A educação em cena : a Revista de Educação como circulação de representações sobre saberes educacionais no Espírito Santo (1934-1937)

Este estudo analisa os processos de circulação e apropriação das representações sobre os saberes da educação escolarizada difundidos pela Revista de Educação do Espírito Santo, entre os anos de 1934 e 1937. Como referencial teórico baseamo- nos em Chartier (1990) acerca do conceito de representação, em Balandier (1982) em relação ao conceito de encenação de poder instituído que assume visibilidade quando circula na Revista, concedendo publicização aos feitos políticos realizados por dado grupo social, e em Julia (2001), junto ao conceito de cultura escolar. A partir desse arcabouço teórico, empreendemos metodologia de pesquisa a partir da análise histórica da fonte, dialogando, para tanto, com diferentes documentos e registros que configuram uma série de dados que constituem nossa fonte. Trata-se da análise das representações travadas no debate sobre a formação, divulgação e apropriação do conjunto de práticas e saberes pedagógicos dirigido aos professores, por parte de um grupo de intelectuais locais que se apresentava como portador do projeto de modernização do Espírito Santo inserido no contexto nacional. A Revista de Educação/ES tinha entre seus principais objetivos o de (in)formar os professores, ou seja, enquadrar suas práticas às novas demandas educacionais. Deste modo, a Revista esteve atrelada a um projeto educacional em que os intelectuais corroboravam a ampla circulação de um conjunto de representações sobre a modernidade, utilizando a Revista como suporte, visto que, desde as capas, são expostos “monumentos de modernização”, como os prédios escolares e todo um complexo arranjo de artefatos simbólicos, traduzidos muitas vezes em festas e rituais escolares que evocavam “um novo tempo para a Educação do Estado”, ou seja, fazendo da educação escolarizada um espetáculo.

Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation

A Disciplina história da matemática e a formação do professor de matematica: dados e circunstâncias de sua implantação na Universidade Estadual Paulista, campi de Rio Claro, São José do Rio Preto e Presidente Prudente

Pós-graduação em Educação Matemática - IGCE

Novos caminhos para o ensino e aprendizagem de matemática financeira: construção e aplicação de webquest

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O esporte paralímpico na formação do profissional em educação física : percepção de professores e acadêmicos = The paralympic sport in physical education professional forming: perceptions of teachers and students

Universidade Estadual de Campinas . Faculdade de Educação Física

On associations of teachers: An address delivered at a meeting held in Dorchester, on Wednesday, 8th of September, for the purpose of forming an Association of Teachers, for Norfolk County. ...

Pages [15]-16 contain the "Constitution of the Norfolk Association of Teachers."

Forming i barnehagen i lys av Reggio Emilias atelierkultur

Forming (Arts and crafts) and children’s creative action with materials and tools are less in use in the kindergarten than before. Political focus on children’s early learning has led to shifts in kindergartens toward other specific disciplines, and requirements for individual testing also of the smallest children’s competencies within these. Kindergarten teachers, educators, researchers and participants in social debate have pointed out that there are epistemological contradictions in descriptions of kindergarten quality as well as between current kindergarten policy documents and requirements for the kindergartens’ staff. Meanwhile, the content and methods in many kindergartens are inspired by practice and philosophy in the municipal kindergartens in Reggio Emilia, Italy. Correlation between kindergartens’ formingprojects and experiences from Reggio Emilia is actualized in particular through the workshop and the studio’s role in children’s learning processes. One starting point for the thesis’ problem area is a documented need for more knowledge about kindergarten’s educational content. The overarching goal of the thesis is to develop new knowledge about how learning takes place in kindergarten through examining the field of forming in kindergartens inspired by Reggio Emilia’s atelier culture. The thesis is theoretically anchored within pragmatism, and ties kindergarten’s aesthetic operations with materials and tools to socio-cultural perspective, social constructivism and post humanistic theory. The empirical material is obtained through a qualitative study with ethnography as methodological approach. The fieldwork is conducted in kindergarten, with two leading research questions: 1) How is atelierism perceived and unfolded in Norwegian Reggio Emilia-inspired kindergartens, and 2) how is forming perceived and unfolded in Norwegian Reggio Emilia-inspired kindergartens. A comprehensive and multifaceted material is analyzed, and the results are presented in the form of three themes: The physical environment, Relations and actions in interplay, and Expression forms and forms of expression. Each of these topics are supported by examples from kindergartens’ adult voices and the constructed empirical material. Insights into how learning takes place in the kindergarten subject of forming with inspiration from the Reggio Emilia atelier culture is discussed in the tension between educational philosophy, Nordic kindergarten tradition and neoliberal trends that kindergarten teachers must adhere to. Learning potentials in children’s opportunities for action in forming in light of the atelier appears in the results of the empirical study. The educational context described is characterized by experimental and playful actions where children’s sensations, curiosity and resistance are interacting with the identity of materials and tools. The results imply aesthetic, ethical, democratic and ecological reflections, which are also valid on a practical action level. The thesis contributes to description and understanding of kindergarten’ content and young children’s learning, the importance of atelier culture as inspiration for the kindergarten, and the further development of methodology and documentation of knowledge expressions.

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa

Universidade Estadual de Campinas . Faculdade de Educação Física

The Process of Simulation Authoring/Creation by Chemistry Teachers: A Service Learning Experience

Two case studies are presented to describe the process of public school teachers authoring and creating chemistry simulations. They are part of the Virtual Didactic Laboratory for Chemistry, a project developed by the School of the Future of the University of Sao Paulo. the documental analysis of the material produced by two groups of teachers reflects different selection process for both themes and problem-situations when creating simulations. The study demonstrates the potential for chemistry learning with an approach that takes students' everyday lives into account and is based on collaborative work among teachers and researches. Also, from the teachers' perspectives, the possibilities of interaction that a simulation offers for classroom activities are considered.

Modified Steels for Cold-Forming U-Bolts Used In Leaf Springs Systems

In this work, a low alloy steel and a fabrication process were developed to produce U-Bolts for commercial vehicles. Thus, initially five types of no-heat treated steel were developed with different additions of chrome, nickel, and silicon to produce strain hardening effect during cold-forming processing of the U-Bolts, assuring the required mechanical properties. The new materials exhibited a fine perlite and ferrite microstructure due to aluminum and vanadium additions, well known as grain size refiners. The mechanical properties were evaluated in a servo-hydraulic test machine system-MTS 810 according to ASTM A370-03; E739 and E08m-00 standards. The microstructure and fractography analyses of the cold-formed steels were performed by using optical and scanning electronic microscope techniques. To evaluate the performance of the steels and the production process, fatigue tests were carried out under load control (tensile-tensile), R = 0.1 and f = 30 Hz. The Weibull statistic methodology was used for the analysis of the fatigue results. At the end of this work the 0.21% chrome content steel, Alloy 2, presented the best fatigue performance.

High Solids Content, Soap-Free, Film-Forming Latexes Stabilized by Laponite Clay Platelets

High solids content film-forming poly[styrene-co-(n-butyl acrylate)] [poly(Sty-co-BuA)] latexes armored with Laponite clay platelets have been synthesized by soap-free emulsion copolymerization of styrene and n-butyl acrylate. The polymerizations were performed in batch in the presence of Laponite and a methyl ether acrylateterminated poly(ethylene glycol) macromonomer in order to promote polymer/clay association. The overall polymerization kinetics showed a pronounced effect of clay on nucleation and stabilization of the latex particles. Cryo-transmission electron microscopy observation confirmed the armored morphology and indicated that the majority of Laponite platelets were located at the particle surface. The resulting nanostructured films displayed enhanced mechanical properties.

Selection of new glass-forming compositions in Al-La system using a combination of topological instability and thermodynamic criteria

A combination of an extension of the topological instability ""lambda criterion"" and a thermodynamic criterion were applied to the Al-La system, indicating the best range of compositions for glass formation. Alloy compositions in this range were prepared by melt-spinning and casting in an arc-melting furnace with a wedge-section copper mold. The GFA of these samples was evaluated by X-ray diffraction, differential scanning calorimetry and scanning electron microscopy. The results indicated that the gamma* parameter of compositions with high GFA is higher, corresponding to a range in which the lambda parameter is greater than 0.1, which are compositions far from Al solid solution. A new alloy was identified with the best GFA reported so far for this system, showing a maximum thickness of 286 mu m in a wedge-section copper mold. Crown Copyright (C) 2009 Published by Elsevier B.V. All rights reserved.

Crystallisation behaviour and glass-forming ability in Al-La-Ni system

The crystallisation behaviour for alloys in the Al-rich corner in the Al-La-Ni system is reported in this paper Alloys were selected based on the topological instability criterion (lambda criterion) calculated from the alloy composition and metallic radii of the alloying elements and aluminum Amorphous ribbons were produced by melt-spinning and the crystallisation reactions were analysed by X-ray diffraction and calorimetry The results showed that increasing the values of lambda from 0.072 to 0.16 resulted in the following changes in the crystallisation behaviour, as predicted by the lambda criterion (a) nanocrystallisation of alpha-Al for the alloy composition corresponding to lambda = 0 072 and (b) detection of the glass transition temperature, T(g), for the alloys with composition close to lambda approximate to 0.1 line. For compositions corresponding to both ends of the lambda approximate to 0 1 line (near the binaries lines) T(g) could be detected only in the ""intermediary"" central region, and the alloy we produced in this region was considered the best glass former for the Al-rich corner Also, except for the alloys with the highest NI content, crystallisation proceeded by two distinct exothermic peaks which are typical of nanocrystallisation transformation. These behaviours are discussed in terms of compositional (lambda parameter) and topological aspects to account for cluster formation in the amorphous phase. Crown Copyright (C) 2009 Published by Elsevier B V All rights reserved