Polimorfismos do gene MSX1 e a fenda labio e/ou palatina não-sindrômica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Efeitos de um extrato aquoso de porangaba (Cordia salicifolia) na marcação de constituintes sanguíneos com tecnécio-99m e na morfologia de hemácias

Effects of a Cordia salicifolia (porangaba) extract on the labeling of blood cells (BCs) with technetium-99m ((99m)Tc) and on the morphology of red BCs were evaluated. Labeling of cellular and molecular structures with (99m)Tc depends on a reducing agent. Some physical characteristics, as visible absorbance spectrum, electric conductivity, and refractive index of this porangaba extract, were also determined. Blood samples from Wistar rats were incubated with porangaba extract or with 0.9% NaCl (control). Labeling of blood constituents with (99m)Tc was performed. Plasma (P) and BCs, both soluble (SF-P and SF-BC) and insoluble (IF-P and IF-BC) fractions, were separated. The radioactivity in each fraction was counted, and the percentage of radioactivity incorporated (%ATI) was calculated. Blood smears were prepared, fixed, and stained, and the morphology of the red BCs was evaluated. Data showed an absorbance peak at 480 nm and electric conductibility and refractive index concentration-dependent. Porangaba extract decreased significantly (P < .05) the BC, IF-P, and IF-BC %ATI, and no modifications were verified on the shape of red BCs. Analysis of the results reveals that some physical parameters could be useful to aid in characterizing the extract studied. Moreover, it is possible that chemical compounds of this extract could have chelating/redox actions or be capable of binding to plasma and/or cellular proteins

Um modelo analítico da qualidade da dieta de adolescentes estudantes da rede publica de ensino de Natal, Brasil

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Ensaio clínico randomizado sobre a prática da atenção farmacêutica nas farmácias comunitárias

Introdução: A criação de programas de equipe multiprofissional de saúde desponta como uma alternativa eficiente para controlar a evolução dos pacientes portadores de diabetes, e a inserção do farmacêutico em tais programas tem contribuído para melhorar o acompanhamento desses pacientes. Objetivo: Avaliar o impacto da intervenção do farmacêutico no acompanhamento dos pacientes diabéticos tipo 2, em farmácias comunitárias. Métodos: Ensaio clínico randomizado, uni-cego envolvendo 100 pacientes diabéticos tipo 2 de ambos os gêneros, usuários de farmácia comunitária, com idade igual ou superior a 30 anos, em uso de hipoglicemiantes orais com adição ou não de insulina e foram acompanhados por 6 meses. Os pacientes do grupo controle receberam o tratamento habitual existente em qualquer farmácia, e os de intervenção receberam o acompanhamento do farmacêutico incluindo intervenções aos problemas relacionados aos medicamentos. Os desfechos primários avaliados foram os valores da hemoglobina glicada (HbA1c), glicose basal e um questionário de qualidade de vida validado denominado de Diabetes Quality of Life Measure (DQOL) - Brasil; e como desfechos secundários as dosagens dos triglicérides, colesterol total, (HDL) colesterol, (LDL) colesterol, tensão arterial e a satisfação do usuário com o serviço prestado. Essa pesquisa contou com a colaboração de vários profissionais das diferentes áreas do conhecimento a seguir nominados: médico, farmacêutico bioquímico, enfermeiro, nutricionista e estatístico. Resultados: Finalizaram o estudo 89 pacientes. Durante o acompanhamento 95,7% (45/47) dos pacientes no grupo intervenção apresentaram problemas relacionados aos medicamentos (PRM), perfazendo um total de 141, com uma média de 3 eventos por paciente, ocorrendo uma resolutividade de 61,7% (87/141). A categoria que mais apresentou PRM foi a de efetividade com 34,1% (48/141) e a classe farmacológica mais utilizada foi a dos hipoglicemiantes orais com 35% (49/141). As variáveis de desfechos primários como hemoglobina glicada (HbA1c) e a glicose basal não apresentaram valores estatisticamente significantes quando comparadas o final com o inicial do acompanhamento nos grupos intervenção e controle considerando um p<0,05, mas o questionário de qualidade de vida DQOL Brasil apresentou resultados estatisticamente significante com um p=0,000. Os desfechos secundários, com exceção da satisfação do usuário, não apresentaram valores xi estatisticamente significantes quando comparados o final com o início do acompanhamento nos grupos de intervenção e controle. Conclusão: Os resultados indicam que as modificações das variáveis clínicas não apresentaram valores significativos no controle da enfermidade e comorbidades, enquanto que na avaliação da qualidade de vida os pacientes afirmaram que melhoraram; portanto, pode-se postular que a intervenção farmacêutica é uma atividade necessária, mas que a prática do Pharmaceutical Care trará benefícios com sustentabilidade para os pacientes se houver uma efetiva integração do farmacêutico numa equipe multiprofissional de saúde, o que está indisponível nas Farmácias Comunitárias

Estudo epidemiológico das parasitoses oculares na população de escolares da cidade de Natal-RN, Brasil

The objective of this study is to estimate the prevalence of Ocular Toxocariasis, Diffuse Unilateral Subacute Neuroretinitis (DUSN), Toxoplasma gondii infection and Ocular Toxoplasmosis in a student population in Natal-RN/Brazil and relate it to demographic, epidemiologic and socio-economic risk factors. The incidence of DUSN was observed in patients at the Federal University of Rio Grande do Norte Ophthalmology Service and the Prontoclinica de Olhos Ophthalmology clinic in Natal. In cases where a worm was found in the subretinal space, the result of treatment with photocoagulation using Green Laser (Eye Light ALCON) was evaluated in relation to final visual result. The sample was randomly selected among the schools of the four districts of Natal, according to the type of institution (public or private), its level (elementary or secondary), and study period (morning, afternoon or evening). The school population was studied from March to May, 2001. Initially, the students answered a questionnaire to evaluate demographic, epidemiologic and socio-economic risk factors. Afterwards, the following procedures were carried out: blood samples were taken for Toxoplasmosis (IgG, IgM) serology, hemogram, ophthalmological examination, consisting of clinical history, measurement of visual acuity, refraction under cycloplegia, biomicroscopy of the anterior segment and annexa, funduscopy and examination of extrinsic motility. The prevalence of Toxocariasis was 0.2% or 2 per one thousand students. The sample was insufficient to estimate the prevalence of DUSN. Seventy patients with DUSN diagnosis were examined from January, 2001 to January, 2003. A live worm was found in the subretinal space of all four patients in the acute phase, and these were treated with laser photocoagulation. After follow-up (average = 11.5 months), visual acuity improved in three eyes and remained unaltered in one eye. Worms were found in 22 of the 66 patients in the chronic phase, and these also were treated with laser photocoagulation. After a follow-up period of 13.1 months, on average, visual acuity improved in two of the patients, remained unchanged in 19 and worsened in one. The comparison of visual result before and after treatment was not statistically significant (p = 0.302). The diagnosis of DUSN in the acute phase, followed by prompt localization and destruction of the worm by photocoagulation, can improve the patient s vision. However, destruction of the worm by laser photocoagulation in eyes with DUSN in the chronic phase does not improve visual acuity. Seroprevalence for IgG was 46% (Confidence Interval CI 95%-42.9-49.2%) and for IgM it was 1.4% (CI 95% = 0.8-2.4%). The prevalence of ocular lesion was 1.15% (CI 95% = 0.6 - 2.0%). Socio-economic conditions were determinants in the prevalence of Systemic and Ocular Toxoplasmosis in the bivaried analysis and confirmed in the multivaried analysis (mother s scholarity illiterate/ OR = 2.9 and p < 0.001). The T. gondii infection prevalence, although high, was less than that found in studies performed in the South and Southeast of Brazil and that of Ocular Toxoplasmosis was completely discrepant, varying from 5 to 17 times less. Although important epidemiological variables such as owning a cat, drinking unfiltered water, and coming into contact with rivers or lakes showed an association in the preliminary analysis, they lost their influence when included in the logistic model. Future studies are scheduled to begin in March, 2004, in collaboration with other Brazilian and American universities in an attempt to discover the reason for these findings, as well as identifying the different strains of Toxoplasma gondii, and studying the sources of water utilized by the population of Natal Brazil

Vivências da violência intrafamiliar : o simbolismo dos desenhos infantis

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Reelaborando conceitos e ressignificando a prática na educação infantil

In this research we described the path of thirty one teachers involved with elementary school, amog which we included ourselves, looking for professional formation that allowed us to understand the function of educating childen. In this sense, this group of teachers begins a process of intentional, systematic and voluntary reflection, in an attempt to give new meanings to daily concepts of life and work, and linking them to their socialpractices. Having as reference the theoretical and methodological principles of socio-historical approach and collaborative research, the Group of Studies: The Dialogue Reflection as Re-meaning of Pedagogical Practice: a continuous education proposal, motivated by the willing and the necessity of re- elaborate knowledge about collaboration, reflection, infant education, playing and development which meets the new and goes the inverse way revisiting concepts and conception already consolidated, confronting and re-meaning them enlightened by one s own effort and the collaboration of pairs, mediated by Cycles of Reflexive Studies and Inter/intrapersonal Sessions. We can affirm that these tools helped the process of reflexivity put into practice by participants, which most important consequence was the theoretical re-meaning and practice in the ambit of infant education. During this investigation, we could see some theoretical and practice presuppositions which permitted to attribute to the exercise of reflexivity in collaboration the means into which the involved people could rescue the actions taken, justified their choices, confronted their theoretical options with their peers and with the systematized knowledge would question their certainties and rebuild in intra-psychological level, the knowledge elaborated socially. To this group which main activity is the docent profession, the personal and professional development constitutes the objective in which actions were articulated and operations which made learning possible as well as professional development

O aluno surdo em classe regular: concepções e práticas dos professores

Le texte se rapporte à une recherche sur les conceptions d enseignants concernant l inclusion scolaire d élèves sourds , et leurs ralations avec les pratiques qu ils développent dans les classe régulières. Elle a été conduite dans une école publique régulière appartenant à la commune de Assu RN, et dont le choix méthodologique a été une approche qualitative, du genre ethnographyque. La construction des données devient d un processus d observation, de l application d entretiens demi-structurés et de l analyse de documents, ayant pour sujets quatre enseignants des années initiales de l enseignement fondamental. L apport théorique de base a été la théorie socio-culturelle proposée par Vygotsky (2003 ; 2005), censée traduire la compréhension de l homme dans sa dimension historique et culturelle, et mettre en évidence l interaction sociale en tant que condition pour le développement des individus. Les données font connaître que les enseignants sujets de la recherche sont favorables à l inclusion scolaire des élèves sourds dans les classes régulières, néanmoins soulignent le besoin d un changement à l école pour que l inclusion devienne une réalité. Les enseignants sont d avis que l apprentissage des élèves sourds se fait d une façon qui met trop de temps, moyennant l utilisation de recours spécifiques, tels que l usage du langage des signes (Libras). Ils signalent les difficultés qu ils doivent faire face quand il s agit de travailler pédagogiquement avec ces élèves dans le quotidien, telles que : manque d un travail collectif à l école ; besoin d une formation spécialisée ; démonstration de sentiments de peur, ou préjugés de la part de quelques uns du personnel de l école , tout celà interférant directement dans leurs attitudes et leurs actions faces aux élèves ; manque d appui des instances administratives de l école ; absence de politiques consistentes pour guider l éducation sous un regard inclusif. Quant aux pratiques pédagogiques développées à l école, la recherche laisse voir que, par rapport à la présence des élèves sourds, très peu d adaptations y ont été introduites, d où se dégage que la planification des actions éducatives à l école se tourne, prioritairement, vers les élèves qui écoutent, c est-à-dire, vers un groupe apparemment homogène. On a constaté, en plus, qu il n existe pas à l école aucun professionnel habilité pour l établissement d un processus de communication avec les élèves sourds. Malgré ces difficultés, les enseignants avouent, quand même, que travailler avec ces élèves rapporte toujours des bénéfices, tels que la collaboration et le respect mutuels chez les élèves, l acquisition de nouveaux savoirs et l amélioration de la pratique pédagogique des enseignants

A Livre expressão na alfabetização de jovens e adultos: vivências em salas de aula

Cette étude a été faite à partir d une expérience d alphabétisation chez des jeunes et des adultes dans deux groupes du "Projet Réduction de l analphabétisme" realisé par l Université Fédérale du Rio Grande do Norte, le bureau du Ministere de l Éducation et la Préfecture Municipale de Natal-RN. Nous avons choisi la méthode qualitative de recherche, en utilisant l observation de la dynamique en salle de classe, considérant les acteurs sociaux comme étant le sujet actif du processus historique, culturel et politique. Nous avons voulu colaborer dans ce theme en proposant un référenciel théorique et pratique, en visant le dynamisme de la salle de classe, à travers la vision de I alphabétisation centrée sur les utilisations sociales de la lecture et de l écrit; la conception dialogique de Paulo Freire, basée sur la propre culture de l élève et sur sa valorisation en tant que sujet actif de l apprentissage ; la proposition pédagogique de Célestin Freinet dans son aspect de la dynamisation de la salle de classe renforçant le principe de la libre expression, de la colaboration, de l activité et le respect du rytme individuel, pour le succes scolaire. Nous avons rappelé que Célestin Freinet e Paulo Freire ont contribué dans la conscientisation individuelle, sociale, culturelle, politique, de l éleve par le processus scolaire. Nous avons séparé l intérêt et la participation de celles qui alphabétisent et des élêves dans ce processus éducatif. Nous avons constaté tout au long du travail des changements dans la posture de celles qui alphabétisent, surpassant les pratiques centrées dans le formalisme, et le verbalisme fruits de l Éducation traditionnelle. A vançant dans le sens de l Abordage Constructiviste de la connaissance, garantissant un climat de sécurité, de dynamisme et de respect en salle de classe

Tear identitário:a prática docente em arte como conhecimento compartilhado

This investigative tissue is about the formation of identification processes of teachers and pedagogical practice of Art, in Teresina city. This search comprised the sum of the needs presented, agreed upon with the teachers engaged in the process, it was developed through the establishment of interactive environment Loom Team where collaboration and critical reflection were steering actions to promote the understanding of existing connections or relations within the processes of identifications and the pedagogical practice of Art. The tissue is formed by the polyphonic plot of the critical reflection of nine teachers of Art who engaged voluntarily and this investigation of formative nature and a production of knowledge. All these teachers have degree and the course of artistic education and especial qualification in Fine Arts and/or Drawing. The texture, which we denominated Identification Loom: The pedagogical practice of Art as share knowledge is (de) (re) construction of knowledge resulting from the critical reflection, in an environment of collaboration, which may have implications and ethical political attitudes in the pedagogical practice of the group. Within this context, we pose the following question: - How does the pedagogical practice in Art influence and/or be influenced by the identification processes of the teachers, and how do they interfere with the search and manifestation of the knowledge involved and the investment in professionalization? In view of this query, we make use of the cooperative investigation, having social history as theoretical reference and as analytic perspective of interactive and dialogical-reflexive processes. Thus, social historic theory, cooperative approach and pedagogical practice were the major components of the plot. The methodological texture counted on the threads of dialogical reflexion, of mediation and of collaboration. The conceptual formulation, the recording in videos of classes and the narratives of formations were the main threads of the analytic substrate of the investigation. With this articulation, theses threads appear as developers of processes leading to a major approximation of the thought on the identity/alterity dialectical pair of the participants involved. The language within this plot had a decisive importance in all the moments of the search of signification, embracing and connecting the identification/alterative processes, the pedagogical practice of Art and the knowledge shared. In such processes involving (de) (re) construction, one can notice a close correlation of the triad social identity, pedagogical practice and knowledge shared. For this reason, the vigotskian, guetmanovian and kopnian theoretizations were the major framework for the analysis of conceptual formulations; and, as for discourse analysis, Baktin and Orlandi were our masters. For these teachers, the experience shared throughout the process of this typology of tri-axial investigation focused the experience of many theoretical and practical assumptions. Such an experience enabled them to state that this, with collaboration, can make reflection on the practice a starting and promoting element, within the individual level of self-management, in addition to being a space of (de)(re)construction of meanings, of knowledge and of reinvention per se

A díade saberes e práticas docentes : um estudo de suas inter-relações

This study The Dyad of knowledge and teaching practices: an inter-relational study deals with the relationship between conceptual knowledge on behalf of the teachers and their teaching practices. The research aims to investigate the relations amongst conceptual meanings related to the professor and the practices of three (03) Fundamental Cycle public schools teachers in Natal-Brazil. Thus, a collaborative research of qualitative nature was performed by us. It was based on collaboration and critical reflection, as well as the socialhistorical theoretical methodological principles of Ferreira (2009). This was acknowledged as an analytical support for the reflections that were realized on concepts related to teachers and teaching considering the archeology on these concepts. The methodological procedures and tools we used consisted of Formative Autobiographies, Reflexive Study, Collaborative Observation, as well as some Reflexive Sessions. The analysis framework was based on information obtained by these methodological procedures as well as the critical collaborative and reflexive procedures. The studies permitted us to widen our knowledge related to the conceptual meaning of teaching and teachers. But it was not always possible for us to (re)elaborate these meanings in the conceptual phase. This was only possible to understand once our Formative Autobiographies were analyzed. They reveal that the concept elaboration process is not a part of our own formative path. The time that was dedicated to that proved to not be enough. The concept elaboration process demands time, effort as well as life-long learning skills. This is not always possible to achieve in this part of the study, on the other hand, this was possible to acknowledge that in the different stages of our conceptual elaboration. The teaching practices that we analyzed were predominantly heterogeneous and were fundamented on meanings of concepts related to teachers and teaching, that were internalized beforehand, (re)elaborated according to the conflicted and contradictory situations. The reflexive and collaborative process that we experimented during the Reflexive Sessions pointed out the predominance of technical and practical reflection process. In some moments it was possible for us to critically reflect on teaching practices due to the collaborative mode that we experienced. The importance of collaboration for teaching formation and professional development of behalf of teachers in general is pointed out by this research. Also regarding this research it was possible to see that there was personal and professional growth, experiencing learning together to collaborative reflect, as well as to counter-argument, reformulate concepts and conceptions aiming to transform our teaching practice

Estudos da relação entre fromaçãodocente e desenvolvimento do pensamento: redimensionando o olhares

Este trabajo trata de un estudio sobre la relación entre la formación continuada de los profesores y el desarrollo del pensamiento teórico. Es nuestro objetivo comprender la relación entre la formación profesional de los profesores de los años iniciales de la Enseñanza Primaria y el desarrollo de su pensamiento. En términos específicos pretendemos reconstruir los procesos formativos de las profesoras, identificando sus necesidades y los elementos que interfieren en su práctica pedagógica; diagnosticar la fase del desenvolvimiento del pensamiento y dar inicio al proceso formativo de desenvolvimiento del pensamiento; además de analizar la conexión entre ese proceso y la elaboración conceptual, tomando como referencia el concepto de pensamiento. La referencia empírica se constituye de profesoras de la Escuela Municipal Professor Arnaldo Monteiro Natal/RN, que actúan en los grados iniciales de la Enseñanza Primaria y da Educación Infantil. Para desencadenar el proceso investigativo utilizamos como referencial teórico el materialismo histórico-dialéctico como método para análisis de los fenómenos, por entender que a través de esa lógica es que podremos buscar los elementos que nos darán sustentación a una mediación pedagógica que puede posibilitar mayor eficacia en la comprensión de los fenómenos. Recorreremos a pesquisa colaborativa, una vez que es nuestra intención desenvolver una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas que la práctica pedagógica nos impone. La investigación colaborativa posibilita al sujeto partícipe reflexionar, ser investigador y co-constructor da su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiésemos alcanzar los resultados deseados, como Reuniones, Sondeado Diagnóstica, Ciclos de Estudios Reflexivos, Sesiones Reflexivas y la Autobiografía de Formación. Ni todas las profesoras están en el nivel de elaboración conceptual, en función del proceso vivido a lo largo de nuestras vidas, aún así, toda a trayectoria de la pesquisa posibilitó la descubierta de aspectos significativa sobre nuestro objeto de investigación. Para hacer el análisis de ese proceso nos utilizamos de las teorías de Vigotski, Guetmanova, Kopnin, Rubinstein. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva mirada del profesor sobre su proceso de formación, el desenvolvimiento de su pensamiento y la acción desarrollada con su alumno. No fue posible verificar, en la práctica, los resultados de nuestro trabajo, ya que, ese no era nuestro objetivo, mas nuestras fallas presentan mudanzas teóricas significativas. Entretanto, resaltamos que las conclusiones a que llegamos están lejos que se acaben , una vez que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas pesquisas, de nuevos conocimientos

É preciso estar atento: um estudo da relação entre desenvolvimento da atenção e aprendizagem

Se discute en este estudio la relación entre o desarrollo de la atención y el aprendizaje de la lengua escrita realizada con los alumnos del 5º grado de la Enseñanza Primaria, compuesta de 25 alumnos, con la edad entre 9 e 13 años, de la Escola Municipal Professor Arnaldo Monteiro Natal/RN. Para el desarrollo de este proceso investigativo, utilizamos como aporte teórico el materialismo histórico-dialéctico, pues ese método posibilita el análisis de los fenómenos y, a través de esa lógica, se revelan los elementos que dieron sustentación a la mediación pedagógica y comprensión de los fenómenos con mayor eficacia. También fueron usados los estudios de Vigotski (1991), Rubinstein (1973), Ferreira (2003), Ibiapina (2007), y otros que convergen con ese posicionamiento. Se adoptó la pesquisa colaborativa que supone la construcción de un objeto del conocimiento entre investigador y profesor y también asocia al mismo tiempo actividades de producción del conocimiento y de desenvolvimiento profesional, proponiéndose una mediación entre comunidad de investigadores y comunidad de profesores. Utilizamos como elementos metodológicos el diagnóstico de la atención, el diagnóstico de la producción escrita del texto narrativo, siguiendo las etapas elaboradas por Infante (1998), los diarios reflexivos, el planeamiento y las sesiones reflexivas (con alumnos y con los pares). Para análisis del desarrollo de la atención, utilizamos las categorías definidas por Luria (1991): volumen de la atención, estabilidad de la atención, oscilación de la atención. El análisis de la producción textual tuve como parámetros las categorías de cohesión y coherencia (COSTA VAL, 1999). Para esto, se reflexionó con ellos sobre la importancia del desenvolvimiento de la atención para aprendizajes más efectivas. Propusimos situaciones de aprendizajes que posibiliten el desarrollo de la atención de esos alumnos y el dominio de la producción textual; y se analizaron las interrelaciones entre desenvolvimiento de la atención y la producción de textos narrativos. Los resultados presentados en los textos permiten afirmar que es notoria la relación entre la atención y el aprendizaje de la escritura. Vale resaltar que la reflexión no puede tener un fin en si mismo o entonces ser usada apenas para justificar una acción, mas debe tener como objetivo mejorar la enseñaza y tornar los profesores más conscientes y, por lo tanto, más capacitados para ejercer su profesión

O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a prática docente

This paper aims to investigate the formative needs of Elementary School Arts teachers at municipal public schools in Natal, Rio Grande do Norte, working in the initial grades. The research was developed using the qualitative approach and the investigation can be classified as an action research-inspired collaborative, distinguished by mutual collaboration among all participants, as well as a reflection upon their practice. Conducted with four Arts teachers of Municipal Education de Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing the teachers' formation and encouraging a group reflection about their academic and professional path. Their motivation towards teaching was also discussed, as well as the way their progress as Arts teachers and the contributions and limits of college education, also including experiential knowledge as a possibility of formation. The main formative needs suggested by the research were knowledge on child development and child learning, and the need of an Arts curriculum proposal for the initial grades of Elementary School. From those data, a reflexive context was built with the participant teachers to give a new meaning to Arts teaching practice in the first years of Elementary School. Finally, it was shown that the Arts teacher formation must be broad and involve not only specific knowledge on Arts, but also knowledge about childhood. It was also clearly shown that a curriculum review in education undergraduate courses must be considered, besides the offering of a continual formation to teachers already giving classes. Concerning the Arts curriculum proposal, it should be done based on a work joining officials of Municipal Education, research and formation institutions and teachers working in the first years of Elementary School. Finally, the work highlights the Arts are essential in all levels of Elementary School, since its first years, and it must be taught and learnt since childhood

Pensando e agindo: estudo da relação entre o dsenvolvimento do pensamento e prática pedagógica

Este trabajo, intitulado pensando y actuando: estudio da le relación entre el desarrollo del pensamiento y la práctica pedagógica del profesor, tiene como objetivo investigar la relación entre el desarrollo del pensamiento teórico y la práctica pedagógica de una profesora de la educación pre primaria que actúa en una escuela pública de Natal / RN, con niños de edades variables de cuatro a cinco años. En términos específicos, pretendemos propiciar la continuidad de un proceso de formación que le permita elaborar el significado de los conceptos que componen los conocimientos curriculares, específicamente, el concepto de familia; tener el dominio de los procesos y procedimientos lógicos inherentes al desarrollo del pensamiento y la formación del concepto; mediar de forma consciente y planeada las etapas necesarias para que se efectiven los procesos de elaboración conceptual propicios al desarrollo del pensamiento. Para desencadenar el proceso investigativo, utilizamos los principios del materialismo histórico-dialéctico mientras que para el método de análisis, porque comprendemos que, a través de esta lógica, es que podremos buscar los elementos que darán sustentación a una mediación pedagógica que permita mayor eficacia en la comprensión de los fenómenos. Recurriremos a la investigación colaborativa, una vez que era nuestra intención desarrollar una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas de la práctica pedagógica. La investigación colaborativa posibilita al sujeto participante reflexionar, ser investigador, coadjutor-constructor de su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiéramos alcanzar los resultados deseados, como Reuniones, Planeamientos, Ciclos de Estudios Reflexivos, Observación Colaborativa, y Sesiones Reflexivas. Utilizamos la metodología conceptual de Ferreira (2009) como soporte para el análisis del concepto de familia elaborado. Para hacer el análisis de ese proceso nos utilizamos de las teorizaciones de Vigotski (2009, 1998), Rubinstein (, Liublinskaia, Ferreira, Freire, entre otros. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva visión del profesor sobre su práctica pedagógica y el desarrollo del pensamiento de su alumno. Los resultados obtenidos nos muestran que este fue un trabajo bien sucedido en el sentido de que percibimos una relación estrecha entre lo que la profesora realizó y los aprendizajes adquiridos por los alumnos. El sentido que la participante da a su hacer posibilitó la abertura de caminos para el desarrollo del pensamiento, a partir del trabajo con la metodología conceptual, revelando la conciencia del significado de su acción, y dialogando con las necesidades del alumno y trabajando las. Destacamos la importancia de la colaboración y del proceso reflexivo para la formación y la práctica del profesional profesor y los aprendizajes adquiridos con relación al reflexionar crítico y colaborativamente, en la argumentación y en la reformulación de nuestras ideas. Afirmamos que lo que realizamos es apenas el comienzo de nuevos caminos que surgirán por la necesidad que tenemos de busca, de descubiertas, y por las ganas de desarrollar acciones productivas, propicias de condiciones para la expansión de la formación profesional y de la práctica pedagógica del profesor. Las conclusiones a que llegamos están lejos de que se acaben, ya que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas investigaciones, de nuevos conocimientos