Action integration school / community in rescue work of popular culture.

Financing

The Aproesp – Association of Teachers and Public Servants of the State of São Paulo, nonprofit, declared public by the bylaw. 3.342/88, funded the project “Mummers” in 1996 and 1997.

The project award “Mummers” received the award Itaú / UNICEF / EDUCATION AND PARTICIPATION / 1997.

Introduction

Project values Mummers legends, proverbs, children’s stories, sayings and beliefs in rescue work of popular culture, thus approaching the public school community.

As a strategy, firstly, enables teachers first. the fourth. series, providing a taste for reading and questioning the world in which they live through the children’s reading.

The transformation of teacher competent reader is reflected in his work with students who come to enjoy reading, develop oral and written language, are awakened to values, beliefs and symbols and organize their thinking through discussion and reformulation of concepts .

Subsequently, the community is invited teachers to become partner in the project, by offering parents an opportunity to contribute, telling stories, tales, superstitions, proverbs and legends.

Rationale

Whereas reading is important for the development of the child, the school should reflect on this practice and it made the participation of parents, teachers and community. Becomes an indispensable action that encourages the involvement of everyone, which will require ongoing work, we initially prepare teachers for this purpose. It is known through studies, that a teacher can only form good readers, if he himself is a reader competent. The student will be a good reader will see reading as pleasure. Thus, the reading can be a healthy habit, capable of forming conscious citizens, competent, with sensitivity and imagination.

With this concept, we designed this educational project, which will contribute to the continuing education of teachers, introducing in a playful reflection on children’s literature as an effective tool in education.

General Purpose

Disclose in public schools, the technique of working children’s stories (World Heritage Site) and, from them, walk to the deepening of reading in its various forms. The project aims to use the literature as a starting point to spark a questioning of the world in which the child lives.

Specific Objectives

• Working in the continuing education of teachers , educational coordinators and Educational Advisors that through children’s stories can : contribute to the organization of the child’s thinking , developing notions of time and space; awakening awareness to the symbolism ; take to realize the mentality a certain period of history, awaken a taste for reading ; formulating concepts ; shows the prejudices contained children’s stories ; rescue the oral tradition to the construction of identity ; contribute to the development of oral language and writing , developing creativity ; take the recognition and retrieval of cultural values of the environment in which the child lives ; strengthen the emotional bond with the child’s school; develop interdisciplinarity .
• Create with Teachers and educational coordinators , advisors for educational and community spaces, reading at school, where important issues can be discussed in an organized , based on the literature .
• Supporting the use of the school library .
• Assist in the formation of reading groups in schools .
• Encourage playfulness in daily practice of teachers .
• Create spaces for discussion and reflection of reality .

Goal

The project aims to achieve by the year 2000 all public schools in São José dos Campos. The aim is to establish partnerships with the Police Education, Schools and Municipal Education interested in the beginning of each school year, attending 15 schools with classes 15-30 teachers, reaching respectively 525-1050 students per year.

Strategies

• Meet parents and teachers for the presentation of the work.
• Gather classes to tell stories and discuss the questions posed.
• Conduct educational activities such as role plays, comics, writing stories, jokes and folding.
• Promoting an exhibition of works produced by the students, with community involvement.

Target Population

Teachers, educational coordinators, Guiding Pedagogical Public Schools first. the fourth. series who enroll in the project.

Scope

State and local public schools of São José dos Campos, Taubaté and other municipalities in Paraíba Valley and North Coast, depending on possible partnerships for specialized personnel expenses: food, driving and teaching materials.

Schedule

Because it is a process, the program that was started in 1996, does not have a date for its closure. During develops sequinte the calendar:

January and February: Establishing partnerships with the Police and Education Departments of Education Municiapais interested.

March: Meeting with teachers first. the fourth. series to present the project. Meeting for parents seeking community involvement. A monthly meeting with the teachers enrolled in the program throughout the school year for a total of 8 meetings. A monthly visit to the schools involved.

December: Exhibition of trababalhos performed

Methodology

The architects and project coordinators, with teaching experience recognized by CENP – Coordination of Studies and Pedagogical Standards of the State Department of Education – São Paulo, will work closely with interested teachers who enroll in the project . These teachers will receive a monthly training, and that the group will visit the schools, following the progress of the program.

The project presentations to schools, involving the community, are done through workshops, where everyone participates reading and discuss the goals of the program.

Teachers are trained to put in a playful, proverbs, legends, the popular beliefs, children’s stories, in short, all the knowledge that the community has read and in their daily lives.

Teachers, pedagogic coordinators and counselors directly involved in the program, will be responsible for the project in their schools, limits, determining clear goals, setting goals, evaluating, using a methodology appropriate to their reality and always to the accompaniment of the project coordinators.

Evaluation

The evaluation process is done collectively, with guidance from Project Coordinators and supervised by professional designated for this purpose by the Police Education and Municipal Education.

The monitoring will be continuous so that they can be made the necessary changes and redesign.

The realization of the project will be through improvement of student learning in disciplines and increasing community involvement.

Be drafted, implemented and tabulated questionnaires to check the readings taken during the year.

Project Coordination

The coordination team responsible for the preparation, implementation, monitoring and evaluation of the Project as a whole, is made up of professionals from the schools involved, the Boards of Education and the Municipal.

Teachers creators and coordinators of the Project

Aucélia Rosa Barbosa
Dalva Braga Fernandes Avila
Elias Rahal Neto

Teachers that comprise the Project

Clelia Rosa Azevedo
glaucia Riolfi
Monitors Marilene Ilário

Background

Violence is a problem that is worrying the whole society, in particular parents and teachers. This concern is justified by the fact that more and more children and young people are victims or agents of such violence. The company is facing a great dilemma: “the insolence of the kids.”

Some questions require a deeper reflection to be answered: what should be the role of the adult in the training of the young? There is in fact the failure in the educational process? Is valid the statement “in my time it was not so young “spanking solve? Punishment help? Children and young people are the same unruly? What discipline are these days? Times have changed or are even identical to our parents? Social exclusion would be among the causes of indiscipline in schools?

Is real and visible the growing confrontation between adults and young people, teachers and students, parents and children.

Schools ‘ teachers pull their hair. “Parents say they do not know what else to do .

Some educators say it takes a constant dialogue and less repression by adults. Others claim that strict rules are necessary and harsh restrictions. Also indicated are the most diverse solutions: religion, sports, cultural activities, love, understanding, punishments, and repetition.

We are facing something that is neither new nor strange: young people trying to escape all the rules in search of their freedom and independence.

But … is not that simple. Today there is a consensus that the world has changed and that there are many dangers facing youth. Parents are fearful. Even the freedom that was won with much struggle by past generations is being questioned.

Parents and teachers feel they are in a “dead end”. Do not know if they should be more liberal or more severe. Feel insecure and like to have a “ready recipe “on how to handle this situation without much conflict.

However, the education of our children and youth is a responsibility that must be shared: SCHOOL / FAMILY / COMMUNITY.

Urgent action is needed , where the discussion of the topic: ” INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE”, may involve parents, educators, ATPS, religious organizations, businesses, service clubs, classist associations, media and the wider community.

General Purpose

Develop a broad debate with society in order to seek ways to reduce indiscipline in schools, developing a work to strengthen solidarity and understanding between students and teachers, between parents and children, and adults and children achieve well, the most sensible type success: the dignity of the individual through education.

Objective Specific

• Create study groups in the community to discuss the theme: “INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE”.
• Organize groups of teachers, young people, parents, priests, educators, psychologists, psychiatrists, religious leaders, representatives of the Department of Public Safety, Guardian Council, heads of institutions for children and young people and the wider community, to discuss the theme: “INDISCIPLINE THE SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE”.
• Create with specialized groups banter rapprochement between adults, children and youth.
• Encourage the peaceful coexistence between parents and children, students and teachers.
• Involve the various civil institutions, the commitment to the education of children and youth.
• Encourage attitudes of respect for the environment, contrary to violence.
• Create spaces for discussion and reflection on our culture and social reality.
• Facilitate research that can quantify the number of people involved in the project and assess the changes observed.

Meta

The project aims to involve all public schools and municipal São José dos Campos in the events of the Permanent Forum Discussion About Indiscipline In School and Its Relation to Violence and direct monitoring by the pedagogical team APROESP 10 public schools per year, with 04 municipal and 06 state, to be chosen according to their needs and interests at the beginning of the school year.

Methodology

The methodology is based on the theory-practice relationship, always focus on the classroom. They use theoretical studies as well as experience reports, arising from experiences and reflections, which also constitute courseware.

The teaching staff of APROESP been studying the subject thoroughly, through research, studies, document analysis, group discussion, participation in workshops and monitoring of all the literature on the subject.

Through this study, the teaching staff offers schools involved subsidies for discussion and reflection on the theme.

The teaching team meets fortnightly to produce documents and create educational activities that enable the approach and involvement of the entire teaching staff of the schools involved.

Play activities are designed to involve the community in everyday school where parents, teachers and students do together activities for a culture of peace through the development of themes about love, cooperation, affection, solidarity and mutual respect.

Monthly meetings are held in the schools involved in the presence of the community. The activities of this meeting can be held in churches or neighborhood associations.

Four major events, with the presence of a guest speaker, involve the whole community in a space which can accommodate 500 people. The topic related to the issue of indiscipline in schools and its relationship to violence is discussed by the groups in schools and taken to a plenary session at the monthly meetings.

Throughout the year are applied questionnaires in order to measure the changes that occur during development of the project.

To stimulate creative activities is conducted a contest that involves the entire community in which the school is located. In this contest prizes are offered to the winning schools.

Strategies

• Meet the teachers, who are working in the classroom, indicated by the teaching staff of the school, so that they can share how they deal with possible confrontations with students and provide alternative solutions.
• Gather student´s parents to listen to “talk the parents” and make an analysis of the thinking of ourselves in relation to school.
• Gather students nominated by their peers, to hear the ” speech of students ” and make an analysis of thought the same about the school and teachers .
• Bring together parents, students and teachers together to discuss the theme “INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE”.
• Meet the teaching staff of the School and the community of the district in which it is embedded, so the team that runs the project can present current studies being conducted by Educational Psychologists, Psychiatrists, Educators, finally, for all students of the subject.
• Conduct educational activities, discussing topics such as ethics and morals, in the philosophical sense.
• Conduct educational activities, fostering attitudes of respect, solidarity, mutual coexistence, tolerance, making the school a place of community, where they develop healthy relationships.
• Promote the execution of joint, produced by parents, students, teachers and community.

Target Population

Teachers in the education city and state, students, staff and parents, involving the community in general.

Scope

State and local public schools of São José dos Campos.

Evaluation

All phases of the project will be evaluated by the team’s pedagogical APROESP and other professionals involved in the program.

Throughout the year will be collected data to determine whether the objectives are being met and elaborate charts that enable the verification of positive changes in the teacher / student, reflected in gestures of solidarity, cooperation, affection and mutual respect. Will be taken into account for the assessment, testimonials from parents, students and teachers opinions of professionals, conduct research conducted with parents, students and teachers.

The divergence in the development of the project, may indicate the use of a new methodology.

AUCÉLIA ROSE BARBOSA
PROJECT COORDINATOR AND COURSES APROESP

ELIAS RAHAL NETO
APROESP AND PRESIDENT OF THE COORDINATOR OF PERMANENT FORUM
INDISCIPLINE DISCUSSION ON THE SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE

Schedule

» January and February

• Establishing partnerships to fund the project.
• Setting goals for the New Year.

» March

• Definition of the schools that have direct monitoring of the teaching staff of APROESP.
• Realization of the “Permanent Forum Discussion about indiscipline and Its Relation to Violence”.

» April

• Meeting with teachers, parents, students, staff and community members from the schools involved.
• Meeting in a space provided by the community, including representatives of parents, students, faculty and staff of all the schools involved to exchange experiences.

» May

• Course activities with teachers chosen by the schools involved will be multipliers.
• Meeting with the entire teaching staff of the school and student representatives chosen by their peers.
• Meeting with teachers, parents, students, staff and community members.

» June

• Continuity of the “Permanent Forum Discussion on Indiscipline in Schools and Its Relation to Violence”, with conducting lecture and discussion with the whole community involving a professional whose action in working with children and young people has been recognized nationally.
Propuser venue: Municipal Theatre of São José dos Campos.

» August

• Course activities with teachers teaching teams chosen by the schools involved that will develop educational activities to be reproduced in their schools.
• Meeting with the entire staff of the School.
• Meeting in a space provided by the Directorate of Education, with representatives from parents, students, faculty and staff of all the schools involved to exchange experiences.

» September

• Continuity PERMANENT FORUM DISCUSSION ON INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE, with the completion of lecture and discussion, with the whole community involving a professional whose action in working with children and young people has been recognized nationally.
Proposed venue: Municipal Theatre of São José dos Campos

» October

• Meeting with parents, teachers, students and community members to assess the work done during the year.
• Meeting of representatives of parents, students, teachers, representatives of the community where the school is located, the Pedagogical Team APROESP and all others involved for the evaluation of the work.
• Promotion of an exhibition of the work done by the groups: parents, teachers, students, staff and community members.
• Conducting competition between the schools involved with artistic activities.

» November

• Continuity PERMANENT FORUM DISCUSSION ON INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE, with the completion of lecture and discussion, with the whole community involving a professional whose action in working with children and young people has been recognized nationally.
Proposed venue: Municipal Theatre of São José dos Campos.

Work Plan

Meeting with the various segments of civil society

Team that runs the project + civil society

A – Presentation of the project.
B – Establishment of a binding document on the role of society in the matter of education of children and youth.
C – Critically discuss the project that the company has for the child and for the young.

Meeting with teachers

Team that runs the project + teachers

A – Raise issues on which to make a diagnosis and the analysis that the teacher makes her relationship with students and answer waiting children and adolescents.
B – Presenting studies being made in this direction.
C – Raise questions about the concept that you have to indiscipline.
D – Discuss indiscipline in the classroom outside the context of violence.
E – Make fun activities for bringing stakeholders, disarmament of tempers, knowledge and recognition of the other.

Meeting with students

Team that runs the project + students

A – Raise issues on which to make a diagnosis and the analysis that the student makes his relationship with the teachers and the response you expect from school.
B – Presenting studies being made in this direction.
D – Discuss indiscipline in the classroom outside the context of violence.
E – Making fun activities for approach, disarmament of tempers, knowledge and recognition of the other.

Meeting with parents

Team that developed the project + parents

A – Raise issues on which to make a diagnosis and the analysis that parents make of their relationship with their children and the response expected of children and adolescents, as well as his involvement with the school where their children attend.
B – Presenting studies being made in this direction.
C – Raise questions about the concept that you have to indiscipline.
D – Discuss indiscipline in the classroom outside of the context of violence and to compare attitudes in the home and in relationships with other people.
E – Make fun activities for bringing stakeholders, disarmament of tempers, knowledge and recognition of the other.

Meeting with teachers, staff, parents, students and community

Team that developed the project + parents, students, teachers and community

A – Reading and discussion of short texts for easy understanding, ethics and morals in the philosophical sense.
B – To work together school / community, to promote rapprochement and mutual respect.
C – Carry recreational activities approach, self-knowledge, knowledge and acceptance of the other.
D – Exhibition of works performed by the whole school / community.
E – Conducting competition between the schools involved.

Staff

COORDEANDORA PROJECT
PROF. AUCÉLIA ROSE BARBOSA

PRESIDENT OF APROESP and COORDINATOR OF THE PERMANENT FORUM
INDISCIPLINE DISCUSSION ABOUT THE SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE

PROF. ELIAS RAHAL NETO
TEACHING STAFF

Prof. Nicaea Rose – APROESP
Prof. Maria Emilia Almeida Alves Galvão – APROESP

Monitors
Marilene Ilário – APROESP
Natalie Rahal – APROESP

Activities of the year 2000

EVENTS

OPENING OF THE PERMANENT FORUM DISCUSSION ON INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE

15/03/2000

SPEECH AND DEBATE

Speaker: Dr. Julio Aquino Groppa

Master and of another in Psychology from the Institute of Psychology of USP, Professor of the Faculty of Education at USP, organizer and co-author of 08 books, including: “Indiscipline in Schools: Alternatives Theory and Practice” and “Clashes in the classroom : an institutional alternative of the teacher-student relationship. “

GUEST DISCUSSANTS

DR. FRANCISCO HUMBERTO OLIVE PURPLE
PRESIDENT OF Fundhas – Hélio Augusto de Souza Foundation
PROFESSOR NILSON alexo DA SILVA
GUARDIANSHIP BOARD OF SÃO JOSÉ DOS CAMPOS
PADRE RODOLFO SERPA
PASTORAL CARE OF THE DIOCESE OF LOWER SÃO JOSÉ DOS CAMPOS

This Public

STATE PUBLIC

106 classroom teachers
50 directors
56 coordinators
15 members of the teaching staff of the Directorate of Education (supervisors – ATPs)
Total: 227 educators
73 schools

PUBLIC MUNICIPAL

33 classroom teachers
44 school educators (principals, counselors, psychologists, psychologists)
16 members of the teaching staff of the SME
Total: 93 educators
30 schools

Private Education Network

1. Preschool Recreating / Creating Curumim
2. Mater Dei College
3. ECOMPO
4. School Maria Augusta Moreira da Costa
5. College Illuminati
6. Theophilus College Otoni Rezende
7. Monteiro Lobato School
8. St. Joseph Institute
9. School Natural Living
10. Martins School Synésio
11. Educational Center Cavalcant Lemos
12. College Cassiano Ricardo – Anglo
13. Educational Center SESI
14. SENAI – São José dos Campos
Total: 14 schools
20 educators

Retired teachers: 02

Institutions

1. SESI / 01 (Coordinator)
2 . Senai / 01 (Director)
3 . Senac / 01 (Educational Supervisor)
4 . BANESPA / 02 (banking)
5 . DIVISION REGIONAL SERVICE
AND SOCIAL DEVELOPMENT OF THE VALLEY PARAÍBA / 01 (Technical Director)
6 . POLICE
/ 01 (Sectional Delegate Police)
/ 01 (Female Captain Military Police)
/ 01 (Chief of Police for Children and Youth)
7 . CATHOLIC CHURCH
/ 02 (Team of Religious Education)
/ 02 (Pastoral Family)
/ 01 (Parish Assistance Service – Taubaté)
/ 01 (Fraternity Campaign)
/ 01 (Pastoral Defending Life)
/ 01 (Pastoral)
/ 02 (Diocesan Commission on Family Ministry)
/ 02 (Priests)
8 . TOWN HALL
/ 04 (Councilors)
9 . ATPS
/ 01 (Field of the Germans)
/ 01 (New Michigan)
/ 01 (Jardim da Granja)
/ 01 (Sun Valley Garden)
10 . UNIONS
/ 01 (Electricity Workers’ Union of São Paulo)
/ 01 (Union of Private Schools)
/ 01 (Center Professorship)
11 . SERVICE CLUBS
/ 01 ( Lions Terrace – São José dos Campos )
12 . ENTREPRENEURS
/ 01 ( MO – Publisher )
13 . SECRETARY OF HEALTH
/ 01 Integration Program (Comprehensive Adolescent Health )
/ 01 (Pediatrician)
/ 01 (Cocoon Project)
/ 01 (RN)
14 . Fundhas
/ 01 (Psychologist)
/ 01 (Educator)
/ 01 (psycho)
/ 01 (Social Worker)

Other

PARENTS OF STUDENTS 02
TEACHING STUDENTS 09
EMPLOYEE SCHOOL 01
NAP and TRIBUS – psycho 01
PSCOPEDAGORA – Cons.Partic. 01
PROMOTER OF EVENTS 01
LAWYER 01
SOCIAL WORKER 01
Resident MINAS 01

County Taubaté
03 (Teachers)
04 (Supervisors Teaching)
01 (Psychologist)
01 (Journalist)

TOTAL: 411 people completed the form identification
It is estimated that a small percentage was present without having completed the plug.

REPORT OF WORK DEVELOPED IN 1999 BY THE EDUCATIONAL TEAM APROESP

“Listening to the speech of teachers”
Meeting 30/03/99
Location: SESC
Time: from 08 to 12 hours.
Schools involved: 15
Teachers ears: 21

In the speech of teachers, one can see clearly, they feel affection for the students and at the same time, show great difficulty in working with these children or youth.

Claim that could even develop more creative work in the classroom , but that a lot of the time use to harmonize the class, since one who reigns ” uproar ” deafening and that many students do not realize the arrival of the teacher.

Recognize that there is a vocal minority and undisciplined that encourages others to have the same attitude.

Feel that the teacher needs more courses for their professional development and that this has not happened.

Believe that dialogue with students’ families could be very important to address the issues of indiscipline in the classroom, but these are totally distant school.

The criteria for promotion of students, imposed by the Department of Education and how they are distributed students in accelerated classes are also appointed as agents generators of indiscipline.

One problem mentioned by all was the excessive number of students in the classroom.

The path of severe punishment was not the choice of no teacher present, but all recognize that the Statute of the Child and Adolescent gives many rights to students and little collection of duties and the teacher is practically no rights .

“Listening to the speech of students” – 1999

SCHOOLS INVOLVED: 04
STUDENTS LISTEN: 175
AGE: 13 to 21 years.

Four schools selected students to be heard by staff.

EEPG. Ângelo de Siqueira Afonso 06/01/99
EE PROF. Geraldina Rabbit Monteiro 02/06/99
EEPSG. PROF. Dourival Monteiro de Oliveira 02/06/99
EEPSG. Pedro Mascarenhas 06/01/99

School A

Students were receptive, but there was not a rich dialogue. Demonstrated that teachers want respect.
Defined as a good teacher, one that respects the student and is competent. However, it failed to identify what was regard. For them, a negative one means lack of respect.
In general, showed no affection for teachers. Teachers referred to as “owner” and teachers as “that guy.” Not within the slow play and to have an emotional rapport between them.
Were participatory when they played guitar and sang their songs.
They said that talking about superficial things with your colleagues and deepened hardly an issue.
Unable to make a good assessment of the meeting with these students, nor by the staff or by the students.

School B

Students showed great affection and respect for teachers. Were extremely receptive, participated in all the games. Enriched dialogue talking about their experiences with drugs, alcohol and sex.
Clearly positioned themselves as their expectations regarding the school.
The prison complained that the school seems to be and “scouts”, which they adopt the direction. Not approve a police presence inside the school. Consider a teacher who respects good student and explains well what he is teaching.
Requested the return of the team to continue the dialogue and parted affectionately.

School C

Students showed very fond of some teachers and reject others. Teachers who liked talking with great affection and respect.
Participated in the discussions, were receptive and joined the games proposed by staff.
For the sample of the most undisciplined, it can be noted that the school has large problems with disruptive, since they were polite and the staff can have a healthy conversation with them.
Consider being a good teacher who has enough knowledge and respect students.
They made a good assessment of the meeting with the team and asked for a new meeting.

School D

Students were initially receptive and the dialogue was rich. After the break we had, returned completely different, with red eyes, distracted, sleepy and with a great hunger. Greedily devoured the snack that was offered.
Director consider “good blood” and showed affection for teachers and direction.
They parted politely team and asked to meet again to discuss other issues.

Conclusion team 1999

Schools need to further discuss the indiscipline in the classroom as an obstacle to learning. This problem needs to be faced up to by all the teaching staff of the schools. In this process, it is essential to listen to the students and families.
It is recommended that the school stop to review your paper. If the problem is on the professional competence of teachers, no need to use all the resources in the school professional training courses. If the issue is the criteria for promotion of students, it is necessary to discuss the issue of evaluation. If you’re stuck teaching practices objectionable to the present time, there needs to be more competent action of pedagogical coordination. Anyway, there is an error, and there is no point looking for culprits. We must rather seek solutions. It is also necessary that the school has clear what is indiscipline.
The school will have to decide which paths will go in order to achieve a goal, one goal: the end of indiscipline in the classroom as an obstacle to learning.
The immediate reality is the issue of indiscipline. One must question this reality. Failing to see this problem in a mechanical way and yes, look at the problem through an analysis. Only then will change their social practice/ teaching.
The School, reflecting this problem mediated by an analysis certainly will change its position.
This time is that you will see what their ability and what your limits are.
The team found that students listen, have positioned themselves well as put their questions orally. As was asked to write about what they think of the issue, demonstrated great difficulty in manifesting. Phrases badly formulated, without any thought organization and a great poverty of vocabulary, and spelling errors in simple words and known.

NOTES: (1999)

1. This analysis was not thorough with the schools involved.
2 .The families of the students were not heard.
3. This analysis is incomplete, since teachers and students were not called for its preparation. It was only drafted by the team that manages the project, after the remarks. Serve to provoke further discussion and raise questions.
4 . The pedagogical staff of schools involved did not receive a copy of this report for reading and critical analysis.
5 . Teachers representatives of the schools involved, as they read the reports of 04 schools, unless these were identified, recognized in “speaking students”, without any doubt, that this speech was of their pupils. There was not even an error.
6 . The Director of Education, Prof. Sonia Maria Silva, also known accurately identifies which school the report refers, without it was nominated.
7 . The work was temporarily suspended due to the difficulty of participating schools.
8 . The APROESP will seek to partner with and SECRETARY OF EDUCATION BOARD OF EDUCATION OF THE REGION OF SÃO JOSÉ DOS CAMPOS.

Meeting held on 25/11/99 at the Municipal Education was established the following partnerships:

Public power and civil society: sharing responsibility
APROESP – Association of Teachers and Public Servants of the State of São Paulo

President: Elias Rahal Neto
Municipal Secretary of Education of São José dos Campos
Municipal Secretary: Juana Blanco
Board of Education of the Region of São José dos Campos
Director of Education: Sonia Maria Silva

COMMISSION

APROESP:

President Elias Rahal Neto
Aucélia Rosa Barbosa
Dalva Avila
Maria Emilia Almeida Alves Galvão
Nicaea Rosa Barbosa

Secretary of Education of São José dos Campos

SECRETARY: Juana Blanco
Maria Emilia Carvalho Lopes

Regional Board of Education of São José dos Campos

MANAGER EDUCATION: Sonia Maria Silva
Katia Cristina Albino
Lázara Mascarenhas

DECISIONS TAKEN BY THE TEAM AT THE MEETING HELD ON 02/12/99

Hold an event at the beginning of the school year 2000.
Date: 15/03/2000 (approximate)
Time: 08 to 18 hours
Location: Teatro Municipal de São José dos Campos
Number of participants: 500

Teachers from 129 public schools in São José dos Campos: (est 89. + 30 mun.) APMs, ATPS, Class entities, councils, churches, media and other interested citizens to discuss education.
Speaker: (a scholar theme of violence / indiscipline, ready to talk to the general public)
Distribution of support material to accompany the event.
Presentation of Coral “The Boys South Zone”
Roundtable with mediator
Drafting a document to be sent to all schools.
Monitoring from 10 schools throughout the school year, studying, evaluating, revamping.
06 and 04 STATE PUBLIC SCHOOLS PUBLIC SCHOOLS MUNICIPAL

Support

City of São José dos Campos to assign graphic material and human resources:
Graphic materials: folder, handouts, invitations, folders.
Human resources: emcee, hostesses, mediator.

PROJECT

SCHOOL WITHOUT VIOLENCE = WIN THE COMMUNITY
• Project
• Schedule
• Work Plan
• Report of the Permanent Forum Discussion on Indiscipline in Schools and Its Relation to Violence
• Report of 2000
• Phases of training Partnership
• Report of 1999
• Results obtained

Report of 2000

In 2000, 03 events were conducted in the presence of the community joseense. The opening of the Permanent Forum Discussion on Indiscipline in Schools and Its Relation to Violence was an important moment for the project because it was attended by all segments of society.

The event generated a kind of discussion at the School, with a different approach, where the speaker made Professor awaken a certain lethargy that enveloped him to reflect on their professional practice, as a transforming agent of the educational process and not as a “victim of system”. The discussion at first even raised the ire of teachers, but it was a starting point for a new way to see your role as an educator.

From this event the discussion in schools took a new turn. This concern has led the directors to develop a study on the indiscipline in schools taking into account the way of thinking and living of children and adolescents, a new attitude towards the issue of freedom, the new relationships between adults and young people and the need for also new positioning by the school resulting in a change in teaching practices.

In the second event, continuing the PERMANENT FORUM DISCUSSION ON INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE, was the time when young people were called to the Municipal Theater to hear and discuss their concerns and expectations about school.

Heard a speaker who focused on the need of affection in school relations. Talked about doing drugs but without censorship or scare, but leading to reflection. Young had space to talk about your dreams, your desires, your insecurity, giving chance for a document reflect his thinking and were forwarded to teachers.

424 young people attended the event. The behavior of these young people in their work showed a different attitude from that usually seen among adolescents. There were at no time insolent or unruly. Participatory were interested and attentive to everything that was said.

The evaluation showed that made the event that they needed this call so that his speech was heard and taken into consideration.

Continuing the PERMANENT FORUM DISCUSSION ON INDISCIPLINE IN SCHOOL AND ITS RELATIONSHIP WITH VIOLENCE, a third moment were heard parents.

With the presence of parents and teachers, there was a certain moment of tension. Some accusations were exchanged. Teachers charged a greater involvement of parents and the parents accused the teacher of authoritarian attitudes and lack of understanding towards their children.

With the speaker speaks, there was an understanding, because it differed from the public space of the private space, showing the role of everyone involved in the educational process.

Again, there was a call to reflect on the activities of adults to education of children and young people and the need for community involvement so that changes can be truly experienced.

In a contest between the schools involved in the months of September, October and November, were developed artistic activities on topics such as: “Appreciation of Life”, “Awakening the word Brother”, “The art of loving”, “The act of sharing”, “Respecting differences”, “Learning to listen”, “watch over each other”, “Taking Responsibility”.

There were activities with strong community involvement that marked moments of great beauty, creativity and mutual respect among young people.

The event for the awards was called: “SCHOOL SHOW YOUR FACE”. This presentation of the students materialize practices developed with schools throughout the year by the project “School Without Violence = Victory Community”.

Students, faculty, staff and communities reflected their practice and their role in the search for new ways to not allow the school to be a scene of violence, but it becomes indeed a citizen of the student space.

In 2000 the APROESP worked with the Municipal Education Directorate of Education and the Region of São José dos Campos. The project followed nine public schools.

SCHOOLS INVOLVED:

NETWORK STATE
EE Eng Edgar de Mello Mattos de Castro
EE Prof. Jorge Barbosa Moreira
EE Prof. Lourdes Maria Camargo
EE Prof. Peter Mazza
EE Prof. Ruth Coutinho Cork

MUNICIPAL
EMEF Dom Pedro de Alcantara
EMEF Moacyr Prof. Benedito de Souza
EMEF Prof. Maria Nazareth de Moura Veroneze
EMEF Possidônio José de Freitas

Pedagogical Team of Aproesp

PROJECT BUDGET

The APROESP – Association of Teachers and Public Servants of the State of São Paulo, is giving the conditions for the start of work, promoting the necessary studies, surveys, preparing the team, paying the hours of study staff, the purchase of books and materials needed for the project began. For the progress of the project, looking for possible partnerships, since it does not have the funds required for the entire project development.
The approximate budget accompanies this project, which can be analyzed, discussed, so you can meet the largest number of schools.

PROJECT EVALUATION

So that we can verify compliance with the objectives and goals, have the purpose of measuring, through questionnaires that will formulator and tabulated by a professional designated for such purpose, with practical training for this kind of work, which uses methods and instruments to the evaluation. This review with scientific methodology will be made in each quarter. The evaluation will be done in parallel by the team that developed the project, studying and analyzing changes in the teacher/ student/ parent/ children through statements collected during the development of the work.

Successfully held the 1st Cycle of Debates and lectures of ” Permanent Forum Discussion about indiscipline in the school and its relation to violence ,” April 25 at the Hotel Gávea , center Taubaté .

The opening plenary was given by Director of subsede Aproesp , Jefferson Cabral and then the President, Prof. Elias Rahal Neto spoke about the importance of holding the event in Taubaté city that caters to every call of Aproesp .

For Prof. Elias “the importance of the debate is to raise ideas from theoretical , form a task force project , unifying the existing ones in several instances . It is necessary, however, to understand what is indiscipline, which can not be an obstacle to learning. Parents and teachers cannot forget the limits that should be imposed. “He also spoke about the symbolic violence, unemployment, underemployment , discrimination . Further believes that the violence continues around the school, there are isolated cases, once the state public schools are 6100. He concluded: “public schools are not violent, but go through stages of violence. And the aim of this forum is exactly reflect on this issue and pass the clash theory to practice effectively. “

Participated in table discussions: Dr. Antonio Carlos Ozório , Attorney ; Prof. Edna Aparecida de Matos , Head of Teaching Taubaté , Cel . Lamarque Monteiro , commander of the PM; Dr. Edmur Ercílio of DIPE ; Prof. Grace Gouvêa , UNESP , Dr. Marcelo Ortiz , Congressman ; Pastor Lawrence Benedict , Alliance Pre – Evangelization of Children and Dr. Roberto Martins Barros , Delegate Police Sectional.

For Dr. Antônio Carlos , Promoter of Childhood , you must observe the social exclusion and consequent exclusion from school and asks if the school has fulfilled its role .

The Regional Director of Education of Taubaté, Prof. Edna Aparecida de Matos, said that “it takes courage to touch the wounds of society, the great villain of indiscipline and violence.” He said that we must listen to the young, providing you security, observe the violence that often occur in the family and should be given a space to youth leadership, and seek an exit must have limits.

Expedite Pastor Lawrence talked about the need to bring children the guidance on ethical and moral values. For Congressman Marcelo Ortiz, the issue of violence will only be solved by public policy. According to Dr. Edmur Ercílio, Delegate of DIPE , no need for a multidisplinaridade actions, listening beyond the youth, family and community. Colonel. Lamarque also talked about the inversion of values and lack of charges of ethical standards; highlighted the programs of the Military Police: PROERD, Project Life School and Ronda.

The delegate Roberto Barros spoke about violence and media influence. Prof Grace Gouvêa volunteer work of popular education in line with human rights, one of the most violent regions in the outskirts of São Paulo. He talked about the new role of the school and the search for solutions to violence.

Investments

The event was attended by the members of the Project Radio Aguapé who conducted performance theater, dance and music.
We recorded the presence of the State Deputy Alfonso Lobato, former Deputy Kuryieh Salvador, Prof.. Guido representing the Diocese of Taubaté, Aldermen Chico Saad, Lt. Orlando, former mayor Antonio Mario Ortiz, the political leaders of Taubaté, representatives of the Military Police, Civil, associations, the Bar Association, the Society of Friends Subdivision, teachers and students Pond, Tremembé Pindamonhangaba, Guaratingueta, Nativity Serra, Redemption da Serra, São José dos Campos and Taubaté.

Proposals

After the meeting, the General Coordinator of the Forum, Professor. Elias Rahal Neto listed the main starting points for concrete actions:

• Create study groups with the community and the school community to discuss the theme of violence;
• Organize groups of teachers, young people, parents, religious leaders, representatives of the Secretariat of Public Security , psychologists , psychiatrists to discuss the theme ” Indiscipline in Schools and Its Relation to Violence ” ;
• Develop, with specialized groups banter rapprochement between adults, children and youth ;
• To encourage peaceful coexistence between parents and children and teachers with reading projects – ransom to new generations of oral tradition ;
• Involve various civil institutions, with a commitment to the education of children and youth;
• Encourage attitudes of respect for nature, the environment, opposed to violence;
• Open spaces for discussion and reflection on our culture and social reality;
• Seek joint actions / partnerships requirement for establishing public policies.

PROF. ELIO ELIAS DE ARAUJO

OBJECTIVE

Conducting a science fair continuous efforts to provide basic knowledge through physical experiments for students in first and second grade public school that in their daily struggle to understand basic concepts of Mechanics, Optics, Electricity, Acoustics, Electricity and Magnetism.

BACKGROUND

The realization of this project is justified mainly by the lack of laboratories in schools, which makes it very necessary and interesting to cities or regions where small and medium size are not available for tours, Museum of Science and laboratories where students can see in practice a little in their syllabuses.

CONCEPT

• Each proposed experiment gives an indication of how nature works, exploring all possibilities at its disposal, based on the following idea:

• Look, do, touch and feel the PHYSICS: Experience the phenomenon and find that they exist, through practical applications and simple prototypes.

NEW

The project also strives to challenge students to new interpretations and studies which should increase considerably the interest of visitors right away.

MECHANICAL

1 – Can Magic
2 – Treading on eggshells
3 – How the weak become strong
4 – Sticking in balloons without popping
5 – Sierra Paper
6 – Dish clothes
7 – Flattening the Earth at the poles
8 – Globe of Death
9 – Painting fun
10 – Astronaut in the elevator
11 – square wheel and other wheels
12 – Water Rocket
13 – Rocket balloons
14 – Flying Balls
15 – Submarine
16 – Sensitive Pendulums
17 – Rings hypersensitive
18 – Bed of nails
19 – Bed of Rulers
20 – Multiplier Water
21 – Hydraulic Lift
22 – Needle cooked Robots
23 – Drawbridge
24 – Make your own spray
25 – Wind tunnel water
26 – Unwanted Bolinha
27 – Juggling Balloons
28 – Dodging the frictionThe
29 – dancer’s trick
30 – The trick bike
31 – The accelerometer
32 – The raw egg and the egg
33 – Roda rising slope
34 – Whirling waterGiving
35 – node drop36 – Water Pump Manual
37 – Source Water
38 – How to stay on top

ÓPTICA

Playing with light

1 – Invisible Glass
2 – Masks alive
3 – Magic playhouse
4 – Black on White (Behnam disk) – shrink Objects – Disk Newton – the crazy Rolet
5 – spilling parallel lines
6 – Lenses air and water
7 – Levitation and Cubism with plane mirrors
8 – Ghost behind the mirror
9 – Light at the end of the tunnel
10 – The miracle of the fish (parallel mirrors)

OPTICAL

Playing with light

11. Moire Patterns
12. Kaleidoscopes
13. Camera obscura
14. Stained glass windows in tempered glass
15. Why is the sky blue
16. Hoses Light
17. Exploring the laser beam
18. Slow
19. Christmas with fractals
20. Telescope

OPTICAL

The world of atoms and our world
(Heat and cold giant bubbles)

1. Atoms nervous
2. Denting cans and plastic bottles
3. Water Thermometer
4. Thermal Plant
5. Steam boat
6. Burning of balloons without bursting
7. Balloon filled with mouth open
8. Invisible Hand
9. Air chamber tire
10. Solar heater – car in the sun – the greenhouse effect
11. Competition between cans
12. Movies and giant soap bubbles

 Racquets soap

ACOUSTICS

Playing with sound

1. Corded phone
2.Telefone Wireless (acoustic parabolic mirrors)
3. Hose who sings
4. Tic-Tac Clock
5. Cano had seen bell
6. Secrets of the guitar
7. Sound Paper
8. Sound Image

ELECTRICITY and MAGNETISM

Thrilling experiences

1. Diverting water fillets
2. Sticking balloons on the wall
3. Water that turns to gas (electrolysis)
4. Electric cranes
5. Electric motor
6. Radio mute
7. Painting canvas with magnets