Possibilidades de atuação para o licenciado em Psicologia nas Etecs

Este artigo apresenta um levantamento do campo de atuação possível para o licenciado em Psicologia nas escolas técnicas estaduais de São Paulo (Etecs), buscando evidenciar a existência desse campo e provocar o debate sobre ele. Iniciamos o texto historicizando e contextualizando o ensino de Psicologia na educação profissional de nível médio. Posteriormente, apresentamos o processo de construção dos dados, que consistiu em levantamento e organização de informações disponíveis em sítios oficiais do Centro Paula Souza, identificando em quais disciplinas e cursos o licenciado em Psicologia pode ministrar aulas nas Etecs, bem como quão representativos são esses cursos na rede de ensino técnica pública estadual. Os resultados apontam um amplo campo possível de atuação para o licenciado em Psicologia, como em cursos técnicos de Administração, Marketing e Segurança do Trabalho, e sua ausência nos cursos técnicos de Enfermagem, e incitam ainda questões sobre os objetivos e as contribuições dos conhecimentos psicológicos abordados nas Etecs e sobre os fatores que determinam sua presença nesse contexto. Os resultados destacam também a necessidade de os profissionais da Psicologia fomentarem discussões quanto à licenciatura em Psicologia no sentido de avaliar as contribuições que o ensino da área pode trazer ao ensino médio profissional.

Modelling Mathematical Reasoning in Physics Education

Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

Challenges for nursing education in Angola: the perception of nurse leaders affiliated with professional education institutions

Background: Angola is one of the African countries with the highest morbidity and mortality rates and a devastating lack of human resources for health, including nursing. The World Health Organization stimulates and takes technical cooperation initiatives for human resource education and training in health and education, with a view to the development of countries in the region. The aim in this study was to identify how nurses affiliated with nursing education institutions perceive the challenges nursing education is facing in Angola. Methods: After consulting the National Directory of Human Resources in Angola, the nurse leaders affiliated with professional nursing education institutions in Angola were invited to participate in the study by email. Data were collected in February 2009 through the focus group technique. The group of participants was focused on the central question: what are the challenges faced for nursing education in your country? To register and understand the information, besides the use of a recorder, the reporters elaborated an interpretative report. Data were coded using content analysis. Results: Fourteen nurses participated in the meeting, most of whom were affiliated with technical nursing education institutions. It was verified that the nurse leaders at technical and higher nursing education institutions in Angola face many challenges, mainly related to the lack of infrastructure, absence of trained human resources, bureaucratic problems to regularize the schools and lack of material resources. On the opposite, the solutions they present are predominantly centered on the valuation of nursing professionals, which implies cultural and attitude changes. Conclusions: Public health education policies need to be established in Angola, including action guidelines that permit effective nursing activities. Professional education institutions need further regularizations and nurses need to be acknowledged as key elements for the qualitative enhancement of health services in the country.