We analyzed the particular use of an experiment named electrostatic vector and its use in the teaching of the line force ideas, proposed by Faraday in 19th century. In the frame of this work we analyzed how this unconventional approach differs of the methodology generally presented in the didactic textbooks. We discussed that the use of low cost experiments, will not cause the student to learn, but the work of the teacher, offering an interaction between the student and the electrostatic vector, play an important role in the classroom

Dificuldades no processo de ensino e aprendizagem de Qu��mica: estudo e proposi����o de estrat��gias para o ensino m��dio

This study shows new alternatives to the teaching of chemistry in high school and wants to be an aid to the teacher at the time of the planning of lessons and a way to help students improve their performance in this discipline. The central issue is the exploration of differentiated teaching strategies for a just end: improvement of education in chemistry. To reach the main point is to undertake a survey of the most important issues for students and teachers, and from there many teaching strategies are suggested to help in understanding the contents studied. The idea is to propose strategies that may be of interest to students of chemistry, stimulating the curiosity of wanting to know more about a certain content that is being studied in the classroom. This study shows that chemistry is not boring, is not as difficult as it seems, and everyone can indeed take pleasure in studying a world as real and so fascinating, if you understand the facts

O ensino de l��ngua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar

This study is a reflexive review of theories about the teaching of English to children in Elementary School, a suggestion to teach English through the Fairy Tales and Fables, associated with the study of Transversal Themes suggested by the plot in the selected stories. Based on the Communicative Approach to language were conducted a few classes with students of the 4th year of Elementary School in a private school of Bauru city. A bibliographic study was conducted in Applied Linguistics, Philosophy of Education, Psychoanalysis, Approaches to teaching Foreign Language and Theories related to foreign language acquisition

Os saberes, os desafios e a utiliza����o de jogos no ensino da matem��tica na EJA: um estudo

A matem��tica est�� presente nas mais diversas atividades do nosso cotidiano. O interesse em realizar o Trabalho de Conclus��o de Curso no ��mbito da Educa����o de Jovens e Adultos/EJA, surgiu a partir do meu ingresso no Programa Institucional de Bolsa de Inicia����o �� Doc��ncia - PIBID no in��cio do ano de 2010. O PIBID vem sendo desenvolvido em v��rios campi da Unesp, somente nos cursos de licenciatura e tem como financiadora a CAPES/MEC. No curso de licenciatura Plena em Pedagogia, o Programa EJA/PIBID Rio Claro atua na escola Municipal Celeste Calil, localizada em um bairro perif��rico, que tem como p��blico alvo pessoas de baixa renda, alfabetizadas ou n��o. O trabalho que a cada dia vem sendo constru��do com as educandas me despertou muito interesse, principalmente com rela����o ao ensino da matem��tica, uma vez que a mesma est�� presente nas diversas esferas do cotidiano. Podemos acompanhar (observar) que as alunas j�� trazem consigo uma experi��ncia de vida muito grandiosa com rela����o �� solu����o de quest��es pertinentes a matem��tica. Para auxiliar na aprendizagem, recursos matem��ticos v��m sendo introduzidos nas aulas, entre eles jogos, onde as educandas podem reviver situa����es cotidianas que, �� primeira vista, facilita o processo de aprendizagem e resolu����o de problemas. O presente trabalho tem como objetivos fazer um levantamento de jogos matem��ticos que poder��o ser utilizados nas aulas da EJA, e tamb��m analisar o caderno de registros matem��ticos do PIBID, no ano de 2010. Quanto �� metodologia, buscam-se elementos na pesquisa qualitativa, bem como an��lise bibliogr��fica de jogos que foram levantados e tamb��m an��lise documental do caderno de registros do PIBID 2010, constru��do conjuntamente, pelo grupo de educandas e bolsistaseducadores

Hist��ria do ensino da literatura infantil nos cursos de forma����o de professores prim��rios no estado de S��o Paulo, Brasil (1947-2003)

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Experimenta����o no ensino de f��sica: um estudo escolas estaduais na regi��o de S��o Jos�� dos Campos

This work presents the results of a study on the use of experimentation in physics teaching, presenting a survey on the use of this strategy in public high schools in the region of S��o Jos�� dos Campos. Data collection was carried out in schools by means of questionnaires prepared for physics teachers and students from three grades of high school. Data were obtained in eighteen schools distributed in the city of S��o Jos�� dos Campos (two in the central region, in the west, three on the east side, seven in the north and five in the south), a school in the district of Sao Francisco Xavier and a school in the town of Monteiro Lobato. Thus, data from 20 schools, 610 students and 20 teachers were analyzed. Among the main results, we highlight that over 80% of the students said that there is no physics lab at the school where they study, and less than 1% declares that uses laboratory weekly. We note that there is a laboratory in 25% of the schools in the northern region and 10% or less of the other schools. According to the students the proposition of the experimental activities by teachers is rare - only three schools in East Side the options sometimes and always exceeded the number of responses experimental activities are never proposed. We had 60% of the teachers who reported using the curriculum of the state of S��o Paulo to propose activities to students, and half of the teachers said they did not have classes experimental physics classes in initial training or had them in sufficient quantity to support the use of this feature in practice