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Search Results: 1 - 10 of 687 matches for " Mabel Servidone "
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Olhando para a escola/Look at school
Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: O presente texto visa discutir sobre as formas de inclus o que a escola tem procurado estabelecer para atender os alunos, proveniente das redes estaduais de ensino, que apresentam condi es de produ o abaixo da média da classe/série em que est o. A discuss o feita sobre esta realidade se dá a partir do olhar de uma Diretora Educacional, que por ocupar esta fun o, apresenta uma análise um pouco mais distanciada da sala de aula (mas de modo algum menos comprometida com a mesma), e mais próxima da escola como um todo. The following text intend to discuss about the forms of inclusion that the school has been searching to establish to supply the students that have conditions of production below the average of the class in which they are. The discussion about this reality begins with the look of an Educational Director, who, for occupy this function, has an analysis out of the classroom (but not, in anyway, less compromised with it), and nearest the school in it totality. Keywords Processo ensino-aprendizagem --- Inclus o --- Leitura e escrita --- Teaching-learning process --- Inclusion --- Reading and writing
O desafio da inclus o: buscando caminhos entre os limites e possibilidades da escola/The challenge of the inclusive education
Andréa Fernandes Sá,Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: A escola deve ser considerada um espa o inclusivo, um espa o de todos e para todos. Espa o este, em que devemos buscar atender e entender a diversidade humana. Neste sentido, o presente artigo buscou mostrar, através dos estudos e reflex es realizados pelas professoras de Educa o Especial de uma escola municipal de Campinas, quais a es, entendidas como a es didático-pedagógicas, que devem ser tomadas dentro e fora de sala de aula visando a promo o da inclus o de alunos com necessidades educacionais especiais. The school must be consider an inclusive place, a place that belongs to everybody, for everybody. Place where we must attend and understand the human diversity. By this way, the following article did show, trough studies and reflections made by the Special Education teachers from a municipal school from Campinas, which actions, understood as pedagogical-didactic actions, that must be taken inside and outside the classroom, searching the promotion of the inclusion of the students in need of special education. Keywords Inclus o --- Educa o especial --- Processo ensino-aprendizagem --- Inclusion --- Special education --- Teaching-learning process
Histórias que precisam ser conhecidas: reflexividade de professores em a es plurais na escola pública/Histories that need to be known: reflexive’s teacher in the public
Sheila Orbetelli,Maria Stela Beraldo de Lima,Andréa Fernandes Sá,Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: Venho mostrar através deste artigo, o trabalho desenvolvido em minha sala de aula, uma 4a série, em uma escola pública municipal da periferia de Campinas. Meu objetivo, enquanto pesquisadora da reflexividade docente e da aprendizagem mediada, é buscar alternativas de “ensinagem” para supera o das dificuldades que encontramos no processo de aprendizagem escolar. Entre estas dificuldades, uma das que mais me afetaram como professora, foi minha própria desmotiva o, frente à necessidade diferenciada de cada aluno, em classes muito numerosas, causando assim uma diversidade representativa da comunidade escolar, dentro da sala de aula. O trabalho em duplas, a avalia o formativa, o estabelecimento de significa o e sentido dos conteúdos, o estabelecimento de clima agradável, amistoso e harm nico, a maior intera o entre alunos e professora, e também, o trabalho interdisciplinar desenvolvido através de “mini-projetos”, em paralelo com um grupo de estudos que consta como atividade do projeto, possibilitou vislumbrar novos horizontes. This article it comes to show the work developed at my classroom, a 4th grade, in a municipal public school at the city of Campinas periphery. My goal, while teaching reflection researcher and mediate learning, is to search teaching alternatives for difficult surpassing that we find at the school learning process. Between those difficulties, one that most affected me as a teacher, was my own lack of motivation, front to the different needs of each student, into very numerous rooms, causing this way a representative diversity out of the school community, inside the classroom. The work at double, the formative validation, the establishment of meaning to the subjects, as much as harmony and friendship at classroom, the interaction between students and teachers and, also, the interdisciplinary work developed trough mini-projects, at the same time with a workgroup that const as project activity., has made possible to take a look at new horizons. Keywords Media o --- Reflexividade --- Trabalho diversificado --- Mediate --- Rreflection --- Diversified work
Avaliando Artes/The process of assessment in the arts’ lessons
Maria Stela Beraldo de Lima,Andréa Fernandes Sá,Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: Procuro neste texto, discutir o processo de avalia o na escola de modo geral e em específico, na disciplina de Artes, tendo como quest es mobilizadoras: O que significa avaliar em Artes? é possível dar nota nesta disciplina? Se deixar de dar nota, estarei avaliando? Para buscar os caminhos destas difíceis respostas, inicio, a partir da minha participa o no projeto “Escola Singular: a es plurais”, um processo de estudo e reflex o teórica contribuindo sobremaneira para o modo como venho desenvolvendo minha prática no que se refere à disciplina de Artes. I intend with this text to discuss the assessment process at the school and at the Arts class, having as mobilizing questions the following: What does it means to assess in Arts? It is possible to give notes in this topic? If I don′t give marks, will I be assessing them? To search the answers for these difficult questions, I begin, since my participation at the project “Singular school: plural actions”, a study and theory reflection process, contributing extremely to the way I’ve been developing my practice in what it refers to the Arts subject. Keywords Avalia o --- Ensino de arte --- Aprendizagem --- Assessment --- Arts teaching --- learning
Competências dos professores: seus saberes necessários/Competence and teaching knowledge
Eliane de Fátima Sachinelli Scarpini,Sheila Orbetelli,Maria Stela Beraldo de Lima,Andréa Fernandes Sá,Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: O texto a seguir tem como objetivo relatar o processo de desenvolvimento do projeto “Escola Singular: a es plurais”, desde seu início, bem como o meu processo de reflex o e desenvolvimento profissional, a partir da minha inser o neste projeto, enquanto Vice-Diretora Educacional. Desta forma, inicio um processo de pesquisa sobre os saberes e competências que os professores desta unidade tem construído a fim de desenvolverem uma prática pedagógica mais diversificada e que atenda a todos os alunos. The following text has as objective to relate the process of development of the project “Singular School: plural action”, from its start, as well as my process of reflection and professional development, since my insertion in this project, while Educational Vice-director. This way, I begin a research process about the know ledges and competences that the teacher at this unity has been building with the intend of develop a more diversified pedagogical practice for all students. Keywords Saberes docentes --- Competências --- Trabalho diversificado --- Teaching knowledge --- Competence --- Diversified work
Relato de observa es e convivências na sala de aula/Teacher-student relation in the classroom
Alessandra Vita de Araújo Vita,Eliane de Fátima Sachinelli Scarpini,Sheila Orbetelli,Maria Stela Beraldo de Lima,Andréa Fernandes Sá,Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: No presente artigo narro minha inser o como pedagoga e professora substituta de 2a série na Escola Padre Francisco Silva da Rede Municipal de Campinas, quando assumo a responsabilidade por um grupo de alunos com histórias de rótulos, estigmas e pré-conceitos. Algumas quest es que me inquietavam: mudar a imagem negativa que o grupo tinha de si mesmo, melhorar as rela es no grupo, estabelecer democraticamente alguns princípios dentro do grupo. Um dos caminhos delineados para possibilitar essas mudan as no grupo foram as atividades desenvolvidas a partir do projeto de Ciências que denominei “Nossa Horta”. O encontro com os colegas da escola nos momentos de reflex o conjunta foi um outro caminho que me possibilitou delinear outras estratégias. In the present article I narrate my experience like substitute professor of 2do degree in the School Padre Francisco Silva of the Municipal Network of Campinas, when I assume the responsibility of a group of students that have histories of labels, estigmas and preconceptions. Some questions that troubled me: to change the negative image that the group had of itself, to improve the relations in the group and to establish democratically some principles within the group. One of the delineated ways to make possible those changes in the group were the activities developed in the project of Sciences that I denominated "Our Orchard". The gathering with other professors of the school at the moments of joint reflection was another way that it made possible to me to delineate other strategies. Keywords Grupo --- Democracia --- Projeto --- Group --- Democracy --- Project
A es singulares em um projeto plural/Singular actions in a plural project
Maria ?ngela de Melo Pinheiro,Alessandra Vita de Araújo Vita,Eliane de Fátima Sachinelli Scarpini,Sheila Orbetelli,Maria Stela Beraldo de Lima,Andréa Fernandes Sá,Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: Este artigo apresenta a produ o escrita de uma das professoras da EMEF Padre Francisco Silva que participa do Projeto “Escola Singular, A es Plurais”, uma parceria dessa escola pública municipal de Campinas com a UNICAMP.O artigo vem relatar os diferentes níveis de participa o da professora nos diversos espa os que freqüenta e nos quais atua como professora e pesquisadora. Um desses espa os é o GT (Grupo de Trabalho) que consiste em reuni es semanais para estudo, onde se dá o levantamento de temas de interesse do grupo, seguido de discuss o e aprofundamento dos mesmos. Um outro espa o é o subgrupo “Interdisciplinaridade”, formado por alguns professores de 5a a 8a séries, que tem por objetivo a busca de fundamenta o teórica sobre este tema, além da utiliza o do espa o/tempo das reuni es para planejar e avaliar as práticas de sala de aula, na busca de um trabalho interdisciplinar. This article shows the writing production of one of the teachers from school “Padre Francisco Silva”, that participates of the project “Singular school: plural actions”, a partnership from this public municipal school from Campinas with Unicamp. The article comes to relate the different participation levels of the teacher at the diversify spaces where she frequents and participates as a professor and ressearcher. One of these spaces is the GT (Workgroup, in portuguese Grupo de Trabalho), that consists in weekly study reunions, when is made the apointing of the themes of interest for the group, followed by the discussion of it. Another space is the “Interdisciplinary” subgroup, formed by some fifth and eight grades teachers, that have as objective the search for theoric fundamentation, besides the utilization of the space/time at the reunion to plan and validate the classroom practics, at the search for interdisciplinarity work. Keywords Interdisciplinaridade --- Trabalho coletivo --- Prática docente --- Interdisciplinarity --- Collective work --- Teaching practice
Interdisciplinaridade: construindo um projeto/The interdisciplinary in the school
Giselda Maria Zuntini Deliza,Maria ?ngela de Melo Pinheiro,Alessandra Vita de Araújo Vita,Eliane de Fátima Sachinelli Scarpini,Sheila Orbetelli,Maria Stela Beraldo de Lima,Andréa Fernandes Sá,Mabel Servidone,Rosana Andréa R. de Oliveira
ETD : Educa??o Temática Digital , 2006,
Abstract: Sob o olhar de uma professora substituta-contínua da Rede Municipal de Campinas, o presente texto procura abordar a experiência interdisciplinar vivenciada por um grupo de professores de diversas áreas do conhecimento, que lecionam para turmas de 5a a 8a séries do Ensino Fundamental. Por meio de uma discuss o aprofundada pelo grupo de docentes da EMEF Padre Francisco Silva acerca das possibilidades oferecidas pelo desenvolvimento de uma projeto interdisciplinar na escola, come am a ser construídas na escola, novas formas de se pensar o trabalho coletivo e a rela o professor-aluno. Under the point of view of a continuous-substitute teacher from the Municipal’s school of Campinas, the present text intends to treat about the interdisciplinary experienced lived by a group of teachers from various areas of knowledge, that teaches for fifth and eight grade classes. Trough a deep discussion by the group of teachers from EMEF “Padre Francisco Silva” about the possibilities offered by the development of a interdisciplinary project at the school, begin to be build new ways of thinking the collective work and the teacher-student relation. Keywords Rela o professor-aluno --- Interdisciplinaridade e trabalho coletivo --- Teacher-student relation --- Interdisciplinary and collective work
The meaning, lived experiences and intentions for safer sex communication among young Batswana women in dyadic relationships  [PDF]
Mabel K. M. Magowe
Open Journal of Nursing (OJN) , 2012, DOI: 10.4236/ojn.2012.23040
Abstract: Increased heterosexual transmission of HIV among young women and their difficulties with safer sex communication calls for women-focused research. This qualitative phenomenological study explored the meaning and lived experiences of women, as part of larger pre-dissertation pilot on health protective sexual communication among young women in Gaborone, Botswana. This was a study conducted in two Gaborone City Council MCH clinics. Twenty women participated in individual in-depth interviews conducted in Setswana, tape-recorded, transcribed verbatim, translated into English for line by line analysis to extract themes and subthemes. Six main themes and nine subthemes emerged from the data. The main themes were: the meaning of HPSC, responsibility for HPSC, HPSC content, facilitating factors, partner’s response. Batswana women communicate with their male sexual partners about safer sex but face some difficulties. Further quantitative research can further explore women’s experiences with safer sex communication.
Thou shalt not get fat: Medical representations and self-images of obesity in a Mediterranean society  [PDF]
Mabel Gracia-Arnaiz
Health (Health) , 2013, DOI: 10.4236/health.2013.57159
Abstract:

This paper examines the link between lipophobia and representations and experiences of obesity in Catalonia (Spain) from two points of view: that of the physicians and other health professionals who diagnose and treat obesity as an illness, and that of their patients, especially those between adolescence and early adulthood. The qualitative data demonstrate that the increasing social rejection of fat people can be traced not only to moralizing discourses on “excessive” food consumption or the commodification of slenderness and health, but also to the recent definition of obesity as a disease. The medicalization of fatness, far from helping to destigmatize obesity, is becoming a way of resignifying it in moral terms. While doctors’ and patients’ perspectives diverge in some ways, they converge in others. In this text, I focus on the points of convergence arguing that biomedical understandings of obesity and overweight are characterized by a profound ambivalence. Young patients are regarded both as innocent victims of a permissive consumer society, and guilty of not following doctors’ orders. Although the family is held accountable for overweight or obesity in children, as young people become more independent, guilt is individualized and environmental causes are limited to inappropriate diet and insufficient exercise. Most narratives of young people with weight problems reflect similar ideas about the causes and the responsibility for obesity. Their acceptance of the basic premise that deviating from weight standards and rules for healthy eating are voluntary actions leads them to lose faith in themselves. The stigmatization of obesity thus becomes a vicious circle: the obese acceptance—even consider normal—the incriminations leveled at them, and blame themselves for their situation and their inability to prevent it.

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