Organization Of Pedagogical Work Research Articles

Assessment management through planned intermediation in children's literacy learning

The study analyzes how two teachers establish a relationship between reading and writing rights and/or skills, assessment management through planned intermediation in learning, and the progress of children in the literacy cycle/Cours Préparatoire - CP/Cycle2 -, over the course of the year. The theoretical foundation exposes the management of teaching and assessment for teaching-learning and literacy. The methodology is qualitative and describes the organization of pedagogical work in Brazil and France; and we use content analysis. The result indicated that teaching management is based on building a professional pattern; and that the assessment management through planned intermediation happens when the teacher ponders about practice and recreates it to meet the heterogeneity of learning.

As Práticas Educativas de Regulação e Emancipação na EJA

ABSTRACT The text analyzes part of the data produced in the context of a Master’s research. It is based on the assumptions of the qualitative approach and uses interviews to produce data. To guide the realization of this study, Freire (1998), Santos (2000), Arroyo (2005), Galvão and Di Pierro (2007), Gomes (2020) and others are highlighted. The research results reaffirm the need, expanded in the post-pandemic context, for reflection on the nature and organization of pedagogical work in the schooling of young people and adults. It discusses the presence of emancipation elements characteristic of popular education of which EJA is heir to, as well as aspects of regulation, characteristic of education systems.

Agroecologia e Cultura Corporal: proposta ético-política da Educação Física na Educação do Campo

O objetivo deste texto é sistematizar uma proposta ético-política para a Educação Física na Educação do Campo, como subsídio para a organização do trabalho pedagógico a partir da experiência que desenvolvemos junto ao Curso Técnico em Agroecologia, forma integrada, na Escola Família Agrícola da Região Sul no Rio Grande do Sul. Essa sistematização tem por intenção acumular elementos para contribuir com o trabalho pedagógico da Educação Física com base nos princípios da Educação do Campo, Agroecologia, Pedagogia da Alternância e Cultura Corporal como base referencial para os processos de ensino e aprendizagem. Palavras-chave: educação do campo, agroecologia, pedagogia da alternância, cultura corporal. Agroecology and Corporal Culture: an ethical-political proposal for Physical Education in Rural Education ABSTRACT. The objective of this text is to systematize an ethical-political proposal for Physical Education in Rural Education, as a subsidy for the organization of pedagogical work based on the experience we developed with the Technical Course in Agroecology, in an integrated way, at the Escola Família Agrícola da Região Sul in Rio Grande do Sul. This systematization is intended to accumulate elements to contribute to the pedagogical work of Physical Education based on the principles of Rural Education, Agroecology, Pedagogy of Alternation and Corporal Culture as a reference basis for the teaching and learning processes. Keywords: rural education, agroecology, pedagogy of alternation, corporal culture. Agroecologia y Cultura Corporal: una propuesta ético-política de la Educación Física para la Educación del Campo RESUMEN. El objetivo de este artículo es sistematizar una propuesta ético-política para la Educación Física en la Educación del Campo, como sustentación para la organización del trabajo pedagógico partiendo de la experiencia que desarrollamos junto al Curso Técnico en Agroecologia, forma integrada, en la Escola Família Agricola da Região Sul en Rio Grande do Sul. Esa sistematización tiene por intención acumular elementos para contribuir con el trabajo pedagógico de la Educación Física con base en los princípio de la Educación dela Campo, Agroecologia, Pedagogía de la Alternância, y Cultura Corporal como base referencial para los procesos de enseñanza y aprendizaje. Palabras clave: educación del campo, agroecología, pedagogía de la alternancia, cultura corporal.

Development of reflection on the learning activities of hearing-impaired students in inclusive educational environment

Introduction. The article presents the results of a study of educational reflection among students with hearing impairments studying under the programs of secondary vocational education, in the process of classroom studies and in extracurricular activities. For this contingent of students, vocational education is one of the most important factors of social adaptation and professional rehabilitation, providing the opportunity for a full-fledged self-sufficient life. However, due to objective reasons, such students experience significant difficulties in the process of professional training.Purpose setting. There is a need to create a comprehensive system of pedagogical work for the development of the reflexive component of educational activity among this category of citizens.Methods and methodology of the study. The article reasonably proves that the organization of pedagogical work on the development of educational reflection, the ability to evaluate and control their educational and educational and professional activities can not only increase the effectiveness of the educational process, but will also contribute to the professional self-determination of students with hearing impairments. The article describes a system of diagnostic methods that allows to identify the current level of educational reflection in students; the system of pedagogical work is presented, which includes directions, techniques, methods and forms for the development of the reflexive component of educational activity among students with hearing impairment.Results. A diagnostic study showed that more than half of the students have a low level of development of the reflection of educational activity. The conditions necessary for the effective organization of pedagogical work to develop the reflection of educational activity were determined.Conclusions. It was found out that their development is facilitated by the immersion of students in educational activities that are personally significant for them. In turn, the formed skills of educational reflection facilitate the process of learning and professional self-determination of students.

AS REPERCUSSÕES DAS AVALIAÇÕES EXTERNAS EM LARGA ESCALA NA ORGANIZAÇÃO DO TRABALHO PEDAGÓGICO: UMA POSSIBILIDADE DE DISCUSSÃO A PARTIR DO ESTÁGIO SUPERVISIONADO

ABSTRACT: This article aims to analyze the presence of large-scale external evaluations in the organization of the pedagogical work of schools oversaw by the mathematics undergraduates from the Federal Institute of Education, Science, and Technology of São Paulo, Bragança Paulista campus, during their supervised internship, contemplating the reflections created by them from theoretical studies that guided this process. For this purpose, considering the technique of content analysis, 19 reports built in the 2nd semester of 2019 by the undergraduates of the Licentiate Degree in Mathematics were analyzed. It was observed that, during the internships, the undergraduates were faced with the repercussions of external evaluations on the organization of the pedagogical work. Such repercussions permeate the moments of Collective Pedagogical Work Classes (ATPC), Class Councils, Parent-Teacher Meetings, and the planning of activities for students. The analysis of the reports shows that the future teachers reflected on these repercussions about school management, pedagogical practices of teachers, and the training process of students. It is argued that teacher training courses devote time and space to analyze the relationship between assessment and organization of pedagogical work, in order to foster the (de)construction of concepts and practices related to the logic of training and curriculum structure, arising from large-scale external evaluations.

ПЕДАГОГИЧЕСКИЕ ИДЕИ А. А. БРЯНЦЕВА В ПЕРИОД РЕФОРМИРОВАНИЯ СОВЕТСКОЙ ШКОЛЫ (1920-Е ГОДЫ)

Introduction. The paper deals with the main pedagogical ideas of A.A. Bryantsev, the founder of the first Theater for Young Spectators (TYS), which were spread during the period of reforms in the education system in the 1920s. The paper aims to reveal the pedagogical ideas of the first artistic director of the theatre. Materials and Methods. The methodology of the study is based on the sociocultural approach using the biographical method. Materials from the archive and museum of St. Petersburg Theatre for Young Spectators named after A.A. Bryantsev, the Central State Archive of Literature and Art of St. Petersburg; autobiography and articles by A.A.Bryantsev; a biography dedicated to the artistic director of the Theatre for Young Spectators, S.D. Zeltser; research works on the history of the Soviet school in the 1920s by Elena Kolosova and Natalia Fedorova were reviewed and analyzed. Results of the study. The main normative documents, and the events, which strengthened the significance of the ties between the theatre and schools of the city, are listed. The description of the consequences of the reforms allows identifying the specifics and possibilities of the activity of A.A. Bryantsev and teachers of St. Petersburg (then Leningrad) TYS during the period under study. As conceived by the founders, Leningrad Theatre for Young Spectators was created as an educationally oriented theater. The study has considered pedagogical principles of the Leningrad Theatre for Young Spectators and traced the main landmarks of the Theatre’s development in the 1920s, namely, the first performance “The Little Humpbacked Horse,” the organization of its pedagogical activity, and the establishment of the Assembly of Delegates. The main objectives to be accomplished by the pedagogical activity of the theatre and the delegates of the Theatre have been presented as the basic links between the theatre and school. The role and significance of theatrical performance in the educational work of the theatre and the performance requirements imposed by the artistic director of the TYS are outlined. The evidence that the spectator is the pivot of the creation, selection, and delivery of performances is examined. Conclusions. The ideas of A.A. Bryantsev are reflected in the organization of pedagogical work and Assembly of Delegates at the Theatre for Young Spectators, in the implementation of the concept of “theatre-home” for children, in the involvement of different social groups in the discussion of educational issues, and in the dissemination of positive experience of Leningrad Theatre for Young Spectators all over the world.

Scientific and theoretical bases for the motivation efficiency of children's socialization in the learning process

A teacher who knows the type of motivation can create the conditions to reinforce the appropriate positive motivation. If this is a motivation related to the outcome of the training, the conditions for its support, promotion, demonstration of the usefulness of the acquired knowledge for the future can be the creation of a positive public opinion. If this motivation is the motivation related to the purpose of learning, then the conditions for its support can be the information about the results obtained, the emergence and formation of cognitive interests, the problematic methodology. To support the motivation associated with the learning process, there is a need for a lively and entertaining structure of the learning process, student’s activity and independence, research methodology and the creation of conditions for the manifestation of their skills. The article puts forward ideas about the main features of the modern lesson, which contributes to the socialization of the student's personality, and explains in detail the forms of organization of the modern lesson. In addition, the stages of the modern lesson and the organization of students’ activity in these stages were noted. The main focus is on the problem of directing the socialization of the student's personality. It addresses the issues of meeting the needs of students in the organization of pedagogical work in the modern classroom, as well as the creation of a system of interaction in the student body. The need for individual application of programs aimed at promoting the personal position of the student stems from the fact that in this context, a fertile socio-pedagogical basis for the individual integration of knowledge of each student is formed. It should be noted that such an approach to pedagogical work leads to sustainable prospects in education. The purpose of the article is also to link the content elements of education and the individual stages of the lesson structure on a pedagogical-psychological basis from a socio-logical point of view. The article also provides extensive scientific approaches and practical examples of the ways aimed at the improving the quality of education.

Intellectual talent of higher education seekers: theoretical principles

From the theme: a retrospective analysis of the concepts of "gifted and intellectually talented personality"; we analyzed the experience of working with gifted young people abroad. In particular, a set of theoretical methods was used: comparison, analysis, synthesis and generalization; empirical methods: analysis of documentation and results of pedagogical activity, observation . The characteristics of working with talented young students were revealed through analysis of teaching, methodological and practical work with gifted students. An empirical study was carried out to determine the attitude of gifted young people towards organizational ways of working with them and a scientific circle was developed. The results revealed that the organization of pedagogical work is a fundamental point to provoke the development of their competencies, the explicit ones and those that are latent.

ESPERANÇAR NO COLETIVO: CARTA ÀS MINHAS ALUNAS DE ESTÁGIO

The exchange of Pedagogical Letters was part of the activities foreseen in the disciplines of Organization of Pedagogical Work (OTP) and Pedagogical Practice C - Supervised Internship in the School Organization carried out through remote teaching at the Federal University of Parana between April and May 2020. This The initial period was entitled: “The internship as an experience and the trainee subject - or, becoming a pedagogue in the context of the pandemic”, envisaged to encourage students to reflect on themselves and the pedagogical formation and record them in a diary correlating with the texts read during the disciplines and the discussions held in the virtual meetings and at the end there was an exchange between the students of Pedagogical Letters to exchange notes on the experience of the formative process lived up to that moment. The one presented in this text is the Letter from the teacher to the students at the end of this stage, in which she presents the hope built on the experience of sharing training between students and teacher in times of Covid-19 pandemic.

Políticas de avaliação externa e a medicalização da educação: dos sentidos do “não aprender” até o “não ensinar”

Neste artigo, objetivamos analisar as políticas de avaliação externa e os efeitos concernentes ao “não aprender” e ao “não ensinar” como marcas da culpabilização e medicalização da educação. Por meio de um estudo bibliográfico, abordamos os constructos teóricos-conceituais que confrontam a lógica classificatória das avaliações no âmbito das políticas. Como procedimentos metodológicos do campo empírico, realizamos entrevistas dialogadas com professores de um município mineiro. Evidenciamos os sentidos e efeitos precípuos das políticas de avaliação marcadas pelo modus operandi neoliberal que afeta a organização do trabalho pedagógico, os estudantes e os docentes que são forçados a se enquadrarem em resultados e padrões eivados de interesses do mercado. Nesse caso, os sujeitos que não se atentam às expectativas quantitativas são culpabilizados e submetidos a dispositivos de poder que procuram enquadrá-los nos padrões definidos como normais e/ou ideais, ao explicitarem a lógica medicalizante.

Etnomatemática e a construção de uma educação multicultural na escola

Este estudo objetiva apresentar a Etnomatemática enquanto proposta pedagógica multicultural, que contribui no ensino de matemática a partir da utilização do jogo africano yoté, considerando a relevância de uma educação pautada no respeito às contribuições africanas e afrodescendentes na produção do conhecimento matemático e à potencialidade do trabalho docente na organização de estruturas curriculares inclusivas, antirracistas e não discriminatórias. Metodologicamente, o estudo se materializa a partir de uma abordagem qualitativa, do tipo teórico-reflexiva, em uma dimensão exploratória-analítica. Teoricamente, se assenta no pensamento de autores como Topázio (2013); Gerdes (2007); Libâneo (2007); Bueno (2001); D´Ambrosio (2001; 1996); Freire (2016; 2017), entre outros. Diante da discussão realizada, observa-se que uma educação multicultural é relevante no ensino de Matemática na perspectiva de contribuir para a descentralização do pensamento eurocêntrico na organização social do trabalho pedagógico e na visibilização de manifestações matemáticas culturais, historicamente situadas e contextualizadas a partir de uma perspectiva étnico-racial. A inserção de jogos africanos no processo de ensino e aprendizagem matemática caracteriza-se enquanto estratégia metodológica que possibilita a utilização de recursos lúdicos que explorem o processo de construção e mobilização do conhecimento matemático a partir de uma ótica descentralizada, permitindo o redimensionamento de abordagens pedagógicas hegemônicas eurocentristas e a ressignificação de modelos de ensino homogêneos.

A eleição direta de diretor escolar: desafios na gestão democrática no município de Medicilândia – Pará

This study approaches discussions on school management and the direct election of principals and their relation with democratization in the decision-making process, seeking to reflect how the process of election of principal held at the Abraham Lincoln Municipal Elementary School, which composes the teaching network of Medicilândia-Para, and to what extent this mechanism has favored the participation of the school and local community in the decision-making processes of school management. We seek to problematize the extent to which the process of election of principal held at the Abraham Lincoln Municipal Elementary School that composes the medicilândia-para education network enables the organization of work in the school from the perspective of democratic management, and whether this mechanism favors the participation of the school and local community in the decision-making processes of school management. As a general objective, we analyze the perceptions of the several social subjects present in the school space about the process of direct election for the choice of school direction and its possible relation with democratic management in the Abraham Lincoln Municipal Elementary School of the municipal network of Medicilândia-Para. Through a qualitative research based on authors such as Paro (2003; 2005; 2007; 2010), Luck (2008; 2009), Azevedo (2011), Cabral Neto (2009), Vieira (2007), Dourado (2007), our results demonstrated that our interviewees have a certain understanding of the direct electoral process for school leaders' choices, and that this mechanism significantly influences the development of democratic school management, since the research participants demonstrated knowledge about their participatory role in the daily life of the school community and often participate in school management, which is shared through councils, administrative meetings, parent-teacher meetings, PPP construction and evaluation, meetings and/or workshops on the organization of pedagogical work. With regard to municipal legislation (Laws, Resolutions and SMEs), it was possible to observe that they are in line with what our LDB and our Federal Constitution of 1988 express, with legal defined devices, delineated, well elaborated and based on the management and organization of macro pedagogical work through Semed and micro through the management of the school unit in basic school.

Contra-bandos: percursos dos sujeitos do PROEJA mapeados através do memorial

A presente pesquisa de caráter qualitativo, por meio de pesquisa participante, intenta contra-bandear para o currículo as histórias de vida dos estudantes do Programa Nacional de Integração a Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos – PROEJA, do Instituto Federal Catarinense – Campus Camboriú. A proposta surge a partir da seguinte problematização: as vivências dos estudantes do PROEJA são levadas em consideração na organização do trabalho pedagógico nessa modalidade de ensino? Na tentativa de responder a essa questão nos propomos ao uso do memorial como ferramenta pedagógica que favoreça o resgate das memórias dos estudantes do PROEJA, por meio do desenvolvimento de uma sequência didática. Para atingir estes objetivos pretende-se contextualizar historicamente o atendimento a alunos da Educação de Jovens e Adultos no âmbito da educação profissional e tecnológica; além de descrever a importância do reconhecimento da história de vida dos estudantes do PROEJA para a formação integral. A pesquisa se encontra dentro do macroprojeto inclusão e diversidade em espaços formais e não formais de ensino na educação profissional e tecnológica, que faz parte da linha de pesquisa de práticas educativas em Educação Profissional e Tecnológica.

A organização do trabalho pedagógico em escolas multisseriadas do campo: reflexões e possibilidades

Este trabalho apresenta reflexões acerca da Organização do Trabalho Pedagógico nas escolas multisseriadas do campo e teve embasamento nas experiências de um ano e meio no Programa Institucional de Bolsa de Iniciação à Docência (PIBID), na prática de estágio supervisionado em uma turma multisseriada, bem como as observações realizadas em cinco escolas multisseriadas do município de Senhor do Bonfim-BA, proveniente do projeto de pesquisa para elaboração do Trabalho de Conclusão do curso de Licenciatura em Pedagogia. Diante deste desafio, objetivou-se, portanto, compreender como se organiza o trabalho pedagógico nestas escolas. Como aporte teórico, nos subsidiamos nos estudos de Caldart (2007), Hage (2014), Santos (2012), Freitas (2012), dentre outros. Utilizou-se de uma abordagem metodológica qualitativa, de campo exploratório, como uma busca de esclarecimentos e aproximação com o objeto de estudo. A pesquisa evidenciou que há formatos bem similares, no geral, advindos da experiência dos docentes nestas turmas. Apontou ainda, que o trabalho pedagógico carece de uma organização que consiga englobar o campo e os seus saberes de forma contextualizada.
 Palavras-chave: Educação do Campo, Multisserie, Organização do Trabalho Pedagógico.
 
 The organization of pedagogical work in multiseriated schools in countryside: reflections and possibilities
 Abstract.
 This work presents reflections on the Organization of Pedagogical Work in multisierial schools in the countryside and was based on the experiences of a year and a half in the Institutional Program of Teaching Initiation Scholarship (PIBID), in the practice of supervised internship in a multiseriate class, as well as the observations made in five multi-grade schools in the municipality of Senhor do Bonfim-BA, from the research project for the preparation of the Conclusion Work for the Pedagogy Degree course. Faced with this challenge, the objective was, therefore, to understand how pedagogical work is organized in these schools. As a theoretical contribution, we subsidize ourselves in the studies of Caldart (2007), Hage (2014), Santos (2012), Freitas (2012), among others. We used a qualitative methodological approach, with an exploratory field, as a search for clarification and approximation with the object of study. The study showed that there are very similar formats, in general, arising from the experience of teachers in these classes. He also pointed out that the pedagogical work lacks an organization that can encompass the field and its knowledge in a contextualized way.
 Keywords: Rural Education, Multisserie, Organization of Pedagogical Work.
 
 La organización del trabajo pedagógico en escuelas de campo multiserial: reflexiones y posibilidades
 Resumen. Este trabajo presenta reflexiones sobre la Organización del Trabajo Pedagógico en escuelas de varios niveles en el campo y se basó en las experiencias de un año y medio en el Programa Institucional de Becas de Iniciación Docente (PIBID), en la práctica de pasantías supervisadas en una clase multiseriada, así como Las observaciones hechas en cinco escuelas multigrado en el municipio de Senhor do Bonfim-BA, desde el proyecto de investigación para la preparación del trabajo de conclusión para el curso de Pedagogía. Frente a este desafío, el objetivo era, por lo tanto, comprender cómo se organiza el trabajo pedagógico en estas escuelas. Como aporte teórico, nos subvencionamos en los estudios de Caldart (2007), Hage (2014), Santos (2012), Freitas (2012), entre otros. Utilizamos un enfoque metodológico cualitativo, con un campo exploratorio, como una búsqueda de aclaración y aproximación con el objeto de estudio. El estudio mostró que existen formatos muy similares, en general, derivados de la experiencia de los docentes en estas clases. También señaló que el trabajo pedagógico carece de una organización que pueda abarcar el campo y su conocimiento de manera contextualizada.
 Palabras-clave: Educación Rural, Multisserie, Organización del Trabajo Pedagógico.

Indústria cultural, currículo e formação de professores: a dimensão ética como articuladora no processo pedagógico

In this article we present and discuss the value of the ethical dimension present as an articulator in the organization of pedagogical work. Considering that Ethics is disfigured by the events and understandings of today's society, in which teachers hide behind masks as proletarians of an unnecessary and useless knowledge for the capital, to analyze the ethical dimension and its importance for the educational process and practice, presenting it as an appreciation of the human being and all its manifestations. Understanding the School as a space of interactions, the curriculum becomes a cultural artifact for the teacher to reach his goal with a humanizing education that aims at the emancipation of the human being.

Effective schools 10 years on: factors and processes enabling the sustainability of school effectiveness

ABSTRACTA great deal of knowledge has been accumulated on how educational effectiveness and improvement come to be. However, the issue of how these processes behave once they have been achieved has remained relatively unexplored. In this paper, we report on the findings of a multiple case study that delved into the factors and processes explaining different levels of sustainability of educational effectiveness for schools previously identified and studied as highly effective and located in low-income areas. We show that effectiveness is a fragile attainment that is affected by a variety of external and internal processes. Transformations in the local context (demographic changes and the dynamics of the school market), and educational policies and programs are key external factors. In the internal realm, the role of school administrators, principals, and leadership teams, the organization of pedagogical work, and the school culture modulate the sustainability of educational effectiveness in the long term.

Licenciatura em educação do campo: interfaces entre o projeto pedagógico e a prática educativa

O objetivo deste artigo é caracterizar o Projeto Pedagógico do Curso de Licenciatura em Educação do Campo (PPC/LEdoC/UFPI) e suas interfaces com a prática educativa. Realizou-se pesquisa de abordagem qualitativa e de caráter descritivo, procedendo à observação de fatos e fenômenos exatamente como ocorrem em contextos reais. Utilizou-se análise documental do PPC e observação simples, como procedimentos de produção de dados. Os resultados apontam que existem avanços, desafios e possibilidades para essa formação. Os avanços referem-se ao delineamento, execução e contribuição para uma formação crítica e transformadora, bem como a ampliação do número de matrículas no Ensino Superior. Os desafios principais são as longas distâncias que separam a Universidade e as comunidades rurais em que os educandos residem, dificultando o acompanhamento e a orientação dos estudantes pelos professores e o fato de a maioria dos docentes não conhecerem a organização do trabalho pedagógico por meio da alternância e área do conhecimento, necessitando, portanto, de contínuos processos formativos e autoformativos, que favoreçam a compreensão e execução dessa proposta. No que se refere às possibilidades, a principal é a formação de novos perfis de professores, cuja dimensão política possibilite a construção de uma visão crítica sobre as contradições vividas na realidade e a capacidade de intervenção, a partir da relação teoria e prática.

A FORMAÇÃO DE PROFESSORES NAS LICENCIATURAS EM EDUCAÇÃO DO CAMPO: O QUE APONTAM OS ARTIGOS A PARTIR DO PORTAL DE PERIÓDICOS CAPES

This work integrates the PhD research entitled "Teacher training and the organization of pedagogical work in the Rural Education degree courses (LEDUC): case study of the Universidade Federal da Grande Dourados (UFGD)", linked to the Graduate Program in Education, UNESP, Presidente Prudente. The objective of this article is to select and identify the articles located for the period 2001-2018 in the Capes/MEC Periodicals Portal, using the descriptors: Teaching degree, Initial teacher training, Undergraduate course and Rural Education. Resulting from bibliographical research we quantitatively list the productions in this period, generating a state of knowledge about teacher training in the Rural Education degree courses, allowing later to analyze and understand the formative processes and their relations with the context in which they are realized, the tensions and dilemmas faced by the courses and the meanings attributed to them by the subjects involved.

As noções operatórias de volume e comprimento: um estudo exploratório

O presente trabalho teve como objetivo descrever noções lógicas de volume e espaço nos discursos de criança durante os testes piagetianos. Os testes foram aplicados em crianças de 4 (criança A) e 9 anos (criança B), com o intuito de avaliar as dimensões cognitivas e os estágios de desenvolvimento dos sujeitos pesquisados. Manuseamos materiais, como: copo, água, jarra, massa de modelar e lápis. Os resultados indicam as noções das crianças relacionadas ao volume e comprimento. Tais dimensões estão associados ao desenvolvimento das operações lógicas. No teste de Conservação do Volume observa-se que a Criança A não consegue compreender o que foi realizado, logo encontra-se no nível pré-operatório. No segundo teste (Conservação de Comprimento), ela demonstra inconsistência em sua afirmação cedendo facilmente a contra argumentação, assim estando no nível intermediário. Já a criança B demonstrou conservação de volume e de comprimento nas provas, explicando as respostas corretamente, podendo ser categorizada como operatória. Sendo assim, o estudo conclui que avaliar o desenvolvimento cognitivo contribui para a organização do trabalho pedagógico.

Políticas educacionais de formação de professores em foco: Mudanças e permanências

Este artigo discute a proposta de formação de professores alfabetizadores de dois programas que compõem duas políticas educacionais no Brasil: o Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) – de âmbito federal – e o Programa Ler e Escrever – política do estado de São Paulo. A pesquisa, desenvolvida por meio de análise documental, tem como objetivo investigar em que se diferenciam essas propostas de formação continuada de professores. O material de análise compõe-se de documentos oficiais que regulamentam tanto o PNAIC como o Ler e Escrever, acessados por meio dos sites oficiais de cada um dos programas e por pesquisas realizadas sobre o Programa Ler e Escrever. O estudo permitiu compreender os princípios que embasam ambas as propostas de formação e como são efetivadas na prática. Os resultados possibilitaram a análise dos dois programas segundo três eixos fundamentais para as discussões no campo da formação continuada de professores alfabetizadores: o modelo formativo proposto; a figura central na engrenagem da rede formativa; a organização do trabalho pedagógico com a língua materna. A pesquisa constatou evidências para a compreensão dos avanços, das permanências e dos retrocessos nas tendências atuais das políticas de formação continuada de professores alfabetizadores no Brasil.