Teachers thinking together: novas tecnologias aplicadas à formação continuada de professores de língua inglesa

Acompanha: Teachers thinking together: novas tecnologias aplicadas à formação continuada de professores de língua inglesa

Avaliação do potencial da macrófita Pistia stratiotes na exposição de íon cromo (VI): biossorção e tolerância

The environmental pollution caused by industries has increased the concentration of pollutants in the environment, especially in water. Among the most diverse contaminants, there is the metals, who may or may not to be heavy/toxic, causing effluent of difficult treatment when in low concentrations. The search for alternative measures of wastewater effluent treatment has led to studies using phytoremediation technique through the various matrices (plant, fungi, bacteria) as means of polishing treatment to remove contaminants by means of biosorption/bioaccumulation. In order to use the phytoremediation technique for removing metals of the environmental, it have been performed bioassay with the macrophyte Pistia stratiotes. The bioassays were realized with healthy plants of P. stratiotes acclimatized in a greenhouse, at room temperature and lighting conditions during 28 days of cultivate. The cultivations were performed in glass vessels containing 1 L of the hydroponic solution with chromium (VI) in the potassium dichromate form with concentration range 0.10 to 4.90 mg L-1. The experiments were performed by Outlining Central Composite Rotational (OCCR), where the kinetics of bioaccumulation and chlorophyll a fluorescence were monitored in plants of P. stratiotes during cultivation. The collections of the samples and cultive solution were performed according to the OCCR. The chromium levels were measured in samples of P. stratiotes and the remaining solutions by the methodology of atomic absorption spectrometry by flame. The tolerance of P. stratiotes in relation to exposure to chromium (VI) was analyzed by parameters of physiological activity by means of chlorophyll a fluorescence, using the portable fluorometer PAM (Pulse Amplitude Modulation). The development of P. stratiots and their biomass were related to the time factor, while bioaccumulation capacities were strongly influenced by factors of time and chromium concentration (VI). The chlorophyll fluorescence parameters were affected by chromium and the exposure time at the bioassays. It was obtained an higher metal removal from the root in relation to the sheet, reaching a high rate of metal removal in solution. The experimental data removal kinetics were represented by kinetic models Irreversibly Langmuir, Reversible Langmuir, Pseudo-first Order and Pseudo-second Order, and the best fit for the culture solution was the Reversible Langmuir model with R² 0.993 and for the plant the best model was Pseudo-second order with R² 0.760.

Formação docente continuada na educação superior: desenvolvimento de professores em condições de autoconfrontação

Este trabalho tem por objetivo apresentar resultados preliminares de uma pesquisa de mestrado do Programa de Pós-Graduação em Desenvolvimento Regional (PPGDR) da Universidade Tecnológica Federal do Paraná, Câmpus Pato Branco (UTFPR-PB). Essa pesquisa está vinculada ao Programa de Formação Docente Continuada intitulado “Práticas Docentes: dialogar, compartilhar & refletir”, em andamento na mesma Instituição. A fundamentação teórica se respalda em Bakhtin, Vigotski e Clot. A metodologia é desenvolvimentista e o método é o da autoconfrontação simples e cruzada. Os protagonistas da intervenção foram uma dupla de Professores da Área de Informática. Os dados foram gravados audiovisualmente, transcritos e posteriormente analisados.

Formação docente continuada, desenvolvimento de práticas pedagógicas em sala de aula e promoção da saúde do professor: relações necessárias

This article presents an analysis of the results of an action of teacher continuing education in a public Brazilian university. It presents and discusses relations that proved to be necessary between the aforementioned action, the development of classroom pedagogical practices and the promotion of teachers’ health. Its theoretical and methodological foundations consist on a clinic, developmental and dialogic-argumentative character and employ the method of simple and crossed self-confrontation,in order to address professional teaching gestures. The results indicate the necessity of actions related to teachers’ continuing education, focused primarily on the concrete classroom work, which, in addition to allowing the development of pedagogical practices, makes the promotion of teachers’ health itself possible.

Aprendizagem de um gênero de discurso e de atividade de autoconfrontação em ações de formação docente continuada na educação superior

The objective of this text is to discuss a central question in a doctorate study, in progress, about the learning of the speech genre in self-confrontation situations. This consists of a procedure, which a worker observes your own images, video recorded at the time it performs activities related to their craft; It requests that he comment on what he was doing on the images in order to clarify matters for himself and another - be it a intervenant (simple self-confrontation) or a coworker (crossed self-confrotation). (CLOT, 2008/2010). In the context of this research, the confronted workers are university teachers and students who participate in an action of teacher continuing education. The object of the research is the process of speech genre of learning self-confrontation situation, having as subject a person who conducts self-confrontations training, which initially observed the conduct of dialogues and reflections, and will gradually participating in the self-confrontation activity and becoming also forming another. The theoretical foundations of the research seeks an articulation between sciences such as the Psychology of Labor, the Cultural-historical Psychology and Linguistics. The concepts that are employed come from Clot´s theory of the Psychology of Labor, that is, from the Clinic of Activity and from the activity genre studies (CLOT, 2008/2010); they also come from the Vygotskian theory of human development, with the concepts of thinking and speech (VIGOTSKI, 1934/1998); and from the Bakhtinian dialogic principle (BAKHTIN, 1979/2011). We believe that the formation of the person conducting self-confrontation occurs through learning a gender of speech and a genre of activity.