scholarly journals Entre a casa e a escola: educadoras de 1º grau na periferia de São Paulo

2019 ◽  
Vol 76 (184) ◽  
Author(s):  
Marília Carvalho
Keyword(s):  
Elementary School ◽  
Professional Identity ◽  
Sao Paulo ◽  
Ethnographic Study ◽  
São Paulo ◽  
Elementary Teaching ◽  
Feminization Of Teaching ◽  
Educational Studies

Discute a feminização do magistério público, especialmente nas primeiras séries do 1º grau, como um processo de conseqüências contraditórias sobre a organização do trabalho docente e a identidade profissional das professoras. Esta baseado em uma pesquisa etnográfica realizada pela autora numa escola pública de São Paulo e propõe a revisão de abordagens negativistas da presença feminina no magistério, consagradas na literatura educacional brasileira. Abstract This article discusses the feminization of teaching as a process with contradictory results over teacher's work and their professional identity. It's based on an ethnographic study conducted by the author in an elementary school in São Paulo. Morover, it suggests modifications on some negative approaches to the female majority in elementary teaching that are spread in the brazilian educational studies. Résumé La discussion sur le travail d'enseignement au Brésil a jusqu'à présent négligé le fait que Ia majorite des maitres de l'enseignement élémentaire sont des femmes, et, quand ce fait futpris en considération, ce sontpresque toujours ses aspects négatifs qui sont ressortis. Cet article veut mettre en évidence quelques conséquences de cette présence féminine à partir de matériel obtenu lors d'une recherche ethnographique réalisée dans une école élémentaire de São Paulo. Resumen En este artículo se analisa Ia feminización del trabajo docente en los niveles básicos como un proceso que tiene consecuencias contradictorias en la prática docente y en la identidad profesional de las maestras. Está basado en estudio etnográfico de una escuela primaria pública de São Paulo. Y propone la revisión de ciertas interpretaciones negativas de la feminización de Ia docencia primaria que están difundidas en la literatura pedagógica brasileña.

The Daily Routine of Students in the Classroom

2020 ◽  
Vol 8 (3) ◽  
pp. 157-163
Author(s):  
Lilian Marques Silva
Keyword(s):  
Elementary School ◽  
Public School ◽  
Data Collection ◽  
New Technologies ◽  
Sao Paulo ◽  
The State ◽  
Daily Routine ◽  
São Paulo ◽  
Access To Information ◽  
Technological Advances

The almost instantaneous access to information provided by technological advances has revolutionized the behavior of people and of the classrooms too. Teachers had to adapt themselves to new technologies to maintain students interested and attentive to the discipline being taught. In this work, the behavior of the students of the 6th grade of elementary school II during class was observed. The school chosen is a public school in the State of São Paulo (Brazil). The research was based on data collection. The students were observed by being filmed during six months. The results showed that the students were interested in the classes and committed to the activities. The place that the student chooses to sit in the classroom influences the behavior of the teacher, because the more distant the teacher, the less he participates in the class.

Sound-Politics in São Paulo

2019 ◽  
Author(s):  
Leonardo Cardoso
Keyword(s):  
Crime Control ◽  
State Intervention ◽  
Sao Paulo ◽  
The State ◽  
Ethnographic Study ◽  
São Paulo ◽  
Cultural Rights ◽  
Point Of Entry ◽  
Wide Range ◽  
Analytical Category

This book is an ethnographic study of controversial sounds and noise control debates in Latin America’s most populous city. It discusses the politics of collective living by following several threads linking sound-making practices to governance issues. Rather than discussing sound within a self-enclosed “cultural” field, I examine it as a point of entry for analyzing the state. At the same time, rather than portraying the state as a self-enclosed “apparatus” with seemingly inexhaustible homogeneous power, I describe it as a collection of unstable (and often contradictory) sectors, personnel, strategies, discourses, documents, and agencies. My goal is to approach sound as an analytical category that allows us to access citizenship issues. As I show, environmental noise in São Paulo has been entangled in a wide range of debates, including public health, religious intolerance, crime control, urban planning, cultural rights, and economic growth. The book’s guiding question can be summarized as follows: how do sounds enter and leave the sphere of state control? I answer this question by examining a multifaceted process I define as “sound-politics.” The term refers to sounds as objects that are susceptible to state intervention through specific regulatory, disciplinary, and punishment mechanisms. Both “sound” and “politics” in “sound-politics” are nouns, with the hyphen serving as a bridge that expresses the instability that each concept inserts into the other.

Why do crowds cause trouble? Exploring affective instability in collectivity

2021 ◽  
pp. 147059312110349
Author(s):  
Maíra Magalhães Lopes ◽  
Joel Hietanen ◽  
Jacob Ostberg
Keyword(s):  
Consumer Culture ◽  
Sao Paulo ◽  
Ethnographic Study ◽  
São Paulo ◽  
Urban Activism ◽  
The Social ◽  
Social Expression ◽  
Affective Instability ◽  
Being And Becoming

Through our ethnographic study of urban activism collectives in São Paulo, we propose another approach for exploring the process of collective formations and their longevity. Rather than seeking out the representational meanings of individualized communities, we approach collectivity from the perspective of crowds. Crowds are affective. Crowds are contagious. By adopting affect-based theorizing, we discuss affective intensities that bring about collectivity before the individuals awaken to narrate their meaning-makings. In our ethnographic context, collectives resist manifestations of gentrification (i.e., consumer culture in itself) and offer us a multifaceted site of being and becoming with the crowds. We explore how connections and disconnections affectively rekindle the social expression of collective bodies in consumer culture. This way, we add new dimensions to extant theorizing of consumer collectivity that tends to focus on individualized meaning, stability, and harmony.

scholarly journals TABUADAS DE MULTIPLICAÇÃO: jogos de memorização e compreensão para superar obstáculos de aprendizagem

2019 ◽  
Vol 26 (3) ◽  
pp. 303
Author(s):  
Wagner Marcelo Pommer ◽  
Clarice Peres Carvalho Retroz Pommer
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Educational Institution ◽  
Sao Paulo ◽  
Multiplication Table ◽  
São Paulo ◽  
Mathematical Content ◽  
Integer Multiplication ◽  
La Red ◽  
5Th Grade

Este texto visa apresentar os resultados de uma pesquisa-ação situada no 5º ano do Ensino Fundamental em uma escola pública do município de São Paulo. Identificamos a tabuada como obstáculo em atividades envolvendo a multiplicação e a divisão entre dois números inteiros. Foram propostos dois jogos para promover o entendimento e a aquisição do conhecimento envolvendo a tabuada, em um contexto dual de jogos de memorização e de atividades do pensamento. O uso de jogos torna-se fundamental na medida em que favorece o lúdico, a motivação e a participação do aluno, articulando memória e pensamento, um par indissociável e imprescindível para a aprendizagem de conteúdos matemáticos. A elaboração e aplicação do jogo ‘passa ... passa ... tabuada’ e o ‘jogo do pareamento’ permitiram o desenvolvimento simultâneo do par memorização e pensamento das operações de multiplicação de inteiros, pela possibilidade de ampliar a rede de relações, compondo uma série de significados para a operação de multiplicação de números inteiros.MULTIPLICATION TABLES: memorization and comprehension  games to overcome learning obstaclesAbstractThis text aims to present an action research results situated in 5th grade of Elementary School in a public educational institution at Sao Paulo city. We identify the multiplication table as an obstacle in activities involving multiplication and division between two integers. Two games were proposed to promote both understanding and knowledge acquisition involving the multiplication table in a dual context of games and memorization thought activities.  The use of games becomes fundamental as it favors the ludic, motivation and student participation, articulating memory and thought, an inseparable and indispensable pair for learning mathematical content. The elaboration and implementation of 'pass... pass ... multiplication' game and 'pairing game' allowed simultaneous development of thinking and memorization pair concerning to integer multiplication operations, providing the possibility of expanding network relationships, making a number of meanings for integer multiplication operation.Key-words: Multiplication table. Learning. Memorization. Network meaning. Understanding.TABLAS DE MULTIPLICAR: juegos de memorización y comprensión para superar obstáculos de aprendizajeResumenEste texto tiene como objetivo presentar los resultados de una investigación-acción situada en el quinto año de la escuela primaria del municipio de São Paulo. Identificamos la tabla de multiplicar como un obstáculo en las actividades que implican la multiplicación y la división de números enteros. Fueron propuestos dos juegos para promover la comprensión y la adquisición de conocimiento que implica la tabla de multiplicar, en un doble contexto de los juegos de memorización y actividades del pensamiento. El uso de los juegos es fundamental en la medida que favorece el lúdico, la motivación y la participación de los estudiantes, la articulación de la memoria y el pensamiento, una pareja inseparable y esencial para el aprendizaje de contenidos matemáticos. La preparación y la aplicación del juego 'pasa... pasa ... multiplicación’ y ‘el juego de emparejamiento' permitieron el desarrollo simultáneo de la memorización y del pensamiento relacionado con las operación de multiplicación de enteros, por lo que es posible ampliar la red de relaciones,  componiendo una serie de significados para la operación de multiplicación de números enteros.Palabras-clave: Tabla de multiplicar. Juegos. Aprendizaje. Memorización. Comprensión.

scholarly journals Um estudo sobre o trabalho com resolução de problemas após um curso de formação continuada em Matemática com professores dos anos iniciais do Ensino Fundamental / A Study about Work with Problem Solving after a Course of Continuing Education in Mathematics with Teachers of the Early Years of Elementary School

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Giovana Pereira Sander ◽  
Nelson Antonio Pirola
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Continuing Education ◽  
Sao Paulo ◽  
Early Years ◽  
Teaching Mathematics ◽  
São Paulo ◽  
Problem Situations ◽  
Teaching Of Mathematics ◽  
Concrete Materials

ABSTRACTThis research aimed to investigate the practice of teaching mathematics through problem solving after the completion of the course of the continuing education of Pró-Letramento program. 458 persons participated of the program and they are teachers of the early years of elementary school from districts of the state of São Paulo / Brazil. The instruments used were a questionnaire about possible reflections offered by the course as the teaching of mathematics and recordings of three classes of four teachers of Mathematics. The data indicate that the course contributed to the practice of these teachers regarding the methodology of teaching mathematics, using concrete materials and games; and understanding of the content. In relation to work with problem solving, it was something with little presence in their speech. During the monitoring of lessons was observed that the problem situations are used for the application of previously learned algorithms. Although the course emphasize on teaching mathematical content through problem solving, having a specific time for discussions on this topic, teachers work with problems after the explanation of content, then characterizing it as exercise.RESUMOA presente pesquisa teve como objetivo investigar a prática de ensino da Matemática por meio da resolução de problemas após a realização do curso do programa de formação continuada do Pró-Letramento. Participaram 458 cursistas do programa que são professores dos anos iniciais do Ensino Fundamental de municípios do estado de São Paulo/Brasil. Os instrumentos utilizados foram um questionário sobre as possíveis reflexões propiciadas pelo curso quanto ao ensino da Matemática e gravações de três aulas de Matemática de 4 professores. Os dados apontam que o curso contribuiu com a prática desses professores quanto à metodologia de ensino da Matemática, utilizando materiais concretos e jogos; e à compreensão dos conteúdos. Já o trabalho com a resolução de problemas foi algo pouco presente em suas falas. Durante o acompanhamento das aulas foi possível observar que as situações problema são utilizadas para a aplicação de algoritmos anteriormente aprendidos. Apesar de o curso salientar sobre o ensino de conteúdos matemáticos através da resolução de problemas, tendo um momento específico para discussões sobre essa temática, os professores trabalham com problemas após a explicação de um conteúdo, caracterizando-o, então, como exercícios. Contato principal: [email protected]

A Profile of Ecstasy (MDMA) Use in Sāo Paulo, Brazil: An Ethnographic Study

2006 ◽  
Vol 38 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Murilo Campos Battisti ◽  
Ana Regina Noto ◽  
Solange Nappo ◽  
Elisaldo de Araújo Carlini
Keyword(s):  
Sao Paulo ◽  
Ethnographic Study ◽  
São Paulo

Representations of Syrian food by Syrian refugees in the city of São Paulo, Brazil: An ethnographic study

Appetite ◽  
2018 ◽  
Vol 129 ◽  
pp. 236-244 ◽  
Author(s):  
Fernanda Baeza Scagliusi ◽  
Fernanda Imamura Porreca ◽  
Mariana Dimitrov Ulian ◽  
Priscila de Morais Sato ◽  
Ramiro Fernandez Unsain
Keyword(s):  
Sao Paulo ◽  
Ethnographic Study ◽  
Syrian Refugees ◽  
São Paulo ◽  
The City

scholarly journals Atopy, passive smoking, respiratory infections and asthma among children from kindergarten and elementary school

2002 ◽  
Vol 120 (4) ◽  
pp. 109-112 ◽  
Author(s):  
Sandra Aparecida Ribeiro ◽  
Tatiana Furuyama ◽  
Simone Schenkman ◽  
José Roberto de Brito Jardim
Keyword(s):  
Elementary School ◽  
Passive Smoking ◽  
Respiratory Infections ◽  
Sao Paulo ◽  
Skin Tests ◽  
Full Time ◽  
São Paulo ◽  
Positive Skin ◽  
Parents And Children ◽  
The City

CONTEXT: It has been demonstrated that children exposed to parents who smoke have more respiratory infections and asthma. OBJECTIVE: To study the association of both respiratory infections and asthma attacks with atopy, passive smoking and time spent daily at school, among children aged 4 to 9 years old from a kindergarten and elementary school in the city of São Paulo between May and July of 1996. TYPE OF STUDY: Descriptive study. SETTING: A kindergarten and elementary school with linkages to Universidade Federal de São Paulo/Escola Paulista de Medicina. PARTICIPANTS: 183 children between 4 and 9 years old. MAIN MEASUREMENTS: A questionnaire consisting of 31 questions was answered by the parents of 183 children, and skin tests for inhaled antigens were performed on 88 children whose parents had given prior agreement for the procedure. RESULTS: Among the children, 51% had had respiratory infections during the preceding 3 months and 25.7% were asthmatic, of whom 52.1% had had one or more asthma attacks during the preceding 3 months. Children exposed to passive smoking did not have more respiratory infections or asthma attacks in comparison with those not exposed. We observed a significant association between atopic disorders in parents and children who were not exposed to passive smoking. There were also associations between atopic disorders in parents and asthma attacks in their infants, and between such disorders and a higher incidence of respiratory infections in the infants during the preceding 3 months. However, the presence of two or more positive skin tests for allergies did not have a correlation with respiratory infections and asthma attacks in this sample. In addition to this, children who studied full time at school did not have a higher occurrence of respiratory infections and asthma attacks. CONCLUSIONS: The presence of respiratory infections and asthma was associated with atopic parents but not with the presence of two or more positive skin tests for allergies among the children. Also, respiratory infections and asthma attacks were not associated with smoking parents or with the length of time spent by the children at school.

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