scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

scholarly journals Limitações e formação docente para abordar a temática circense nas aulas de educação física

2019 ◽  
Vol 17 (1) ◽  
pp. 129-137
Author(s):  
Aureliana De Jesus dias Sousa ◽  
Fabiana Ferreira de Moraes ◽  
Daniela Matielo e Carvalho Eda ◽  
Leopoldo Ortega da Silva
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Elementary Education ◽  
Basic Education ◽  
Educational Development ◽  
Continuous Education ◽  
Analysis Technique ◽  
Pedagogical Treatment ◽  
The City ◽  
Development Objective

Introdução: As manifestações circenses nas aulas de educação física são uma necessidade contemporânea. Contudo, algumas limitações são apontadas por professores(as) que atuam na educação básica, evidenciando sua interface com a formação inicial e continuada. Objetivo: Analisar as possíveis limitações docente para o desenvolvimento da tematização das atividades circenses nas aulas de Educação Física do ensino fundamental, bem como evidenciar aspectos associados ao processo de formação. Métodos: Foi realizada uma pesquisa qualitativa entre oito professores(as) atuantes no ensino fundamental em escolas públicas da cidade de Mauá (SP), com caráter descritivo e explicativo, utilizando a técnica de análise de conteúdo. Resultados: Foi verificado que as limitações físicas, materiais e técnicas são apontadas pelos(as) docentes como aspectos determinantes para não abordagem do tema em suas aulas. Demonstram limitações em relação a concepções teóricas evidenciando a necessidade de uma formação mais sólida e contextualizada ainda na formação inicial de professores(as) assim como na formação continuada. Conclusão: Os professores (as) apresentam inúmeras limitações quanto ao trato pedagógico e estas se associam à formação inicial e continuada.ABSTRACT. Limitations and teacher training to approach the circus theme in physical education classes  Background: Circus manifestations in physical education classes are a contemporary obligation. However, some issues are pointed out by teachers who work with basic education, evidenced by their interface with an initial and continuous educational development. Objective: To analyze the possibilities of teachers for the thematic circus activities in Physical Education classes. Methods: A qualitative research was carried out by eight teachers working in elementary education in public schools in the city of Mauá (São Paulo, Brazil), with descriptive and explanatory approach, using a content analysis technique. Results: It was possible to notice that the physical, material and technical constraints are pointed out by the teachers as determinant aspects for the non-approach of the theme in their classes. They demonstrate limitations in relation to theoretical conceptions, evidencing the need for a more solid and contextualized training in the initial formation of teachers as well as in continuous education. Conclusion: Teachers have many limitations on pedagogical treatment and these are associated with initial and continuous education.

scholarly journals Teaching Competencies and Job Satisfaction among Basic Education Teachers

2019 ◽  
Vol 13 (2) ◽  
pp. 140
Author(s):  
Abdullah Saif AlTobi ◽  
Muhannad Al-Shboul ◽  
Adnan Aldoulat ◽  
Nabeelah Al-Halalsheh ◽  
Hadeel Aldoulat
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
Spring Semester ◽  
Satisfaction Scale ◽  
Teaching Competencies ◽  
Moral Economic

This study aimed to identify the teaching competencies and job satisfaction among basic education teachers.To achieve the objectives of the study, two study tools, teaching competencies questionnaire and job satisfaction scale, were applied. The study followed a descriptive methodology; its sample consisted of (65) male and female teachers from public schools at Al-jam'a directorate of education in Amman, for the spring semester of the academic year 2014/2015; the participants were chosen randomly. For the purpose of statistical analysis, means and standard deviations were computed. However, the validity and reliability tests were conducted for the study tools. Thus, Cronbach alpha coefficient were applied to measure the reliability of first tool and second tool of the study, which were (0.869 and 0.857) respectively. The results of the study revealed that the level of the teaching competencies possessed by physical education teachers on the total score was high, and the level of job satisfaction possessioned by physical education teachers on the total score was moderate. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the three domains of teaching competencies (planning competencies, implementation competencies, and evaluation competencies). In the light of the results of the study, the study concluded a number of recommendations including: inclusion the teaching competencies to be met by physical education teachers in preparation and teacher training programs; and pay attention to the moral, economic, and social aspects of physical education teachers.

scholarly journals Jogos de Estafetas Desenvolvimentistas Cognitivos

2021 ◽  
Vol 2 (3) ◽  
pp. 110-119
Author(s):  
Ricardo Fodrigo Rech ◽  
Gerard Maurício Martins Fonseca
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Basic Education ◽  
Brain Plasticity ◽  
Physical Education Teachers ◽  
Developmental Approach ◽  
Public And Private ◽  
Neural Connections ◽  
The City ◽  
Modelo Pedagógico

O modelo pedagógico para o ensino da educação física conhecido como Abordagem Desenvolvimentista tem na sua base teórica o enfoque na aquisição de habilidades motoras. Os jogos de estafetas são brincadeiras com base em corridas, onde cada participante deve percorrer um trajeto delimitado procurando realizá-lo no menor tempo possível. A proposta que segue, apresenta os Jogos de Estafetas Desenvolvimentistas Cognitivos. Quando conseguimos estabelecer conexões entre as tarefas motora e cognitiva, ampliando gradualmente a complexidade da atividade, estaremos contribuindo para o desenvolvimento de novas conexões neurais e estimulando a plasticidade cerebral. Os referidos jogos vêm sendo trabalhados com êxito por professores de Educação Física que atuam nas redes pública e privada de ensino da cidade de Caxias do Sul, sendo boas opções para as aulas de educação física na educação básica. The pedagogical model for teaching physical education known as the Developmental Approach has in its theoretical basis the focus on the acquisition of motor skills. The relay games are games based on races, where each participant must run a defined path trying to accomplish it in the shortest time possible. The following proposal presents the Cognitive Developmental Relay Games. When we can establish connections between motor and cognitive tasks, gradually increasing the complexity of the activity, we will be contributing to the development of new neural connections and stimulating brain plasticity. These games have been successfully used by physical education teachers in public and private schools in the city of Caxias do Sul, and are good options for physical education classes in basic education.

scholarly journals Satisfação no trabalho de professores de educação física da educação básica da Grande Florianópolis (Brasil)

2019 ◽  
Vol 17 (1) ◽  
pp. 159-166
Author(s):  
Ana Carolina Gesser ◽  
Raquel Krapp do Nascimento ◽  
Juliana Regina Silva Guimarães ◽  
Jorge Both ◽  
Alexandra Folle
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Physical Education ◽  
Basic Education ◽  
Descriptive Analysis ◽  
Statistical Treatment ◽  
The State ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
State Education

Objetivo: Analisar a satisfação no trabalho, considerando o vínculo empregatício, o tempo de serviço na rede estadual de ensino e os ciclos de desenvolvimento profissional, de professores de Educação Física. Métodos: A amostra foi constituída por 140 docentes vinculados à Coordenadoria Regional de Educação da Grande Florianópolis, Brasil. Na coleta de dados, utilizou-se a Escala de Avaliação da Qualidade de Vida no Trabalho Percebida por Professores de Educação Física do Ensino Fundamental e Médio e um questionário sociodemográfico. No tratamento estatístico, empregou-se análise descritiva (frequência relativa e absoluta, mediana, primeiro e terceiro quartil) e inferencial (Qui-quadrado para grupo único com referência de 50,0% para os grupos e teste Prova U de Mann-Whitney). Resultados: As informações obtidas revelaram que, na dimensão condições de trabalho, os professores efetivos se encontravam mais insatisfeitos. Além disso, na dimensão trabalho e espaço total de vida os professores com quatro a 10 anos de atuação na rede de ensino se mostraram insatisfeitos, enquanto docentes com 11 anos ou mais de atuação estavam satisfeitos. Os ciclos de desenvolvimento profissional não apresentaram diferenças estatísticas em relação às dimensões da satisfação no trabalho. Conclusão: A satisfação no trabalho de professores de Educação Física está associada ao vínculo empregatício e ao tempo de serviço na rede estadual, mas não está associada aos ciclos de desenvolvimento profissional docente.ABSTRACT. Job satisfaction of physical education teachers of basic education in the Metropolitan region of Florianópolis (Brazil). Objective: to analyze the job satisfaction, considering the employment bond, the time of service in the state education network and the cycles of professional development, of Physical Education teachers. Methods: the sample consisted of 140 teachers linked to the Regional Education Coordination in the Metropolitan region of Florianópolis, Brazil. Data collection, we used the Quality of Life at Work Perceived for Physical Education Teachers of Elementary and Secondary Teaching and a sociodemographic questionnaire. In the statistical treatment, descriptive analysis (relative and absolute frequency, median, first and third quartile) and inferential (Chi-square for single group with reference of 50.0% for groups and Mann-Whitney test U test). Results: the information obtained showed that, in terms of working conditions, effective teachers were more dissatisfied. Moreover, in the work dimension and total living space, teachers with four to 10 years of teaching activity were dissatisfied, while teachers with 11 years or more of work were satisfied. The professional development cycles did not present statistical differences in relation to the dimensions of job satisfaction. Conclusion: the job satisfaction of Physical Education teachers is associated with employment and length of service in the state, but is not associated with teacher professional development cycles. 

scholarly journals UMA EXPERIÊNCIA DE ENSINO DO FUTEBOL NO CURRÍCULO DE LICENCIATURA EM EDUCAÇÃO FÍSICA - EXPERIÊNCIA Nº 2

2007 ◽  
Vol 6 (12) ◽  
pp. 53-62
Author(s):  
Vicente Molina Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Undergraduate Students ◽  
Rio Grande ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
Specific Element ◽  
The Public

Este trabalho apresenta os resultados de uma investigação de natureza qualitativa realizada em aulas de educação física em escolas públicas da cidade de Porto Alegre—RS. O propósito do estudo foi examinar a relação entre a produção de conhecimento e 3 prática profissional de futuros professores de educação física. A pesquisa enfocou o ensino de um elemento específico da cultura física brasileira (futebol) a estudantes de 5a a 8a série, durante o período de um semestre acadêmico, por 11 estudantes em fase de conclusão de curso, da Escola de Educação Física da Universidade Federal de Rio Grande do Sul.  This work presents the results of a qualitative investigation carried out in physical education classes in the public schools of the city of Porto Alegre -RS. The purpose of the study was to examine the relationship between the production of knowledge in physical education and the professional practice of future physical education teachers. The research focused on the teaching of a specific element of the Brazilian physical culture (soccer) to students of 5th to 8th grades during a period of an academic term by 11 final year undergraduate students of the Faculty of Physical Education of the Federal University of Rio Grande do Sul.

Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

1997 ◽  
Vol 3 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Colin Hardy
Keyword(s):  
Physical Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Physical Education Teachers ◽  
Postgraduate Students ◽  
Beliefs And Values ◽  
School Partnership ◽  
One Year ◽  
The One ◽  
The University

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.

scholarly journals Burnout levels of the physical education teachers in terms of professional variablesBeden eğitimi öğretmenlerinin mesleki değişkenlere göre tükenmişlik düzeyleri

2016 ◽  
Vol 13 (2) ◽  
pp. 2533
Author(s):  
Timur Yılmaz ◽  
F. Filiz Çolakoğlu ◽  
Tekin Çolakoglu
Keyword(s):  
High Schools ◽  
Physical Education ◽  
Secondary Schools ◽  
Personal Information ◽  
Maslach Burnout Inventory ◽  
Physical Education Teachers ◽  
City Center ◽  
National Education ◽  
Study Results ◽  
The City

The study was undertaken in order to assess burnout levels of the physical education teachers in terms of professional variables.The population of the study was consisted of 275 physical education teachers who were employed at secondary schools and high schools of Ministry of National Education in the city center of Ordu Province during the academic year of 2012-2013. The sample of the study was composed of 163 physical education teachers who were employed at secondary schools and high schools in the city center of Ordu Province and were recruited with random sampling. As the data collection tools; Personal Information Forms and Maslach Burnout Inventory-Educators Survey Form (MBI-ES) were employed. For the data analyses; as a result of the normality tests, independent group t test was used for pairwise group comparisons whereas ANOVA and non-parametric Kruskal Wallis-H test were employed for the comparisons of the three and more groups. In light of the study results; it was determined that physical education teachers underwent “emotional burnout” for the variable of “sufficient income”.   ÖzetBu çalışma, beden eğitimi öğretmenlerinin mesleki değişkenlere göre tükenmişlik düzeylerini incelemek amacı ile yapılmıştır.Araştırmanın evrenini 2012–2013 eğitim-öğretim yılında Ordu ili (merkez) ve ilçelerinde Milli Eğitim Bakanlığına bağlı orta ve lise okullarında görev yapan 275 beden eğitimi öğretmenleri oluşturmaktadır. Örneklemini ise, Ordu ili (merkez) ve ilçelerinde görev yapan rastgele yöntemle seçilen toplam 163 beden eğitimi öğretmeni oluşturmaktadır.Araştırmada veri toplama aracı olarak, Kişisel Bilgi Formu ve Maslach Tükenmişlik Envanteri-Eğitimci Formu kullanılmıştır. Verilerin analizinde, yapılan normallik sınamasına göre ikili küme karşılaştırmaları için bağımsız grup t testi, üç veya daha fazla küme karşılaştırmaları için ANOVA non parametrik Kruskal Wallis-H testi; sonucu anlamlı bulunan farklılıkların kaynağını belirlemek üzere, varyansların homojen olmasından dolayı post hoc testlerinden Scheffe ve LSD çoklu karşılaştırma testleri kullanılmıştır. Araştırmadaki istatistiki analizler için anlamlılık düzeyi 0.05 ve 0.01 olarak ele alınmıştır. Araştırma sonucuna göre meslek gelirlerinin yeterliliği değişkeninde “duygusal tükenme” yaşadıkları belirlenmiştir.

scholarly journals Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

2016 ◽  
Vol 12 (10) ◽  
pp. 171 ◽  
Author(s):  
Fatima Eid Zaid AL-Adwan ◽  
Majed Mohammad Al – Khayat
Keyword(s):  
Emotional Intelligence ◽  
Public Schools ◽  
Physical Education ◽  
Private Schools ◽  
Self Efficacy ◽  
Training Programs ◽  
Strong Relationship ◽  
Physical Education Teachers ◽  
Public And Private ◽  
The Relationship

The aim of this study is to investigate the relationship between emotional intelligence skills and self-efficacy levels among physical education teachers from the teachers' own perspective. The researchers developed two scales that measure the emotional intelligence skills; and another one to measure self-efficacy levels for physical education teachers. These two scales were applied on (70) teachers from public and private schools of the Salt Directorate of Education in Jordan. The results show a strong relationship between the emotional intelligence skills and self-efficacy levels among physical education teachers. Therefore, the results also showed that the physical education teachers have high levels of emotional intelligence skills and self-efficacy levels. Also, the results show the presence of statistically significant differences between teachers in the emotional intelligence skills for the benefit of male teachers, and between public and private schools for public schools. The researchers have recommended that it is necessary to teach some training programs about emotional intelligence to physical education teachers in both public and private schools and universities.

scholarly journals ANÁLISE DAS FEIRAS CIENTÍFICAS DAS ESCOLAS DA EDUCAÇÃO BÁSICA DE IMPERATRIZ/MA DIVULGADAS PELO JORNAL 'O PROGRESSO': temáticas emergentes

2019 ◽  
Vol 5 (16) ◽  
pp. 11051
Author(s):  
Estéfane Costa da Silva ◽  
Jónata Ferreira Moura
Keyword(s):  
Public Schools ◽  
Private School ◽  
Basic Education ◽  
Technological Development ◽  
Science And Technology ◽  
Point Of View ◽  
Environment And Health ◽  
Private And Public ◽  
Education Network ◽  
La Red

ANALYSIS OF THE SCIENTIFIC FAIRS OF THE SCHOOLS OF BASIC EDUCATION OF IMPERATRIZ/MA DISCLOSED BY THE NEWSPAPER ‘O PROGRESSO’: emerging thematicsANÁLISIS DE LAS FERIAS CIENTÍFICAS DE LAS ESCUELAS DE EDUCACIÓN BÁSICA DE IMPERATRIZ/MA DIVULGADAS POR EL PERIÓDICO ‘EL PROGRESSO’: temáticas emergentesEste artigo analisa as Feiras Científicas realizadas pelas escolas da rede de ensino da cidade de Imperatriz/MA, a partir do jornal O Progresso no período de 2000 a 2013. As feiras científicas têm sido um divisor de águas na rede de ensino de Imperatriz/MA, visto que desde 2000 escolas privadas e públicas têm realizado edições de eventos desse tipo, como a Mostra Regional de Ciências e Engenharia (MOSTRARCE), realizada por uma escola privada; e nos últimos dez anos a Secretaria Municipal de Educação criou a Comissão Municipal de Ciência e Tecnologia de Imperatriz (COMCITEC) para assessorar os professores da rede municipal na criação e desenvolvimento das feiras científicas das escolas municipais. Partindo deste ponto de vista e das experiências escolares, o objetivo do texto é analisar as temáticas que emergem das reportagens do jornal O Progresso sobre as feiras científicas das escolas da rede de ensino de Imperatriz/MA. Para tanto, selecionamos o período de 2000 a 2013 a ser pesquisado devido só existir na Academia Imperatrizense de Letras os exemplares desse período. Pelas análises realizadas podemos dizer que há uma incidência das temáticas, Ciência e Tecnologia; Meio Ambiente e Saúde, nas reportagens do periódico sobre as feiras científicas realizadas pelas escolas. Acreditamos que essa incidência pode estar relacionada com a maior preocupação presente no período de 2000 a 2013 com o meio ambiente, a saúde e o desenvolvimento tecnológico para a melhoria da vida das pessoas no Brasil e no mundo.Palavras-chave: Feira Científica; Ensino de Ciências; Jornal O Progresso; Educação Básica de Imperatriz/MA.ABSTRACTThis article deals with the Scientific Fairs held by the schools of the city of Imperatriz/MA, from the newspaper O Progresso from 2000 to 2013. The scientific fairs have been a watershed in the education network of Imperatriz/MA, since 2000 private and public schools have held editions of such events, such as the Regional Science and Engineering Show (MOSTRARCE), held by a private school; and in the last ten years the Municipal Secretary of Education created the Municipal Commission of Science and Technology of Imperatriz (COMCITEC) to advise the teachers of the municipal network in the creation and development of scientific fairs of municipal schools. Starting from this point of view and from school experiences, the objective of the text is to analyze the approach of the newspaper The Progress on the scientific fairs of the school network of Imperatriz/MA. To do so, we selected the period from 2000 to 2013 to be searched due to the existence of only the Imperatrizense de Letras Academy. From the analysis carried out we can say that there is an incidence of the themes, Science and Technology; Environment and Health, in the newspaper reports on scientific fairs held by schools. We believe that this incidence may be related to the concern of the period 2000 to 2013 with the environment, health and technological development to improve the lives of people in Brazil and in the world.Keywords: Scientific Fair; Science Teaching; Newspaper O Progresso; Basic Education of Imperatriz/MA.RESUMENEl artículo aborda las Ferias Científicas realizadas por las escuelas de la red de enseñanza de la ciudad de Imperatriz/MA, a partir del diario El Progresso en el periodo 2000 a 2013. Las ferias científicas han sido un divisor de aguas en la red de enseñanza de Imperatriz/MA, ya que desde el año 2000, escuelas privadas y públicas han realizado ediciones de eventos de ese tipo, como la Muestra Regional de Ciencias e Ingeniería (MOSTRARCE), realizada por una escuela privada; y en los últimos diez años la Secretaría Municipal de Educación creó la Comisión Municipal de Ciencia y Tecnología de Imperatriz (COMCITEC) para asesorar a los maestros de la red municipal en la creación y desarrollo de las ferias científicas de las escuelas municipales. A partir de este punto de vista y de las experiencias escolares, el objetivo del texto es analizar los temas que surgen del periódico El Progresso sobre las ferias científicas de las escuelas red de enseñanza de Imperatriz/MA. Para ello, seleccionamos el período de 2000 a 2013 a ser investigado debido a que sólo existen en la Academia Imperatrizense de Letras los ejemplares de ese periodo. Por los análisis realizados podemos decir que hay una incidencia de las temáticas, Ciencia y Tecnología; Medio Ambiente y Salud, en los reportajes del periódico sobre las ferias científicas realizadas por las escuelas. Creemos que esta incidencia puede estar relacionada con la más grande preocupación presente en el periodo 2000 a 2013 con el medio ambiente, la salud y el desarrollo tecnológico para que mejore la vida de las personas en Brasil y en el mundo.Palabras clave: Feria Científica; Enseñanza de Ciencias; El Progresso; Educación Básica de Imperatriz/MA.

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