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Search Results: 1 - 10 of 181823 matches for " Rosane Michelli de Castro "
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A pós-gradua??o em educa??o no Brasil: alguns aspectos à luz de estudos realizados na área
Castro, Rosane Michelli de;
Educa??o em Revista , 2012, DOI: 10.1590/S0102-46982012000400011
Abstract: in this article, we present part of the results obtained in research activities developed within the postdoctoral stage on the stricto sensu graduate studies program and educational research in brazil. to this end, we collected a vast amount of published studies, especially in the format of periodical articles, considered relevant to education. we chose some aspects from these articles that we judged capable of providing a reading of the graduate studies in education in brazil in light of studies carried out in the area. in the final considerations, we highlight, among others, some aspects identified in the studies selected that remind the members of the committees that evaluate and regulate the work and the production in the academic and scientific graduate programs in education in brazil, that it is an integral part of the general educational project of the country and, therefore, plays a socioeducational role of training researchers and higher education teachers, as well as of knowledge production capable of proposing new perspectives to the brazilian university and educational problems.
O programa de pós-gradua??o em educa??o da UNESP de Marília: contribui??es para uma agenda de discuss?es sobre aspectos da política de pós-gradua??o no Brasil
Castro, Rosane Michelli de;
Avalia??o: Revista da Avalia??o da Educa??o Superior (Campinas) , 2011, DOI: 10.1590/S1414-40772011000100010
Abstract: in this article we present part of the results obtained from the research activities developed during a post-doctorate internship at the carlos chagas foundation, between april of 2009 and march of 2010. the general purpose of the research was to identify, gather, analyze and interpret the aspects of the graduate program in education at the marilia campus of unesp's science and philosophy school (1988 - 2008) and their contributions to graduate level education in brazil. this research is justified when one considers that the evaluation of aspects of the previous trajectory and of the evolution of each graduate program and its institutional context, as well as of its future perspectives contribute to the history, the redefinition and the improvement of the policies regarding graduate level education in brazil. particularly in this text, we present the results of works developed by analysis of the textual configuration aspects from oral reports of former participants in the program. they highlighted the challenges that historically remain open. among them, those concerning to the unbalance of representativeness of state university programs in relation to the federal university programs in central collegiate organizations and relating to the requirement of over specialization in the programs in relation to their investigation proposals.
A pós-gradua o em educa o no Brasil: alguns aspectos à luz de estudos realizados na área The graduate studies program in education in Brazil: some aspects in light of studies carried out in the area
Rosane Michelli de Castro
Educa??o em Revista , 2012,
Abstract: Neste artigo apresentamos resultados obtidos com parte das atividades de pesquisa desenvolvidas em estágio pós-doutoral sobre a pós-gradua o stricto sensu e a pesquisa educacional no Brasil. Para tanto, foi possível reunir uma vasta quantidade de estudos publicados, sobretudo no formato de artigo, em periódicos considerados de relevancia para a área da educa o. Nesses artigos, a op o foi pin armos alguns aspectos que julgamos capazes de proporcionar uma leitura sobre a pós-gradua o em educa o no Brasil, à luz dos estudos realizados na área. Em considera es finais, destacamos, entre outros identificados nos estudos selecionados, aspectos que lembram aos integrantes das comiss es que normatizam e avaliam o trabalho e a produ o acadêmico-científico nos programas de pós-gradua o em educa o no Brasil de que ela é parte integrante de um projeto educacional geral do país e que, portanto, possui papel sócio-educativo de forma o do pesquisador, do professor do ensino superior e de produ o de conhecimento capaz de propor novas perspectivas para a nossa universidade e para os problemas educacionais brasileiros. In this article, we present part of the results obtained in research activities developed within the postdoctoral stage on the Stricto sensu graduate studies program and educational research in Brazil. To this end, we collected a vast amount of published studies, especially in the format of periodical articles, considered relevant to education. We chose some aspects from these articles that we judged capable of providing a reading of the graduate studies in education in Brazil in light of studies carried out in the area. In the final considerations, we highlight, among others, some aspects identified in the studies selected that remind the members of the committees that evaluate and regulate the work and the production in the academic and scientific graduate programs in education in Brazil, that it is an integral part of the general educational project of the country and, therefore, plays a socioeducational role of training researchers and higher education teachers, as well as of knowledge production capable of proposing new perspectives to the Brazilian university and educational problems.
Teachers’ Formation in Higher Education: Some Aspects under the Light of Education-Work Relations  [PDF]
Rosane Michelli de Castro, Vandeí Pinto da Silva
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.518187
Abstract: 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.
Participation in Student’s Union: An Agenda for Discussions on Gender Issues, Citizenship and Didactics  [PDF]
Tania Antonelli Marcelino Brabo, Rosane Michelli de Castro, Alexandre de Castro
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.86069
Abstract: This work is a due to a case study conducted in three schools, two public elementary and high school and in a Educational Cooperative, in two medium-sized cities of Sao Paulo, Brazil, and of our actions in the field of didactics. It aimed to understand the importance of participation of pupils and students in Student’s Unions, for discussion agenda of motivation on gender issues, citizenship and didactics. It was developed along the lines of a qualitative research, by observing the meetings, the electoral process and the actions they undertake in schools, interviews with its members, in addition to analyzing the various school plans. The literature on the subject shows that the student movements were predominantly university movements and that the students, especially high school students, always have been seen as a threat to educational institutions, and rarely as subjects, men in women in formation, required for projects of school and to citizenship. In general, the student participation bothered and was curtailed by educational administrators even in times when legislation and educational policies encouraged. It was observed that there is interest on the part of students to participate, whether boys or girls. Meetings are moments of dialogue among all without distinction of sex. The election campaign, from the preparation of the work proposals to the presentation of it to set off the two school communities, constitutes it like important moments of learning and incorporation of a democratic culture. In schools, most members of the Unions was composed of young men; however, it was found that there has been a growing interest in girls of assuming the presidency of this organiza-tion. In the educational cooperative, at the time of the survey, although there were school director’s interests for the creation of the Union, it was not possible to achieve necessary motivation not even students for the creation of the or-ganization. The depositions showed that political participation through the Student’s Unions constitutes an important element for democratic learning, for participation in school projects, centrally at all stages of the political pedagogi-cal project, and exercise of the citizenship for both sexes.
Interdisciplinary Formation and Social Integration in Present-Day  [PDF]
Vandeí Pinto da Silva, Joice Ribeiro Machado da Silva, Rosane Michelli de Castro
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.617186
Abstract: This paper emerges from our researches and educational professional practices in higher education on teacher’s formation. The concern is with the interdisciplinary formation of future teachers and the goal is to provide theoretical discussions and practical experiences that support an understanding of the world and its history as close to reality as possible. In the first part, we discussed the concepts of disciplinary and interdisciplinary. We assumed that the reach of current stage of scientific and technological knowledge was due to the specialization of areas and sub-areas of knowledge in the disciplinary context, particularly in undergraduate and graduate. The side effect of this development is manifested in fragmented conceptions of the world and the individual, especially when disciplinary emphasis is given in stages of basic education, with damage to omnilateral formation, social relations and environmental sustainability. In the second part we discussed formation processes developed in Brazilian graduation courses: the necessary link “content, methodology and teaching practice” and the importance of interdisciplinary dialogue with a view to the formation of individuals able to integrate themselves critically in processes of material and cultural contemporary production. In spite of the official curriculum proposals advocate interdisciplinary formation, evaluative systems in large scale reduce the contents to be evaluated at the teaching of the mother tongue and mathematics, with interference in the school system and the teacher’s work. Finally, we question the professor’s formation in its historical and social context. We argue that the rescue of individual’s formation as a historic person aware of his transformative role involves interdisciplinary formation as condition to a suitable conception of the world and to a social integration of the individual that allows harmonious relationship with himself, others and the world.
Work, the Brazilian Women, and the Teaching Profession: Some Notes  [PDF]
Tania Antonelli Marcelino Brabo, Rosane Michelli de Castro, José Carlos Miguel
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.617194
Abstract: In this article, we present some notes on three distinct themes, but whose understanding requires an interdisciplinary analysis considering presenting aspects that intertwine and feature dependent ways from each other. Thus, the introduction presents the world of work aspects in our society, seeking to situate the important participation of all its processes, including women, through training processes of the production of knowledge on education. Then, we present a reflection on the work of women, double work shift and the division of labor between the sexes. Finally, we discuss some historical aspects about the woman in the teacher profession in Brazil.
The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language  [PDF]
Claudia Regina Mosca Giroto, Rosane Michelli de Castro, Fabiana Cristina Frigieri de Vitta, Joice Emanuele Munhoz Cicilino
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.520204
Abstract: Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled “Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education”. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers’ actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.
The Teaching, the Research and the University Extension and Educational Demands: Historical Challenges for Initial and Continued Teacher Formation  [PDF]
Rosane Michelli de Castro, Vandeí Pinto da Silva, Maria Silvia Rosa Santana, Joice Ribeiro Machado da Silva
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710155
Abstract: This article has a main goal to present results of the reflection on some aspects of historical challenges for initial and continuing teacher formation in Brazil. Our reflections have been prepared and envisaged in our defenses in processes that must happen under solid offered foundations, centrally, in direct relation to university contexts signed on the tripod teaching, research and extension. However, we consider that the legal aspects that have guided the formation process of teachers in Brazil have favored both the theoretical emptying of these processes, as certain strangeness, by teachers of their own teaching. We believe in the end that the formation process of teachers in Brazil, in a direct relationship with the teaching, research and university extension, should provide training and work conditions so that teachers can take as posture and as conception of the world the search for radical (root) apprehension of the educational phenomenon in its essence, beyond what it is immediately noticeable, in an unveiling effort of the laws that produced such phenomenon.
A forma o de professores para a educa o inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da educa o infantil
Claudia Regina Mosca Giroto,Rosane Michelli de Castro
Revista Educa??o Especial , 2011,
Abstract: A fim de contribuir com a forma o de professores da Educa o Infantil para a Educa o Inclusiva, neste artigo, tivemos como objetivo central descrever o modo como foi abordada a quest o das dificuldades de aprendizagem e o impacto de um diagnóstico equivocado atribuído a uma crian a em fase inicial de aprendizagem formal da escrita, em um dos encontros teórico-reflexivos empreendidos junto a 43 professores de classes de Pré II, de dez escolas municipais de Educa o Infantil, de um município do interior do Estado de S o Paulo. Tal descri o foi norteada pelas etapas da abordagem colaborativa consideradas no subprojeto “Compreens o acerca do diagnóstico clínico da Dislexia e seu impacto no futuro escolar da crian a matriculada em classes de Pré II da Educa o Infantil”, desenvolvido como uma das etapas do projeto maior denominado “Despatologiza o da aprendizagem da escrita e Educa o Inclusiva: reflex es e a es do professor de Educa o Infantil”. Ao final, foi possível a identifica o, mediante os relatos dos professores mencionados, da necessidade de ressignifica o de suas vivências e experiências didáticas para a sistematiza o de novas a es direcionadas ao enfrentamento das dificuldades de aprendizagem que perpassam o processo de apropria o da escrita de parte dos alunos, o que poderá contribuir para a despatologiza o do ambiente escolar, na medida em que os professores poder o auxiliar seus alunos na constru o de uma rela o mais positiva com a escrita, em detrimento da ado o de procedimentos rígidos e restritos que n o consideram a rela o de cada sujeito com a escrita e as singularidades presentes em tal rela o. Palavras-chave: Educa o; Forma o de professores; Educa o Inclusiva.
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