Ensino de matem��tica, hist��ria da matem��tica e artefatos: Possibilidade de interligar saberes em cursos de formação de professores da Educação Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

Formação de professores de Educação Infantil: perspectivas para projetos de formação e de supervis��o

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Formação de professores da educação infantil no Paran��: pol��ticas e legila����o educacionais (1691-1996)

P��s-gradua����o em Educação - FFC

Implica����es da teoria hist��rico-cultural no processo de formação de professores da educação infantil

P��s-gradua����o em Educação - FFC

A formação de professores para a educação Inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da Educação Infantil

To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of S��o Paulo. Such a description was guided through the of the collaborative approach taken subproject ���understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education���, developed as one of the phases and as part of larger project called ���depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education���. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.

Entrando na dan��a: reflexos de um curso de formação continuada para professores de educação infantil

P��s-gradua����o em Artes - IA

Desenvolvimento psicomotor: uma experi��ncia de formação continuada em servi��o com professores da educação infantil

P��s-gradua����o em Educação - FCT

Linguagens expressivas e a formação de professores para a educação infantil: um estudo de projeto pedag��gico

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

Formação Continuada em Servi��o para professores da educação infantil sobre o brincar

P��s-gradua����o em Educação - FFC

Formando-se professor(a) da educação infantil: a escola com contexto

This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences as a teacher and how these issues were being gradually answered from the experience in a school . Guided by these experiences and studies of Oliveira-Formosinho (2002) on the training of kindergarten teachers in the school context, among others as: Barreto, Kuhlmann Jr. (1998), Vasconcelos et. al. (2000); N��voa (1992, 1995), Moita (1995), Freire (1996), Tardif (2002, 2009) Kramer (2005) and Hargreaves, Fullan (2000), built as study questions: what situations become in the context of professional training at an institution of early childhood education? Which subjects who took part? How involved? From this perspective the goal of our work is a: to investigate, from the perspective of teachers a public kindergarten, situations of professional interaction that become the context of teacher education. The research took the principles of qualitative approach and an intrinsic case study (STAKE, 1998), whose locus was a Municipal Center for Early Childhood Education, so defined by their peculiarities for training faculty in the context of practice. We built the data with a group of nine teachers CMEI this by conducting a questionnaire, interviews and document analysis. Data analysis, guided by the principles of content analysis, allowed to note that beyond the initial training and personnel, the school context contributes to its fundamental training for teachers of kindergarten, whereas their specificities. We conclude by confirming that systematic and unsystematic in situations developed in the school routine, interaction with peers and other members of the school, the teachers take ownership of specific knowledge specific to teaching in kindergarten

O est��gio supervisionado como contexto de formação docente espec��fica para educação infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

Formação e atitude dos professores de educação infantil sobre viol��ncia familiar contra crian��a

A viol��ncia contra crian��as �� apontada como uma das principais causas de morbi-mortalidade na inf��ncia e deve ser identificada por todos os profissionais que lidam com esse p��blico, inclusive os professores. Objetivou-se avaliar o preparo dos professores de educação infantil, no que se refere �� percep����o e notifica����o dos casos de viol��ncia contra crian��a. Foram visitadas todas as institui����es de ensino infantil de Ara��atuba-SP, e os profissionais que consentiram (n=236), os quais responderam a um question��rio sobre o tema. Os dados foram analisados quanti-qualitativamente. 91,1% se consideram respons��veis pela notifica����o e 86,9% se dizem capazes de identificar agress��es. 80,9% declararam ter recebido informa����es a respeito da viol��ncia contra crian��a, entretanto, 67,7% sentem-se inseguros quanto �� identifica����o dos casos. Conclui-se que, mesmo possuindo formação para proceder ante a viol��ncia, a maioria dos pesquisados ainda n��o se sente preparada, o que pode gerar neglig��ncia.

Percep����o de professores de educação infantil sobre a inclus��o da crian��a com defici��ncia

A educação infantil �� importante para o desenvolvimento da crian��a com necessidades especiais. Nesse processo educacional, o professor e sua percep����o de educação inclusiva s��o fatores primordiais. Este trabalho objetivou analisar a percep����o de professores de educação infantil, que quanto �� pr��tica educativa atual, diferem em rela����o �� presen��a de alunos com defici��ncias em seus ambientes de trabalho, sobre a educação da crian��a com defici��ncia na faixa et��ria de 3 a 6 anos. Foram sujeitos da pesquisa 12 professores de educação infantil divididos eq��itativamente em tr��s grupos: de escolas especiais; de escolas comuns que trabalham com crian��as com defici��ncias inseridas em suas classes e de escolas comuns que n��o possuem em suas classes crian��as com defici��ncias. A coleta de dados foi realizada atrav��s de entrevistas semi-estruturadas, gravadas em fita cassete. Foi realizada an��lise de conte��do e os dados mostraram que os professores v��em como a principal contribui����o do processo de inclus��o a socializa����o da crian��a com defici��ncias, restringindo-o, por��m, a crian��as com possibilidades de independ��ncia. Quanto �� aprendizagem, acreditam que a crian��a com defici��ncia mental �� a que encontra maiores dificuldades, contrariamente �� com defici��ncia f��sica. Ressaltam problemas com o espa��o f��sico, recursos materiais e humanos e relativos �� formação do professor. P��de se concluir que �� preciso possibilitar aos professores uma formação que abranja conhecimentos sobre as diferentes defici��ncias e as necessidades educacionais relativas a estas, propiciar a adequa����o do espa��o f��sico e dos recursos materiais, al��m de assist��ncia t��cnica espec��fica.

Leitura de imagens: as concep����es dos professores de educação infantil

P��s-gradua����o em Educação - IBRC

Formação continuada de professores na perspectiva hist��rico-cultural: reflex��es a partir de uma experi��ncia na educação infantil

P��s-gradua����o em Educação - FFC