The teaching participation in curricular elaboration processes: Paulo Freire's democratic experience in São Paulo

2021 ◽  
Vol 23 (8) ◽  
pp. 262-288
Author(s):  
Júlio César Valle ◽  
Vinício De Macedo Santos
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Sao Paulo ◽  
Teaching Profession ◽  
São Paulo ◽  
Curriculum Policy ◽  
Educational Management ◽  
Policy Makers ◽  
Democratic Experience ◽  
Curriculum Policies

Background: The Curriculum Reorientation Movement proposed by educator Paulo Freire and carried out in the city of São Paulo, from 1989 to 1992, when he was secretary of education, was an educational management experience that, by developing a public policy for the production of curriculum documents for primary schools, recognized the key position of the teacher's work at school and moved it to the center of the discussion process, inaugurating a dynamic of dialogue and reflection that had not been experienced so far. Objective: To think and discuss about which has been the place for teaching work in the curricular policies, as well as its effects on the teaching profession and identity. Design: a part of a research already completed, for which documents, interviews and the analysis of the relevant bibliography were taken as the basis for taking and analyzing data from the investigated process. The documents are all those prepared by the management to conduct the curriculum policy in question; Among the interviewees, a small group composed of different actors involved in the curriculum reorientation process (manager, specialist technician, pedagogical advisor and teacher) was used to compose a panel of points of view of the different subjects responsible for the formulation, mediation and execution curriculum policies in schools; and by the bibliographical research. Setting and participants: Although the interviews do not explicitly constitute the cut that originated this text, some of the curricular policy makers and also mathematics teachers who worked in public schools in São Paulo at the time were interviewed. Data collection and analysis: The documents analyzed were obtained from the Memory Center of the Municipal Education Department of São Paulo. The analysis allowed us to identify a set of documents that led to curriculum reorganization. We identified, in documents, interviews and bibliographical research, how teachers participated in the curriculum development process. Results: The “non-place” given to teaching work in the prescriptive curricular policies, such as the BNCC, actively produces the teaching work as fragile, inconsistent, ineffective, and inefficient, weakening it and favoring its deprofessionalization. This weakening of the teaching work, actively produced, is used, as in a cycle, to justify more centralized, more prescriptive, and more authoritarian curricular policies. Conclusion: a democratic experience in curriculum policy can reaffirm the autonomy, authority and otherness of teachers. Freire's curriculum policy, despite its limits and obstacles, presented itself as capable of promoting and expanding the spaces for its collective and authorial participation and construction.

scholarly journals Hierarchy, Violence and Bullying Among Students of Public Middle Schools

2016 ◽  
Vol 26 (65) ◽  
pp. 307-315 ◽  
Author(s):  
José Leon Crochík
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Middle Schools ◽  
School Violence ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
9Th Grade ◽  
Peer Perception

Abstract Hierarchies established in schools can lead to violence among students, particularly bullying, and this relationship is investigated in this study. A School Hierarchies Scale and a Peer Perception of Aggression Scale were applied to 274 9th grade students, both sexes, aged 14.08 years (SD = 0.81) old on average, attending four public schools in the state of São Paulo, Brazil. The students more frequently perceived to be popular, were among the best in physical education and/or among the worst in academic subjects were also more frequently perceived to be bullies, while those more frequently perceived to be unpopular and having the worst performance in physical education were also more frequently perceived to be victims. Therefore, teachers should reflect upon the issue and fight school violence that may arise from these hierarchies.

Informal Settlement Upgrading and the Rise of Rental Housing in São Paulo, Brazil

2022 ◽  
pp. 0739456X2110654
Author(s):  
Kristine Stiphany ◽  
Peter M. Ward ◽  
Leticia Palazzi Perez
Keyword(s):  
Low Income ◽  
Informal Settlement ◽  
Rental Housing ◽  
Informal Settlements ◽  
Sao Paulo ◽  
São Paulo ◽  
Methodological Study ◽  
Urban Informality ◽  
Policy Makers ◽  
Public Investments

Rental housing was historically a minimal feature of urban informality. Now it is surging amid municipal attempts to “upgrade” informal settlements in São Paulo, Brazil. Drawing upon a mixed-methodological study of two favelas on São Paulo’s east side, we analyze how cycles of upgrading shape informal rental housing at the urban, community, block, and parcel levels, providing detailed comparative data for 2010–2020. Our findings suggest that rental housing redevelopment can increase precarity in urban living, but is an important source of low-income housing in already built-up and “consolidated” settlements where access is declining. Our study emphasizes the need for scholars, policy makers, and planners to further explore the praxis of informal renting and rental housing, which can be effective conduits for channeling public investments across consolidated informal settlements and into individual dwellings.

Length of stay and satisfaction shaping the competitiveness of international business tourism in São Paulo city, Brazil

2021 ◽  
pp. 135481662110563
Author(s):  
Paulo H A Feitosa ◽  
Amanda B A Silva
Keyword(s):  
Length Of Stay ◽  
International Business ◽  
Business Management ◽  
Sao Paulo ◽  
Curvilinear Relationship ◽  
São Paulo ◽  
Policy Makers ◽  
Tourist Satisfaction ◽  
Central Factor ◽  
Different Dimensions

The notion of competitiveness receives growing attention in the tourism literature as it is recognized as a central factor for success in the visitor economy. Despite the enthusiasm for the promised benefits of this approach, there are gaps in understanding the limits and possibilities of making the destination competitive by attracting visitors and expanding their spending, providing a satisfying experience. We study international business tourism in Sao Paulo city to empirically explore how length of stay determines different dimensions of tourist satisfaction. Estimates indicate that length of stay negatively affects the satisfaction dimensions studied. Likewise, there is no evidence of the existence of a curvilinear relationship between these variables. Implications for policy makers and business management are presented.

scholarly journals THE RELATIONSHIP WITH SCIENTIFIC KNOWLEDGE IN BASIC EDUCATION: THE PERSPECTIVE OF STUDENTS

2012 ◽  
Vol 4 (2) ◽  
pp. 39-46
Author(s):  
Cláudia Valentina Assumpção Galian ◽  
Lucia Helena Sasseron ◽  
Maria Ligia Borba Florenzano ◽  
Agnaldo Arroio
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Scientific Knowledge ◽  
Natural Science ◽  
Basic Education ◽  
Sao Paulo ◽  
Education Student ◽  
São Paulo ◽  
Natural Science Education ◽  
The Relationship

This article reports the work carried out with a group of six students in two public schools in the State of São Paulo, within a project Pre-Iniciação Científica (Scientific Research Initiation) conducted at Faculty of Education, University of São Paulo, along the year 2011. These students conducted a survey in their schools in order to identify the relationship which their colleagues setting out with knowledge on the scientific disciplines. Thus it is assumed as objective for this study to drive a reflection concerning the views of students who complete basic education in public schools about the basic scientific knowledge who have had access throughout their school trajectories and drive some directions for police makers about natural science education policies. Key words: educational policies, natural science education, student´s view.

scholarly journals Saberes de futuras pedagogas sobre a ludicidade na educação infantil (p. 73-95)

2017 ◽  
Author(s):  
Claudio Wagner Locatelli ◽  
Eliane Cristina Couto De Lima ◽  
Maisa Helena Altarugio
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sao Paulo ◽  
Teaching Profession ◽  
São Paulo ◽  
Teaching Knowledge ◽  
Childhood Education ◽  
Questions And Answers ◽  
Teachers Training ◽  
The City

Este trabalho apresenta uma discussão dos dados da etapa inicial de uma pesquisa de mestrado em andamento acerca das concepções de 19 estudantes de pedagogia, de uma faculdade privada de São Paulo, sobre o usode atividades lúdicas na educação infantil, obtidas por meio de um jogo de perguntas e respostas. As análises caracterizam as concepções de acordo com o instrumento teórico “dimensões lúdicas”, de Lima (2015), e revelam as origens dos saberes que emergem dessas concepções, de acordo com os referenciais de Tardif (2000, 2010). Nosso objetivo é expor em que medida esses saberes são suficientes ou carregam limitações em função da atual demanda para os futuros profissionais, considerando a complexidade do campo lúdico e sua relevância para o segmento da educação infantil. As conclusões se dirigem para um questionamento da atual formação docente para o magistério, no sentido de incrementar e valorizar a formação lúdica desses profissionais e de articular os saberes que circulam nas atividades docentes.Palavras-chave: Ludicidade. Saberes do docente. Educação lúdica. Docente em formação. Educação infantil.AbstractThis paper presents a discussion of the initial data of a master’s research in progress about conceptions of 19 teaching students from a private college in the city of São Paulo (Brazil), on the use of playful activities in early childhood education, obtained through a game of questions and answers. Analyses characterize the conceptions according to the theoretical reference Playful Dimensions of Lima (2015) and reveal the origins of knowledge emerging from these conceptions, according to referential of Tardif (2000, 2010). The goal is to expose the extent to which this knowledge is sufficient or carry limitations due to the current demand for future professionals, considering the complexity of the playful field and its relevance to the segment of early childhood education. The conclusions are directed to a questioning of the current teacher training for the teaching profession in order to increase and enhance the playful training of these professionals and to articulate the knowledge circulating in teaching activities.Keywords: Payfulness. Teaching knowledge. Teachers training. Playfulness education. Early childhood education.ResumenEn este trabajo se presenta un análisis de los datos de la etapa inicial de la investigación de maestría en curso, sobre las concepciones de 19 estudiantes de enseñanza de una universidad privada en São Paulo, en el uso de las actividades de juego en la educación infantil, que se obtiene a través de un juego preguntas y respuestas. Los análisis caracterizan las concepciones de acuerdo con el instrumento teórico Dimensiones lúdicas de Lima (2015) y revelan los orígenes del conocimiento que emerge de estas concepciones, de acuerdo con las referencias de Tardif (2000, 2010). Nuestro objetivo es exponer la medida en que este conocimiento es suficiente o limitaciones de carga debido a la demanda actual de los futuros profesionales, teniendo en cuenta la complejidad del campo de juego y su relevancia para el segmento de la educación infantil. Los resultados se dirigen a un cuestionamiento de la formación de profesores actual de la profesión docente con el fin de aumentar y mejorar la formación lúdica de estos profesionales y para articular el conocimiento que circula en las actividades de enseñanza.Palabras clave: lúdico. Conocimientos del maestro. Educación del lúdico. Formación docente. Educación de la primera infancia.

scholarly journals Conflitos em instituições escolares no estado de São Paulo: mediação e mediadores

2020 ◽  
Vol 13 (1) ◽  
pp. 13
Author(s):  
Pedro Demo ◽  
Renan Antônio da Silva
Keyword(s):  
Public Schools ◽  
School Violence ◽  
Restorative Justice ◽  
School Environment ◽  
Sao Paulo ◽  
Protection System ◽  
Mediation Process ◽  
São Paulo ◽  
Politica Publica ◽  
Violencia Escolar

Os conflitos menos graves devem ser reconhecidos e enfrentados no âmbito escolar, por meio de práticas de mediação e de justiça restaurativa, com o envolvimento e a participação democrática da comunidade escolar. A Secretaria de Estado da Educação de São Paulo (SEE/SP) criou o Sistema de Proteção Escolar (SPEC), em 2010, que buscava resolver ou minimizar o problema da violência e dos conflitos nas escolas públicas estaduais. O objetivo central deste trabalho foi o de verificar os dificultadores na implantação deste programa e os impactos negativos nas e para as instituições escolares. A metodologia adotada foi a da pesquisa bibliográfica, com o levantamento dos temas pertinentes ao SPEC e das legislações, que serviu de base para descrever e discutir os dificultadores. Observou-se, no entanto, que havia poucos estudos sobre o Sistema de Proteção Escolar e que estavam temporalmente defasados. Desta forma, foi realizada uma investigação atualizada, apontando os problemas em relação ao programa. A partir disto, foram elencadas propostas para que o SPEC fosse repensado pela SEE/SP, a fim de não se tornar mais um fracasso como política pública. Por fim, considerou-se a necessidade de ações formativas e contínuas com os servidores das escolas, principalmente acerca dos temas relacionados à mediação e à justiça restaurativa; de mudanças na legislação, que garantam a permanência de professores mediadores nas escolas; de seleção de profissionais com observação de perfil, para liderar o processo de mediação nas escolas; e de avaliação constante deste trabalho nas instituições escolares e do próprio programa.Palavras-chave: Violência escolar. Mediação e mediadores de conflitos. Processo formativo.Conflicts in school institutions in the state of São Paulo: mediation and mediatorsABSTRACTLess serious conflicts must be recognized and addressed in the school environment through mediation and restorative justice practices, with the democratic involvement and participation of the school community. The São Paulo State Department of Education (SEE / SP) created the School Protection System (SPEC) in 2010, which sought to solve or minimize the problem of violence and conflict in state public schools. The main objective of this work was to verify the difficulties in the implementation of this program and the negative impacts on and for the school institutions. The methodology adopted was the bibliographic research, with the survey of the pertinent topics to the SPEC and the legislations, which served as a basis to describe and discuss the difficulties. However, it was observed that there were few studies on the School Protection System that were temporally out of date. Thus, an updated investigation was conducted, pointing out the problems in relation to the program. From this, proposals were listed for the SPEC to be rethought by SEE / SP, in order not to become a failure as a public policy. Finally, it was considered the need for continuous and formative actions with the school staff, mainly on the themes related to mediation and restorative justice; changes in legislation to ensure that mediating teachers remain in schools; selecting professionals with profile observation to lead the mediation process in schools; and constant evaluation of this work in school institutions and the program itself.Keywords: School violence. Mediation and conflict mediators. Training process.Conflictos en instituciones escolares en el estado de São Paulo: mediación y mediadoresRESUMENLos conflictos menos graves deben ser reconocidos y enfrentados en el ámbito escolar, a través de prácticas de mediación y de justicia restaurativa, con la involucración y la participación democrática de la comunidad escolar. La Secretaría de Estado de Educación de São Paulo (SEE/SP) creó el Sistema de Protección Escolar (SPEC), en 2010, que buscaba resolver o mitigar el problema de la violencia y de los conflictos en las escuelas públicas estaduales. El objetivo central de este trabajo fue el de verificar los impedimentos en la implementación de este programa y los impactos negativos en las y para las instituciones escolares. La metodología adoptada fue la de investigación bibliográfica, con la búsqueda de temas pertinentes al SPEC y de las legislaciones, que sirvió de base para describir y discutir los impedimentos. Se observó, entonces, que había pocos estudios acerca del Sistema de Protección Escolar y que lo habían caducado. De esta forma, fue realizada una investigación actualizada, señalando los problemas relacionados con el programa. Con base en ello, fueron agrupadas propuestas para que el SPEC fuera repensado por la SEE/SP, a fi n de no volverse más un fracaso como política pública. Por último, se consideró la necesidad de acciones formativas y continuas con los servidores de las escuelas, principalmente, acerca de los temas relacionados con la mediación y con la justicia restaurativa; de mudanzas en la legislación, que garantizan la permanencia de profesores mediadores en las escuelas; de selección de profesionales con observación de perfil, para liderar el proceso de mediación en las escuelas; y de evaluación constante de este trabajo en las instituciones escolares y del propio programa.Palabras clave: Violencia escolar. Mediación y mediadores de conflictos. Proceso formativo.

scholarly journals O BULLYING NA SALA DE AULA: ANÁLISE DO CONHECIMENTO DE PROFESSORES DA REDE ESTADUAL PAULISTA SOBRE A LGBTFOBIA ESCOLAR

2022 ◽  
Vol 18 (1) ◽  
pp. 209-238
Author(s):  
Gabriel Batista Mota
Keyword(s):  
Public Schools ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Public Education System ◽  
The Public ◽  
Teaching Knowledge ◽  
Level Of Knowledge ◽  
State Schools ◽  
Quantitative Nature

This work promotes an initial analysis, about the teaching knowledge about LGBTphobia present within the public education system, carried out based on the data acquired through anonline survey conducted in the second half of 2019 with teachers from the state schools of the São Paulo and which aimed to investigate the level of knowledge of these professionals about LGBTphobic bullying in the educational sphere of São Paulo. The methodological resources used in the data collection were of a quantitative nature and the phase of preparation of this article made use of the qualitative and bibliographic. As a result, it was concluded that LGBTs are the main target group of discriminationin public schools of the state of São Paulo, in addition to the little knowledge and skill of teachers on issues involving sexualitiesand prejudice in contemporary's Brazil.

scholarly journals Study of the Digital Teaching Competence of Physical Education Teachers in Primary Schools in One Region of Spain

2020 ◽  
Vol 17 (23) ◽  
pp. 8822
Author(s):  
Jorge Rojo-Ramos ◽  
Jorge Carlos-Vivas ◽  
Fernando Manzano-Redondo ◽  
María Rosa Fernández-Sánchez ◽  
Jara Rodilla-Rojo ◽  
...  
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Primary Schools ◽  
Teaching Profession ◽  
Physical Education Teachers ◽  
Official Journal ◽  
Digital Competence ◽  
Continuous Formation ◽  
Teaching Competence ◽  
Common Framework

In today’s society and, in the teaching profession especially, it is demanded that we have a remarkable digital competence and have continuous formation in technological recycling. This study intends to describe and expose the levels of digital competency amongst physical education teachers working in the public school system of Spain, by what was established in the portfolio of teacher digital competence of one region of Spain which was published on the 12th of June 2015 in the Official Journal of Extremadura. The design of our research is of a descriptive type. The instrument used to collect data was the questionnaire published in appendix IV of the previously mentioned portfolio official of a region of Spain. A total of 201 students were tested. The principle obtained results show that primary physical education teachers in public schools in Spain have a basic level of digital teaching competence, more specifically an A2 level. This is in comparison with the guidelines established by the Common Framework for Digital Competence of Teachers 2.0.

scholarly journals Integrating geotechnology and marine litter on beaches – a citizen science approach

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Andrea De Lima Oliveira ◽  
Lucas Barbosa ◽  
Rita Monteiro Camargo ◽  
Marina Santana ◽  
Fabiana Moreira ◽  
...  
Keyword(s):  
Public Schools ◽  
Data Analysis ◽  
Citizen Science ◽  
Construction Materials ◽  
Field Work ◽  
Sao Paulo ◽  
Google Earth ◽  
São Paulo ◽  
Marine Litter ◽  
Cooperation Network

The objective of this work was to engage students from public schools of São Paulo coast (Brazil) in the study and control of litter on beaches. Two public schools from coastal cities of São Paulo State (Peruíbe and Ubatuba) had students trained to sample and quantify marine litter on beaches. After this training, using Google Earth images, two beaches of each city were chosen to be studied. On each beach, samples were taken in the 100 meters of the selected stretch. The residues were classified by type of material and type of item (seeking to associate to sources). After the sampling surveys, the students were oriented to the data analysis. The students prepared a presentation with sampling results, hypotheses to explain the possible origin of the marine litter and measures that could be taken to reduce the problem on the studied beach. For both schools, this workshop revealed great students’ involvement during all process, from the field-work and data analysis, to the development of hypothesis and solution propositions. The beaches of Peruíbe were more isolated and in one of them most of the waste was coming from the sea, which carried litter from boats and nearby villages. Meanwhile, the beaches of Ubatuba were urbaner and had high occurrence of construction materials, indicating a miss-managed discard of litter by local residents. The main outputs of these workshops were: (1) giving the students an experience of how a scientific project is developed, (2) generating reliable data on marine litter in the school areas, (3) stimulating discussion about sources and proposing solutions and (4) establishing a cooperation network between the school and the university.Keywords: marine litter, monitoring, beaches, citizen science

Abstract 273: Knowledge of First Aid and Cardiopulmonary Resuscitation by Faculty and Staff of Public Schools in São Paulo

Circulation ◽  
2014 ◽  
Vol 130 (suppl_2) ◽  
Author(s):  
Nilton F Assis ◽  
Isadora Liberato ◽  
Ana Laura Mathey ◽  
Renan Gianotto-Oliveira ◽  
Gustavo G Oliveira ◽  
...  
Keyword(s):  
Public Schools ◽  
Cardiopulmonary Resuscitation ◽  
First Aid ◽  
Sao Paulo ◽  
School Staff ◽  
Automated External Defibrillator ◽  
São Paulo ◽  
Chest Compressions ◽  
The Mean ◽  
External Defibrillator

Background: Knowledge of first aid and cardiopulmonary resuscitation (CPR) is very important in schools, where children, teens and even employees are subject. Our objective was to evaluate the knowledge of teachers and employees of public schools in São Paulo on first aid and CPR with automated external defibrillator (AED). Methods: A questionnaire on the content that is covered in the course of First Aid from the American Heart Association was applied to faculty and staff of public schools in São Paulo. After answering the questionnaire, all volunteers took the course First Aid with CPR and AED. Results: The study included 563 volunteers: 227 (40%) teachers and 336 (60%) school staff. The mean age was 42 ± 12 years, 101 (18%) were male and 80 participants (14%) had already done a course in First Aid and / or CPR. The mean number of correct answers was 6.5 (46%) in a total of 14 questions. The questions with the greatest number of errors were: frequency of chest compressions (82%), depth of chest compressions (78%), handling of automated external defibrillator (77%), what to do with an unconscious victim (64%), compression ratio and ventilation (61%), conduct on a victim with nosebleed (53%) and conduct on a victim with convulsion (52%). When asked if they were interested in doing a course in first aid, 95% answered yes, 89% believe that the contents of first aid should be placed in the grade of students albeit in a simplified manner. Conclusion: We conclude that the degree of knowledge of teachers and employees of public schools in São Paulo is quite insufficient, although the vast majority has an interest in pursuing a course that addresses the topic of first aid and CPR with AED. It would therefore be very interesting that the government underscored the importance of the subject and stimulate training for teachers, school staff and students.

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