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Search Results: 1 - 10 of 114780 matches for " Graziela Zamb?o Abdian Maia "
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Nine year long primary education: a study on state school headteachers’ perceptions
Graziela Zambo Abdian Maia,Cláudia Vieira Camillo
Práxis Educativa , 2009,
Abstract: This article analyzes the perceptions of municipal school principals in a city of the state of S o Paulo concerning the implementation of the nine-year-long elementary education system. The data collection instruments included semi-structured interviews with the city’s chairman of the Board of Education as well as with principals and vice principals. The researchers considered city and state legislation, identified the main guidelines proposed by municipal professionals and also the difficulties and victories experienced by city schools. The highlights of the results found a positive perception by professionals of the established Educational Policy. The major problems pointed out in the interviews refer to the operational and technical issues rather than on political choice.
The Specialized Terms as Tools for New Indicators in Education
Lourdes Marcelino Machado,Graziela Zambo Abdian Maia,Andréia Cristina Fregate Baraldi Labegalini
Educa??o : Teoria e Prática , 2008,
Abstract: In this text we point out the importance of the studies on terminology for identification, construction, reading and interpretation of new indicators of science and technology that belong to new social demands. Faced with the aim of discussing the challenges of using the indicators to analysis and formulation of policies and to orientate the public debate, we identify links among our studies that have resulted in an Essay on EducationalAdministration Terminology. We are convinced that there is not specialized communication without terminology that is equally specialized and its suitable usage is a decisive factor to precise and objective publishing of science and what we discuss in this paper, to the reading and interpretation of international and national indicators.We understand that a terminological study in a field of knowledge like education may lead to the construction of new tools for reading and interpretation of indicators, favoring the public debate and social perception concerning science.
Extending primary education to nine years: among the regulations of the education policy, the theoretical movement, and the social representations of state school professionals
Graziela Zambo Abdian,Thaís Monteiro Ciardella
Práxis Educativa , 2011,
Abstract: This paper aims to analyse the social representations of professional education groups of two schools (a city school and a state one) about the policy of extending primary education to nine years. Some relationships between the individual and social nature of social representations were made clear, and the reasons why public schools have been carry on traditional pedagogical practices were investigated. The research consisted of interviews with the directors and coordinators of both schools. The conclusion was that these professionals attribute positive characteristics to the policy, but they do not know its origins or its bases; the text of the policy presents some progressive aspects, but the contradictions resulted from the government guidelines end up encouraging historically experienced practices, which makes it diffi cult to reorganise the school work environment.
Forma o, fun o e formas de provimento do cargo do gestor escolar: as diretrizes da política educacional e o desenvolvimento teórico da administra o escolar
Graziela Zambo Abdian,Viviani Fernanda Hojas,Maria Eliza Nogueira Oliveira
ETD : Educa??o Temática Digital , 2012,
Abstract: O objetivo deste trabalho é, mediante o tensionamento entre as diretrizes da política educacional e o movimento teórico da área, analisar quest es históricas e atuais referentes à forma o, à fun o e às formas de provimento do cargo do gestor escolar, entre os anos 1970 e 2000. Para isso, utilizamos entrevistas semiestruturadas realizadas em escolas públicas municipais e estaduais, assim como em uma universidade pública do interior do estado de S o Paulo, com integrantes do curso de Pedagogia. Da análise realizada, finalizamos com alguns apontamentos; entre eles, a possibilidade de reacender a discuss o, iniciada nos idos dos anos 1960, sobre a necessidade de forma o inicial sólida do gestor escolar, para que ele possa exercer a competência pedagógica adquirida e o compromisso político conquistado ao longo desses anos; e interagir de forma crítica e consciente com as diretrizes da política educacional.
A pesquisa em educa o no Brasil: uma crítica a fragmenta o do conhecimento/Research on education in Brazil: a critique of the knowledge fragmentation
Luciano Accioly Lemos Moreira,Sonia Regina Landini,Hilda Gomes Dutra Magalh?es,José Dami?o Trindade Rocha,Luiz Ant?nio Hunold de Oliveira Damas,Lucrécia Stringhetta Mello,Graziela Zambo Abdian Maia,Franciele Roos da Silva Ilha,Hugo Norberto Krug,Delton Aparecido Felipe,Teresa Kazuko Teruya,Dircéia Cristina da Silva,Paulo Sérgio Souza Junior,Leilah Santiago Bufrem,Sandra de Fátima Santos,Dartel Ferrari de Lima,,Dartel Malacarne,Francisco Neto Pereira Pinto,Hilda Dutra Gomes Magalh?es,Diléia Aparecida Martin
ETD : Educa??o Temática Digital , 2009,
Abstract: Analisamos sob orienta o teórica da ontologia marxiana a trajetória histórica, teórica e metodológica da Pesquisa Educacional no Brasil. Constatamos que a produ o científica de modo hegem nico na atualidade, concentra-se em análises sobre problemáticas restritas a situa es da sala de aula. Como efeito dessa perspectiva analítica, temos a constru o de uma vis o pragmática e utilitarista das pesquisas em educa o. Restringindo desse modo, o olhar e a reflex o do professor a esfera fenomênica da realidade social. We analyzed a theoretical orientation of the trajectory Marxist ontology historical, theoretical and methodological Educational Research in Brazil. We note that the scientific production of hegemonic way nowadays, focuses on analysis of problematic situations restricted to the classroom. The effect of this analytical perspective, we have to build a pragmatic and utilitarian view of research in education. Restricting this way, the gaze and the reflection of the teacher phenomenal sphere of social reality. Keywords Pesquisa educacional --- Pragmatismo --- Ontologia marxiana
O currículo como vivência da complexidade no espa o escolar/The curriculum as experience of complexity in space school
Hilda Gomes Dutra Magalh?es,José Dami?o Trindade Rocha,Luiz Ant?nio Hunold de Oliveira Damas,Lucrécia Stringhetta Mello,Graziela Zambo Abdian Maia,Franciele Roos da Silva Ilha,Hugo Norberto Krug,Delton Aparecido Felipe,Teresa Kazuko Teruya,Dircéia Cristina da Silva,Paulo Sérgio Souza Junior,Leilah Santiago Bufrem,Sandra de Fátima Santos,Dartel Ferrari de Lima,,Dartel Malacarne,Francisco Neto Pereira Pinto,Hilda Dutra Gomes Magalh?es,Diléia Aparecida Martins,Vera Lúcia de Carvalho Machado,Rita Ribes Pereira
ETD : Educa??o Temática Digital , 2009,
Abstract: O objetivo deste artigo é refletir sobre a rela o entre o currículo e a Teoria da Complexidade nos espa os institucionais de ensino, considerando que a organiza o curricular representa n o apenas a filosofia da escola, mas também o nortemento de todas as suas práticas. A interdisciplinaridade, como a o, é o espa o em que as demandas filosóficas do Século XXI, a Neurociência e as novas teorias educacionais dialogam em busca de uma educa o para uma sociedade mais democrática, mais cooperativa e mais igualitária. This article aims to reflect on the relationship between the curriculum and the Theory of Complexity in the institutional spaces of education, on the assumption that the curriculum organization represents not only the philosophy of the school, but also the direction of all their practices. Interdisciplinarity, as action, is the espace in which the philosophical demands of the XXI Century, neurocience and new educational theories dialogue in search of an education for a society more democratic, more cooperative and more egalitarian. Keywords Complexidade --- Interdisciplinaridade --- Currículo --- Complexity --- Interdisciplinarity --- Curriculum
Professor e seu trabalho: cotidiano e conhecimento escolar/Teatcher and its work: daily practise and scholar knowledge
Sonia Regina Landini,Hilda Gomes Dutra Magalh?es,José Dami?o Trindade Rocha,Luiz Ant?nio Hunold de Oliveira Damas,Lucrécia Stringhetta Mello,Graziela Zambo Abdian Maia,Franciele Roos da Silva Ilha,Hugo Norberto Krug,Delton Aparecido Felipe,Teresa Kazuko Teruya,Dircéia Cristina da Silva,Paulo Sérgio Souza Junior,Leilah Santiago Bufrem,Sandra de Fátima Santos,Dartel Ferrari de Lima,,Dartel Malacarne,Francisco Neto Pereira Pinto,Hilda Dutra Gomes Magalh?es,Diléia Aparecida Martins,Vera Lúcia de Carvalho Macha
ETD : Educa??o Temática Digital , 2009,
Abstract: A valoriza o da subjetividade e da cultura dos grupos minoritários tem sido preocupa o dos educadores nas últimas décadas. Tendo como aporte as contribui es de Lulács, Heller e Lefebvre procuramos caracterizar as práticas cotidianas e sua rela o com o conhecimento, buscando refletir sobre a tendencial valoriza o das express es culturais em sua singularidade em detrimento de uma compreens o mais abrangente da realidade e da fun o da escola tendo em vista a supera o das desigualdades sociais. The emphasis in the subjectivity and the minority group′s culture is a subject of educator′s iinterest in the last few decades. Appropriating the contributions of Lulács, of Heller and Lefebvre we intend to characterize daily practice′s and its relation with the knowledge, being analyzed especially the tendencial valorization of the cultural expressions in its singularity, having as results a misunderstandig in the comprehension of reality and the school′s function, making difficult surpass the social inaqualities. Keywords Cotidiano --- Práticas escolares --- Conhecimento --- Daily practices --- School practices --- Knowledge
Forma o continuada de educadores: ressignificando o papel da prática na gest o escolar e da universidade/Educators continuing training: resignifying the role of the practice in the school and university management
Lucrécia Stringhetta Mello,Graziela Zambo Abdian Maia,Franciele Roos da Silva Ilha,Hugo Norberto Krug,Delton Aparecido Felipe,Teresa Kazuko Teruya,Dircéia Cristina da Silva,Paulo Sérgio Souza Junior,Leilah Santiago Bufrem,Sandra de Fátima Santos,Dartel Ferrari de Lima,,Dartel Malacarne,Francisco Neto Pereira Pinto,Hilda Dutra Gomes Magalh?es,Diléia Aparecida Martins,Vera Lúcia de Carvalho Machado,Rita Ribes Pereira,Stevan de Camargo Corrêa,Larissa Medeiros Marinho dos Santos,Leilah Santiago Bufrem,Tidra Vi
ETD : Educa??o Temática Digital , 2009,
Abstract: O artigo refere-se à análise de processos de forma o continuada de profissionais educadores que atuam na gest o do ensino fundamental e educa o infantil em dois municípios de estados brasileiros diferentes, sendo um do Mato Grosso do Sul e outro de S o Paulo. Ambos envolveram docentes e discentes das universidades públicas dos dois estados (UNESP e UFMS), tiveram suas a es analisadas no momento em que completaram dois anos e envolveram atividades de ensino, pesquisa e extens o. O texto realiza uma introdu o, expondo e analisando o contexto atual dos estudos em Administra o escolar e segue com a apresenta o dos referenciais teórico-metodológicos das duas práticas, evidenciando suas similaridades e especificidades. Posteriormente, analisa os resultados parciais dos trabalhos, nos ambitos do ensino, da pesquisa e, sobretudo, das práticas cotidianas dos sujeitos envolvidos. The article refers to the analysis of continuing education process of professional educators that work in the elementary and early childhood education management in two different Brazilian states, Mato Grosso do Sul and S o Paulo. Both involved teachers and students of public universities: UNESP and UFMS that have their actions analyzed when they have completed two years. The study involved teaching, research and extension. The text brings an introduction, explaining and analyzing the current context of studies in school administration, followed by the theoretical and methodological references of the two practices, highlighting their similarities and specificities. Then, it analyzes the partial results of works in the fields of education, research, and especially the daily practices of the individuals involved. Keywords Gest o escolar --- Forma o continuada de educadores --- Papel da universidade --- School management --- Educators continuous training --- University role
Enraizamento de estacas herbáceas de pessegueiro (Prunus persica L.)
Zambo, Julio Cesar;Sampaio, Vladimir Rodrigues;Barbin, Décio;
Anais da Escola Superior de Agricultura Luiz de Queiroz , 1982, DOI: 10.1590/S0071-12761982000200023
Abstract: this paper deals with the rooting capacity of herbaceous cuttings of peach trees, cultivar 'talism?, under mist conditions. the apical and subapical cuttings were treated with auxin (rootone). the results showed that the application of rootone was essential for root formation in the cuttings. thus it was observed 64 and 49% of rooted cuttings respectively to apical and subapical types treated with auxin, while in the control treatments the results were 6 and 1% for the same types of cuttings.
Desenvolvendo atitudes, conhecimentos e habilidades dos estudantes de medicina na aten??o em saúde de pessoas surdas
Costa, Luiza Santos Moreira da;Silva, Natália Chilinque Zambo da;
Interface - Comunica??o, Saúde, Educa??o , 2012, DOI: 10.1590/S1414-32832012005000051
Abstract: not knowing deaf people, lacking communication skills and presenting negative attitudes towards them may lead to risks to these patients' health. an inclusion experience on the topic of deafness in an academic discipline directed towards students at the fluminense federal university is described here. during two classes in the module health and society iii, from 2007 to 2010, 553 second-year medical students were exposed to readings, discussions, video and experiences with participation by deaf people. freeform anonymous evaluations were requested. analysis on these evaluations revealed themes relating to acquisition of knowledge, communication skills and positive attitudes towards deaf patients. direct contact with deaf people was shown to be essential for promoting positive attitudes. it is important not only to sensitize medical students, but to provide them with tools to ensure deaf patients' autonomy and independence.
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