Diversidade sexual e ensino de ciências: buscando sentidos

Pós-graduação em Educação para a Ciência - FC

Significados e sentidos da deficiência adquirida em policiais militares

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

Educação bilingue para surdos: práticas discursivas em tempos de exclusão

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

Sentido pessoal, significado social e atividade de estudo: uma revisão teórica

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

Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Linguagens expressivas e a formação de professores para a educação infantil: um estudo de projeto pedagógico

Pós-graduação em Educação Escolar - FCLAR

Análise do binômio saúde: adoecimento de professores e alunos

Pós-graduação em Educação Escolar - FCLAR

Alunos com surdez e o processo de inclusão: uma análise dos discursos sobre língua de sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Contribuições gerais para o trabalho pedagógico em salas multisseriadas

This article aims at reflecting on organization of pedagogical work in multigrade classes in order to contribute to facing core problems in countryside education and public school in general. We place historically and question school grading and then discuss teaching planning (horizontally and vertically); students' grouping (establishing the difference between group and grouping) and the necessary grouping for promoting learning. We seek to provide elements that evoke analyses of graded classroom standardization. We point out that in both multigrade and graded classes there are possibilities and limits for pedagogical practice. In this regard, we invite teachers to operate towards overcoming these limits by optimizing the concrete possibilities they find, mainly those regarding multigrade classes, which are the focus of our attention in this article.

Forma e conteúdo do ensino na educação infantil: o papel do jogo protagonizado e as contribuições da literatura infantil

This paper approaches the relation between school education and psychic development in the light of cultural-historical theory and critical-historical pedagogy, discussing the triad form-content-receiver of teaching in the context of early childhood education. Considering the goal of developing the bases of theoretical thinking in children, the paper analyses role-play as leading activity in preschool and explores the contributions of child literature, highlighting the importance of providing access to artistic works which depict reality in an imaginative form as multisided and in permanent movement.

Formação de jovens para o mundo do trabalho e cidadania: experiência teórica e prática por meio de projeto extensionista

This paper presents the extension project Youth Empowerment for Work and Citizenship. It is a psychosocial and an educational activity focused on the care of impoverished youths, aged between 14-19, from Assis-SP. It aims to contribute to the cognitive, affective and social process of the participants. The extension activity has benefited the education of Psychology undergraduates students to the mediation in human development under nonformal education. The theoretical and methodological background is based on the cultural-historical psychology of Vigotski. The results obtained are: the establishment of partnerships between universities and state and local public organizations; the incorporation of innovative thematic in psychology curriculum course at UNESP; production of academic-scientific research about the experience of Psychologists in social educational area; and the participation of one hundred young people as well as their parents or legal guardians in the project.

Professores de arquitetura diante da questão do desenvolvimento humano e da inclusão social das pessoas com deficiência

Professors of Architecture on the Subject of Human Development and Social Inclusion of People With Disabilities Historical-Cultural Psychology believes that the people appropriate the culture and develop themselves by social interactions. The architect acts indirectly on human development by producing spaces that allow varying levels of interaction between individuals. To know if the Brazilian Architecture courses are graduating professionals who facilitate the social inclusion of people with disabilities, this research aimed to investigate the concepts of Architecture teachers of a public university about this theme. After the interviews, the reports obtained were submitted to the categorical-content analysis method. Technical concepts predominated over reflective ones, except for the architecture concept, classified as a knowledge area which brings gains to human life.

Interdependência entre os níveis de atenção do Sistema Único de Saúde (SUS): significado de integralidade apresentado por trabalhadores da Atenção Primária

Integrality constitutes an important principle of the SUS, achieved through the struggles of the Brazilian health movement. It represents an expansion of the concepts of health and illness, to include the social determinants of healthcare needs. Intending to investigate the meanings of integrality reported by primary care workers, a study was developed in a medium-sized municipality in the state of São Paulo, concerning distinct technological work organization models in primary healthcare units. Among the results, the dimension of system integrality appeared with greatest frequency, according to analysis on focus groups. The workers pointed out difficulties in integration and communication between the healthcare levels, determined by selective social policies and medium/high-technology services delegated to the private market. The theoretical-philosophical framework of this study was based on cultural-historical psychology, taking into consideration the categories of work/activity, consciousness, mediation and totality.

Crítica ao conceito de Necessidades Básicas de Aprendizagem (NEBA) a partir da categoria marxiana de necessidades humanas

Pós-graduação em Educação Escolar - FCLAR

Mobilização de competências na atividade informal do vendedor ambulante em praia de Natal (RN)

The central issue of this dissertation is to investigate the labor activity of beach hawker, in order to identify the main professional competencies mobilized in this activity, traversed by both the precariousness of the means of labor exercise, as for complex and structured routines. In the town of Natal (RN) the beaches serve as workplace for thousands of informal workers, who use various professional skills, translated into the ability to mobilize and articulate knowledge, skills and behaviors to solve problems in concrete work situations. This research therefore had as main objective to investigate the work of beach hawkers, trying to identify the core competencies mobilized for facing demands and obstacles in such a context. The beach of Ponta Negra (Natal-RN) was chosen as field of observation, in which a group of hawkers took part as voluntary subjects. Methodologically, quantitative and qualitative methods of production and analysis of data were combined in three stages. In the quantitative phase an occupational questionnaire was applied to a sample of 60 subjects, generating a set of data analyzed with quantitative univariate and multidimensional descriptive statistical tools, complemented by inferential statistical analysis. The results of this phase indicate a predominance of men sellers with salary varying in a range from one to two minimum wage Brazilian salary, age and education quite heterogeneous, extended working hours and the choice of only this activity and this beach throughout the year. Concurrently with this step of analysis, unsystematic observations of the activity of vendors were held and then driven to the technique of Instruction Impersonator with four chosen subjects. This phase had a clinicalinterpretive analysis, rooted in historical-cultural Vygotskian psychological perspective and in the french approach of skills and abilities. The main results point to several strategies for overcoming obstacles, use of technics anchored in everyday work experience and practical knowledge, building rules of conduct and collective mobilization of diverse professional skills similar to those found in formal work, such as business and time management, use of communicative tools, flexibility in problem solving, creativity and teamwork competence. We conclude that informality investigated in context can not be seen exclusively as a synonym of precariousness. It also covers skills and knowledge in a complex culture that situates informal labor in a complementary way with respect to formal work. This conclusion, therefore, contributes to overcome the notion of antinomy between formal and informal labor activity, since they both can be considered as a way to achieve job satisfaction, and even a personal representation of well done job, which is an important psychological generator of identity and social place.