Rela����o universidade-escola: o PIBID como instrumento de interven����o sobre o real da formação de professores

The theme of teacher education has always been rich in discussion and presents an abundant literature on the subject. Historically this topic has generated concerns in both development bodies and universities / schools where these people learn or are engaged in professional work. Training teachers is complex and these elements of complexity make necessary a review of paradigms of initial and continuing education. Despite the efforts of the past decades, the lack of teachers in some areas of knowledge is still a big concern, and it can become even worse in the future, what reinforces the importance of new decisions and new directions in order to change this situation. Therefore, the university-school relationship is of fundamental importance, linking and articulating theory and school practice, contextualizing knowledge, renewing and adapting curricula to current times and spaces in order to be able to improve and recover the social and professional value of teachers. From this perspective the education public policies should turn to the encouragement and the rescue of values and principles in quality teacher training. In the course comes the Institutional Teaching Initiation Scholarships Program - PIBID as an innovative program of teacher education working and adding essential factors to the university-school to reinforce good teaching practices taking up the role of co-developer schools. This research is aimed at analyzing the factors that PIBID inserts in the university-school relationship within IFPR Campus Palmas. The theoretical route was marked by authors as Edgar Morin (2003, 2010a, 2010b, 2012), Enrique Leff (2002a, 2002b, 2003, 2010), Boaventura Sousa Santos (1988, 2010a, 2010b, 2013) Menga L��dke (2005, 2013), Demerval Saviani (2000, 2013), Paulo Freire (2011), among others, among them official documents of PIBID were used in this research too. The methodological approach with exploratory approach, descriptive explanatory was of fundamental importance through data collected by the documentary analysis (BRAZIL, 2007, 2009, 2013) and in the focus groups activities (GATTI, 2012). The focus groups interlocutors constituted of three groups: Area Coordinators, supervisors and teaching initiation scholarships. The categories were defined a priori from the Programme's objectives and emerging categories identified from the analysis process. After both documentary and interlocutors analysis, it was possible to identify that PIBID inserts the following factors in the university-school relationship: the Recognition of the Profession; Innovative Program and Dialogues of Knowledge. For the recognition of the profession mainly because it is an initial and continuing education program; it approximates theory and practice; upgrades the role of the teacher at school and motivates methodological innovations. This Innovative Program promotes the role of co-educational school and it also approximates knowledge of the school reality and promotes the continuous training. The third emerging category university-school relationship promotes dialogs of knowledge; bringing together theory and practice; it allows information exchange and opens new perspectives for teacher training. Finally, it is possible to realize that besides being a new program, PIBID has promoted visible changes through the actions carried out by all subprojects in partnerships between universities and schools, restoring and giving new meanings to the pedagogical practices.

Formação docente continuada na educa����o superior: desenvolvimento de professores em condi����es de autoconfronta����o

Este trabalho tem por objetivo apresentar resultados preliminares de uma pesquisa de mestrado do Programa de P��s-Gradua����o em Desenvolvimento Regional (PPGDR) da Universidade Tecnol��gica Federal do Paran��, C��mpus Pato Branco (UTFPR-PB). Essa pesquisa est�� vinculada ao Programa de Formação Docente Continuada intitulado ���Pr��ticas Docentes: dialogar, compartilhar & refletir���, em andamento na mesma Institui����o. A fundamenta����o te��rica se respalda em Bakhtin, Vigotski e Clot. A metodologia �� desenvolvimentista e o m��todo �� o da autoconfronta����o simples e cruzada. Os protagonistas da interven����o foram uma dupla de Professores da ��rea de Inform��tica. Os dados foram gravados audiovisualmente, transcritos e posteriormente analisados.

Teachers thinking together: novas tecnologias aplicadas �� formação continuada de professores de l��ngua inglesa

Acompanha: Teachers thinking together: novas tecnologias aplicadas �� formação continuada de professores de l��ngua inglesa

Formação do pensamento cient��fico durante o processo de alfabetiza����o cient��fica no ensino de teorias at��micas e elementos qu��micos

Acompanha: Sequ��ncias did��ticas para o ensino de teorias at��micas e elementos qu��micos

A formação de educadores para a pedagogia da altern��ncia no Brasil nos movimentos italiano e franc��s: limita����es 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 Paran��, 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.

Modelo para formação din��mica de rede de fornecedores em empresas estendidas

Supply chains have become an important focus for competitive advantage. The performance of a company increasingly depends on its ability to maintain effective and efficient relationships with its suppliers and customers. The extended enterprise (i.e. composed of several partners) needs to be dynamically formed in order to be agile and adaptable. According to the Digital Manufacturing paradigm, companies have to be able to quickly share and disseminate information regarding planning, designing and manufacturing of products. Additionally, they must be responsive to all technical and business determinants, as well as be assessed and certified for guaranteed performance. The current research intends to present a solution for the dynamic composition of the extended enterprise, formed to take advantage of market opportunities quickly and efficiently. A construction model was developed. This construction model consists of: information model, protocol model and process model. The information model has been defined based on the concepts of Supply Chain Operations Reference model (SCOR��). In this model is defined information for negotiating the participation of candidate companies in the dynamic establishment of a network for responding to a given demand for developing and manufacturing products, in seven steps as follows: request for information; request for qualification; alignment of strategy; request for proposal; request for quotation; compatibility of process; and compatibility of system. The protocol model has been elaborated and inspired in the OSI, this model provides a framework for linking customers and suppliers, indicates a sequence to be followed, in order to selecte companies to become suppliers. The process model has been implemented by means of process modeling according to the BPMN standard and, in turn, implemented as a web-based application that runs the process through its several steps, which uses forms to gather data. An application example in the context of the oil and gas industry is used for demonstrating the solution concept.

An��lise de aspectos sociocient��ficos em quest��es de qu��mica do Enem: subs��dio para a elabora����o de material did��tico para a formação cidad��

Acompanha: Manual did��tico: o emprego de aspectos sociocient��ficos no ensino de qu��mica