Orientador: Luiz Carlos Santana / Banca: Haydée Torres de Oliveira / Banca: Luiz Marcelo de Carvalho / Abstract: This dissertation is the result of a research of qualitative nature, in its study of case approach, that aimed to analyze the possible contributions to the political-pedagogic practices of environmental NGOs when incorporate elements of Environmental Law. It has as unity of analysis a program of mobilization and monitor work about the quality of Tiete River’s water, developed by an environmental NGO with the participation of several social actors. The analysis was accomplished since the collected datum in the interviews, in the remarks and documents. It was verified that the incorporation of the Environmental Law in the program in question materializes by different means and that necessarily do not exclude themselves. These means are moments that the environmental juridical field but this it makes present as environmental laws, but that as explanation of concepts and courses, but, still, as an instrument for the solution of social- -environmental conflicts. Regarding to the characteristics that the political-pedagogic practices of Environmental Education acquires when they incorporate elements of Environmental Law, it was verified that this issue is intrinsically related to the degree of interface of the environmental juridical field in the regarded practices. Thus, if the interface is tenuous and moderate, merely annexing information, the informative character prevails, however, if this interface structure wider than the others ones, being the Environmental Law utilized as instrument of fronting the social- -environmental conflicts, the politics dimension emerges, becoming itself the main characteristic of these practices, justifying them as political- -pedagogic practices. The result obtained with the research demonstrated that the incorporation of the Environmental Law by Environmental Education is as possible as necessary because it becomes a concrete perspective of aggregation with a greater consistency. / Mestre

Orientador: Suraya Cristina Darido / Banca: Helder Guerra de Resende / Banca: Irene Conceição Andrade Rangel / Resumo: Procuramos neste trabalho analisar como dois professores de Educação Física que atuam em Escolas Públicas do Ensino Fundamental, com mestrado na área e posicionamentos favoráveis às propostas renovadoras, tratam os conteúdos da dimensão conceitual nas suas aulas. Por meio de um estudo do tipo etnográfico, envolvendo a observação e análise das aulas dos professores, dos planos de ensino e de entrevistas com alunos e professores, procuramos investigar: a) os principais conteúdos da dimensão conceitual tratados, b) a organização dos conteúdos da dimensão conceitual, c) as estratégias de ensino. Entre os resultados, verificamos que os principais conteúdos da dimensão conceitual referiram-se ao entendimento dos significados, objetivos, princípios e possibilidades de conhecimentos relacionados à anatomia, nutrição, habilidades motoras, fisiologia, saúde, capacidades físicas, treinamento, aspectos históricos, sociais, econômicos, políticos, estéticos, culturais, regras, técnicas, táticas das práticas integrantes da cultura corporal (jogos, danças, lutas, ginásticas, esportes, brincadeira). Quanto à organização, verificamos que diferentes formas poderão conduzir ao alcance dos objetivos pretendidos, cabendo ao professor fazer opções de acordo com a realidade em que atua. Entretanto, pareceu que seja favorável iniciar por conteúdos mais próximo da realidade ou do interesse do aluno e que se procure estabelecer sincronia com temas de projetos da escola. O uso de desenhos, vídeo e pesquisas mostraram-se bastante eficientes. Consideramos que o tratamento da dimensão conceitual dos conteúdos traz importantes contribuições para a formação do aluno, portanto, precisa ser valorizado nas aulas de Educação Física / Abstract: Taking the position in favour of pedagogic practices in Physical Education, which intend to overcome limitations of the traditional teaching model for student's education, including among its objectives the instruction for democratic citizenship; considering that the application of the conceptual contents is one of the common aspects of these theories; we have decided to develop this research, analysing how two Physical Education teachers, who work at Elementary Schools, hold Master Degrees in the field and have favourable positions on new proposals, handle contents of the conceptual dimension in their classes. Through an ethnografic study, involving observation and analysis of the classes, the teaching plan and the interviews with students and other teachers, we tried to investigate what conceptual contects were used, why they were used and the ways of teaching these contents. The main handled conceptual contents refer to the undestanding of meanings, objectives, principles and possibilities of knowledge concerning motor skills, physiology, health, physical capabilities, training, historical, social, economic, politic, esthetic and cultural aspects, rules, techniques, tactics of the integrating practices of the corporal culture (games, dances, fights, gymnastics, sports) due to the belief that the application of this knowledge in a suitable way will allow students to enlarge their reflections, thus their capacity of criticism, which is a fundamental element for teaching citizenship. Several strategies can be utilized for conceptual contents treatment. Others shoud also be quite efficient, such as: drawings, videos and researches / Mestre

Orientador: Rosa Maria Feiteiro Cavalari / Banca: Angela Maria Zanon / Banca: Luiz Carlos Santana / Resumo: Levando-se em consideração que entre outras ações, o Estado brasileiro tem produzido materiais didáticos, resultado de políticas públicas, que são colocados à disposição dos educadores para subsidiar a sua prática no desenvolvimento de atividades e/ou projetos de Educação Ambiental nas escolas, torna-se de grande importância o desenvolvimento de pesquisas que analisem estes materiais de maneira crítica. Nesta pesquisa buscou-se analisar os materiais didáticos produzidos pelos governos Federal e do Estado de São Paulo, no período de 1988 a 2005, para as Escolas Públicas de Ensino Fundamental, Ciclo II, buscando identificar as concepções de Educação Ambiental, bem como as práticas pedagógicas presentes nestes materiais. Trata-se de uma pesquisa documental, de natureza qualitativa, cuja metodologia utilizada é a da "análise de conteúdo". Os resultados revelaram três concepções de Educação Ambiental presentes nos materiais analisados, a saber: concepção que relaciona a Educação Ambiental à resolução de problemas, concepção que relaciona a Educação Ambiental à conscientização para o uso racional dos recursos naturais e/ou consumo sustentável e concepção que relaciona a Educação Ambiental a conflitos socioambientais. Em relação às práticas pedagógicas presentes nos materiais, a análise revelou que, de maneira geral, tais práticas estão comprometidas com uma concepção de ensino-aprendizagem em que o aluno é o sujeito e o professor é o mediador deste processo. Embora, as práticas pedagógicas sugeridas nos materiais adotem em relação ao processo de ensino-aprendizagem uma postura que pode ser entendida como "inovadora", é importante destacar que, contraditoriamente, a natureza dos materiais privilegia uma abordagem prescritiva. / Abstract: Considering that the Brazilian State has published teaching resources which are a result of public policies and are put at the educator's disposal to subsidize the development of Environmental Education activities and/or projects in the schools, it is very important to develop researches that analyze these materials in a critical way. This research aims at analyzing the resources published to be used in Elementary Public Schools by the Federal Government and São Paulo State Government between 1988 and 2005, trying to identify the conceptions of Environmental Education as well as the pedagogic practices which are present in these materials. It is a documental and qualitative research, based on a "content analysis" methodology. The results revealed three conceptions of Environmental Education which are present in the analyzed material: a conception that relates the Environmental Education to problem solving; a conception that relates the Environmental Education to the awareness for the rational use of natural resources and/or sustainable consumption and the conception that relates the Environmental Education to social and environmental conflicts. Concerning the pedagogic practices which are present in these teaching resources, the analysis showed that, in general, such practices are related to a teaching-learning conception in which the Student is the subject and the Teacher is the mediator. Although the pedagogic practices suggested in the materials present an "innovative" proposal, it is important to emphasize that, contradictorily, the nature of these materials privilege a prescriptive approach. / Mestre

Orientador: Helena da Silva Christov / Resumo: Este trabalho propõe estudar "Experiências de vida e Formação Continuada de Arte-Educadores". O contexto da pesquisa é a Rede Particular de Ensino - SESI - Serviço Social da Indústria - SP, que conta com 210 escolas distribuídas entre Centros Educacionais de Ensino Fundamental e Médio e Centros de Educação Infantil, onde trabalham 250 professores de Arte. A pesquisa contou com a análise e interpretação de 10 narrativas dos arte-educadores sobre suas histórias de vida em arte-educação. A abordagem qualitativa da pesquisa passou por 3 vertentes : o movimento das narrativas de vida em arte-educação e sua relação com a Arte: por meio duas questões, em relação à formação continuada na rede escolar SESI-SP o que provoca? O que me faz pensar? e imagens associadas à essa formação. A partir das histórias de arte-educadores e seus processos de formação, buscou-se compreender as relações desse professor com a Arte e suas experiências formadoras. Percebe-se nessas narrativas, a aproximação das histórias de vida em arte-educação e sua relação com a Arte, suas experiências formadoras e o que os encontros de formação continuada na rede particular SESI-SP provoca e faz pensar...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The central point of this work is to study " Continual Formation and life Experiences and Art Educators". The context of the rearch ins the Private Educational Web SESI - Serviço Social da Indústria - SP, which 210 units among Educationals Centers of High Schools and Basic Formations whith 250 art teachers working. The resarch counts the analysis and interpretation of 10 art teachers narratives about their life histories in education. The research qualitative interpretation had over 3 different ways of analysis: the narrative movement of life in education and its relationship with art by 2 mainly questions with continual formation at rede escolar SESI-SP: What may it comes up? What makes me think? And images associated to his formation. From life educators and his formation process on, tried to undertand the relationships of these professors with Art and his teaching experiences. It his narratives could be notice the life histories approach art education and its relations with Art; his teach experiences and the seminaries of continual formation at the rede escolar SESI-SP cames up and makes wonder. The final considerations points to a formation career, beyond the universities and to esthetic living experiences process; since childhood with the family, this reveal the research intensity as a knowledge safety place. Was beholden many professors with contemporary behavior, however they... (complete abstract, access undermentioned eletrocnic address) / Mestre