Navegando por Palavras-chave "cultura escolar"

Agora exibindo 1 - 4 de 4
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    O currículo bandeirante: a Proposta Curricular de História no estado de São Paulo, 2008
    (Associação Nacional de História - ANPUH, 2009-12-01) Ciampi, Helenice; Godoy, Alexandre Pianelli [UNIFESP]; Almeida Neto, Antonio Simplício de; Silva, Ilíada Pires da; PUC/SP Faculdade de Educação Ensino da Anpuh/SP; Universidade Federal de São Paulo (UNIFESP); UFSCar Anpuh; Universidade Estadual Paulista (UNESP)
    The text is due to the discussion of An puh's Work Group - São Paulo Section, during the year of 2008. The aim is to discuss the hindrancer regarding the professionalization of the History Pro- fessor and the learning of children, young people and adults having as a point of departure the curricular propo-sition for History in São Paulo State, which is part of the project São Paulo faz escola, dating from the beginning of 2008.
  • Nenhuma Miniatura disponível
    Item
    Somente Metadadados
    Educação física escolar: tenho câncer, posso participar?
    (Universidade Federal de São Paulo (UNIFESP), 2014-08-09) Lima, Isabela Lemos de [UNIFESP]; Covic, Amalia Neide Covic [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This study aims to comprehend how physical activities in Physical Education (PE) classes can help a student under oncologic treatment to find a new significance to her place inside the school culture that she is placed in. Focused on the phenomenon that occurs in a restricted and localized scenario ? the chronically ill student who doesn?t feel to fully belong to the institutions hospital and school, that help in their development ? the problem in this study has the intention to bring knowledge to researchers and professionals who work with education and/or health, and manifest interest for full time service of children and teenagers that remain ill for long periods and attend to regular schools. Nowadays it is becoming more frequent children and teenagers that, due to their health condition have to leave school, to return during of after their treatment. This population, although are special, reveal distinct questions from the populations with physical, mental or even sensorial disabilities. Thus, it justifies the necessity for the development of researches that consider the particularities of this population. Approaching the contemporary questions that the overabundance of facts, spaces and individualization of references underscore the need to give meaning to the present time, this research starts from the observation of the learning experiences in PE classes at a school in the city of São Paulo to understand the reasons why a student who attends a hospital school of the Instituto Oncológico Pediátrico/Grupo de Apoio a Adolescentes e Crianças com Câncer/Universidade Federal de São Paulo claims to not be understood by her school. Under the method of action research, approaches to the Habermas?s theory, whose focus aims to the practice of dialogue in the pursuit of agreement to solve problems installed in a particular society, and through the interviews that involve a student undergoing oncological treatment who has been losing her sight due to the disease, her doctor, her PE teacher, and one of the pedagogical coordinators from the school that she is enrolled. Since it?s about the local culture of a school environment and by the anthropologic place of living steps of life, it cyclically reflects the many and complex factors that interfere on the researched student?s life. Therefore, it concludes that the redefinition of the role played by the student who is an oncological patient with low sight occurs by: the autonomous formation of the student; constructing an environment where all participants learn; the understanding of the disease and its implications on the construction of the school curriculum; the space of the complementarity between school culture of PE and the possibilities and needs of severely ill student; the inclusion of professional training in places involving the school daily problem solving; to assume the individualizations that are presented on the whole, by those involved with the educational process of Basic Education; the parallel learning of teachers on other ways to reflect the issues of daily life and finally by the creation of formative artifacts that enable the exchange of roles without losing each one?s specificity.
  • Nenhuma Miniatura disponível
    Item
    Somente Metadadados
    Espaços, culturas e práticas escolares: um estudo de caso no CEU
    (Universidade Federal de São Paulo (UNIFESP), 2014-03-10) Raymundo, Ticiane Silva [UNIFESP]; Lugli, Rosario Silvana Genta Lugli [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The present study was born the observation of the difficulties faced by a unit of CEU (Educational Center Unified ). The central question seeks to understand if the difficulties experienced in the school institution can be regarded as a form of institutional wear. A case study was made in CEU this space designed as an innovative proposal, but that seems to keep the traditional school form, denoting a school culture resistant to new proposals for educational uses of space and time in education. The research problem that presents itself, then, is the challenge of seeking to understand the learning difficulties from the use of the space that the school offers. Was entered into to school environment a study of ethnographic type, seeking to map and analyze which elements of everyday school contribute to the permanence of some representations about the school. The work presented here we used the theoretical concepts School shape and Culture School to understand the everyday life, whereas in its analysis processes historical-social that happen inside the school. The work presented here we used the theoretical concepts School shape and School Culture to understand the everyday life, whereas in this analysis processes historical-social that happen inside the school. The representations about education innovative were fundamental to understand the impact of educational complex in pedagogical practice unit studied.
  • Nenhuma Miniatura disponível
    Item
    Somente Metadadados
    Representações do islã nos livros didáticos
    (Universidade Federal de São Paulo (UNIFESP), 2014-11-12) Barchi, Felipe Yera [UNIFESP]; Almeida Neto, Antonio Simplicio de Almeida Neto [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This work analyzes the current representations of Islam in History textbooks for the Secondary School (High School) produced in Brazil between 1991 and 2011. This period is permeated with events that put Islam in evidence in Western media while the production of textbooks in Brazil was going through major changes. Given the specificity of the object of our research, we aim to conciliate the external approaches - the communication circuit of textbooks - and the internal ones - the representations contained in books - in order to achieve a more balanced analysis. The observations point to the prevalence of a slow pace of change in textbooks, as well as in school culture in which they inserted as one of its structural elements. Orientalism and Eurocentrism are important concepts when dealing with Islam in textbooks, so it is possible to observe the changes and persistence of the two driving forces behind the representation of the Other, in this case Islam.