Uma prática colaborativa na construção do portifólio educacional

Acompanha: Unidade didática: elementos de astronomia e energia

Atividades mediadas como colaboração para aprendizagem de conceitos científicos sobre doenças epidêmicas

Acompanha: Sequência didática interativa para o ensino de doenças epidêmicas

Transparência das informações públicas nos portais das instituições federais de educação profissional da região sul do Brasil

Considering the need of communication between public management and society and its citizens, in a way which is more effective and transparent, the aim of this research was to analyze the transparency of public information presented by the managers of the portals of southern Brazil’s Federal Institutes. It is a qualitative and quantitative research, applied as its purpose, and exploratory as its aim. In order to explain the issue from the theoretical frameworks published, it will be used as a procedure the bibliographic research and the further study field research in the six southern Brazil’s Federal Institutes. Therefore, the theoretical framework approaches aspects about public transparency, concepts of information and communication in the public sector, and it presents measurement indexes of public transparency. The data collection with the Institutes sought to measure – in the portals – the level of transparency of the information presented by the managers, applying a search tool which provided the transparency index of eleven categories of the researched items, besides verifying the presence of the required items by Access to Information Law. In the sequence, it sought to verify the Institutes managers’ perception of the aspects which composes the proposed theme, for the purpose of observing how the process of communication between public agencies and the citizen is happening. The main results obtained emphasize, in a general way, a low level of public information propagation, with a lower average of propagation to the information about social, environmental and economic responsibility, and a greater average to the information related to the institution’s general data – from its management structure to its ordinance. It was also observed that no institution which was researched fully comply with the demands of the Access of Information Law. The results about the manager perceptio demonstrate a tendency in publishing the produced information, however, elements such disorganization of information in the portals, lack of standardization of the virtual structure and type of language to use, and lack of procedures of popular participation and interaction in the portals are determiners to bring problems in the access and in the communication with the public. Besides, the short time of institutions’ creation and the short time of the managers assuming their functions must be considered as a reflex of the found results. Therewith, the present study highlighted the importance of Public Transparency theme and it reached a positive result to a scientific and social contribution.

A formação de educadores para a pedagogia da alternância no Brasil nos movimentos italiano e francês: limitações e possibilidades

The Pedagogy of Alternation (PA), it is a type of education designed to rural people, whose perspective on the idea of combining theory and practice, alternating different times and spaces. On the Brazil, this education modality act from the perspective of two movements: Italian and French. Because it is a distinct mode of traditional, recommends that educators who work in this context also have a different outline. In this sense, it is relevant that there is a training for the educators that meets their needs. It is in these by understand how is the training of these professionals that the study proposes to analyze the educators training processes of PA on Brazil in movements Italian and French, presenting differences and similarities between them. For this, part it of a bibliographic and documental research, which were make initially theoretical surveys about expansion context of method, as well as theirtheoreticalandmethodologicalfoundationsandthePublicPolicybyeducators training. Then, were analyzed educational documents of both movements, laws, ordinances, statutes and field diaries, in order to verify how occurs the educators training process, and from that were stablished differences and similarities between both. The results point that in both movements there were advances in training processes, and despite of there were many similarities in trajectory of the movement, a multitude of issues boosted significant differences. On the Italian movement notes a greater harmony with the original principles of the PA, more engagement and organization by the movement. Because keeps collaborate ships with public authorities and institutions, without, however, losing its autonomy in decision-making and referrals to preserve the principles and foundations of this educational modality. This has encouraged and strengthened the educator’s formation and consequently the quality of education. On the other hand, the French movement it is shown weakened, especially in the state of Paraná, in which the movement is weakened. The small number of students, among other factors, pushed the closure of classes and consequently schools, this has interfered with the continuity of the movement. Many are the limitations by which the French movement has passed, especially with regard to training of their teachers, however, the search for new partner ships, as well as the community and the redemption of the original principles and foundations can be a way to paralyze this retraction and strengthens it.

Do planejamento ao replanejamento do trabalho docente no ensino superior: o que fazer quando os alunos não leem os textos indicados pelo professor?

The objective of this paper is to present an analysis of the planning and replanning of the teacher´s work in response to difficulties that occur in teacher-student interaction in the process of teaching and learning in and outside the classroom. The data was produced by means of the selfconfrontation method and the analysis is based on theoretical foundations coming from the ergonomics of teaching activity and from the clinic of activity. The results reveal that lack of reading on students´ part leads the teacher to replan the class at the very moment it is taking place, which, in spite of revealing the teacher´s experience with this kind of situation, ends up contributing to diminish the quality of the teaching and learning process.