Navegando por Autor "BALDINO, Roberto Ribeiro"

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    Ensino remedial em recuperação paralela
    (1995) BALDINO, Roberto Ribeiro
    In this paper we seek to use Lacan’s theory of desire in order to justify the following thesis: 1. Special difficulties of students in calculus courses can neither be explained or solved by only considering the imaginary (beliefs) and symbolic (statements) registers. They require taking into account the juissance organization in the real register that regulates the choice of justifications. 2. Psychoanlysis provides elements for effective organization of remedial teaching. 3. The theorectical elements and reports from classroom practices already available, are sufficient in order to include remedial teaching as an object of study in teacher’s formation courses. As a method for sustaining these thesis we present the report of a tutorial session for freshmen calculus student where remendial teaching indicates a phenomenon of repetition in the passage from one semantic field to another. As corollaries we show: 1) an adequate work contract can bring a number of students to tutorial sessions, compatible with the available teaching facilities. 2) Special difficulties of calculus students are ore serious and the teaching task is more difficult than it is generally admitted by the Istitution. 3) The tutorial teaching does not have to be carried out by the same teacher of the regular curse.
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    O verticalismo vai a escola
    (1997) BALDINO, Roberto Ribeiro
    This is a polemical paper focusing on pamphlet about evaluation of teaching in universities. The concept of myth, according to Roland Barthes, is described as an initial theoretical framework. The pamphlet is read according to the three ways of reading a myth: receiving the myth's full impact, deciphering the myth through a symptomal reading and prolongation of the myth's discourse through a literal reading. The paper ends with a critique of the idea that structural analysis has a paralyzing political effect and considers some questions about evaluation of the university institution in the framework of preservation of high quality free public teaching.
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    Pesquisa-ação diferencial
    (2002) SOUZA, Antonio Carlos Carrera de; LINARDI, Patricia Rosana; BALDINO, Roberto Ribeiro
    This paper intends to show the theoretical insufficiency of some presentations of action-research due to some of its most prominent supporters such as Car and Kemmis (1986), Carr (1995), Zeichner (1998), Elliot (1988) and Barbier (1985). We argue for a conception of practice as theory and of theory as practice which leads to the thesis that every research is action-research. The paper is the first of a series in which we intend to show what the Action-Research Group in Mathematics Education of UNESP, Rio Claro has been doing since its foundation in 1993.