A relação professor-aluno em medicina - um estudo sobre o encontro pedagógico

A formação humanística do aluno de Medicina é um importante objetivo educacional nas escolas médicas. Parte dessa formação se dá por meio de disciplinas da área das Humanidades, mas grande parte ocorre pelo aprendizado no ambiente cultural e nas relações interpessoais dentro da escola médica, em especial a relação professor-aluno. Com o objetivo de estudar a relação professor-aluno em uma escola médica padrão no Estado de São Paulo, desenhou-se este estudo de caso. Por meio de observação etnográfica e entrevistas em profundidade, obtivemos dados que foram analisados pelo método hermenêutico dentro de categorias analíticas construídas com base no referencial teórico da pesquisa e nos achados empíricos referentes aos tipos de relação pedagógica observados nessa escola. Descrevemos e interpretamos três tipos de relação dessa natureza, baseados na onipotência do professor, na construção de vínculo e na desqualificação do aluno. Em cada um deles, um modo predominante de comportamento estaria sendo ensinado de modo informal, aproximando ou afastando o ensino da ética e da competência relacional. Conclui-se que as relações professor-aluno na escola médica precisam ser alvo de estudo e atenção, assim como a clara definição de um padrão ético institucional para todos, para que se possa alcançar o objetivo de uma formação humanística em Medicina.

Probabilistic patterns of interaction: the effects of link-strength variability on food web structure

Patterns of species interactions affect the dynamics of food webs. An important component of species interactions that is rarely considered with respect to food webs is the strengths of interactions, which may affect both structure and dynamics. In natural systems, these strengths are variable, and can be quantified as probability distributions. We examined how variation in strengths of interactions can be described hierarchically, and how this variation impacts the structure of species interactions in predator-prey networks, both of which are important components of ecological food webs. The stable isotope ratios of predator and prey species may be particularly useful for quantifying this variability, and we show how these data can be used to build probabilistic predator-prey networks. Moreover, the distribution of variation in strengths among interactions can be estimated from a limited number of observations. This distribution informs network structure, especially the key role of dietary specialization, which may be useful for predicting structural properties in systems that are difficult to observe. Finally, using three mammalian predator-prey networks ( two African and one Canadian) quantified from stable isotope data, we show that exclusion of link-strength variability results in biased estimates of nestedness and modularity within food webs, whereas the inclusion of body size constraints only marginally increases the predictive accuracy of the isotope-based network. We find that modularity is the consequence of strong link-strengths in both African systems, while nestedness is not significantly present in any of the three predator-prey networks.

Hands-on experiments in the Practicum: repositioning student teachers' autonomy.

Following a worldwide trend, the Initial Teacher Education (ITE) Programmes in Brazil are recently searching for ways of integrating practice into curriculum. It raises question about what practice must be integrated and how. Notably, university-based courses are disconnected from school and have low commitment with school issues (Zeichner, 2009).The student teacher induction into school daily life is not an easy task, mainly when the practitioners are transforming physics classroom practice toward an active learning. Drawing on cultural-historical framework (Wolff-Michael Roth & Lee, 2007; Vygotsky, 1978) this study addresses the articulation between Practicum in Physics Classes and the Hands-on Experiments (HoE) used throughout the Practicum. Although in a different level, both Practicum and HoE are linked with an idea of practice. Particularly, this study focuses on how HoE might foster student teachers' autonomy and agency in the Practicum. Data was gathered in the course Practice of Physics Teaching at University of São Paulo/Brazil in 2010; in a cohort of 60 student teachers doing a year-long Practicum in urban school in São Paulo city. Data was analysed using qualitative research methods (Roth, 2005), based on 14 interviews and video records of the student teacher preparing the HoE for Practicum we will present in general lines the role of HoE for student teacher autonomy.