Polissacarídeos sulfatados da Alga Marrom Dictyopteris justii como agentes antioxidantes e inibidores da formação de cristais de oxalato de cálcio

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Efeitos da dieta hipoprotéica na formação e composição de estruturas dentárias. Estudo Experimental em ratos wistar

Protein and caloric malnutrition has been considered one of the most concerned endemic diseases in Brazil and in the world. It has been known that depletion or reduction of proteins as far as meals are concerned can steer irreversible damages upon several organic systems. This study had as aim evaluate the effects the low-protein diet had over the formation and composition of the teeth components. 18 females and 6 males were used for the experiment. 12 from the 18 females had undertaken the low-protein diet (DH) for 03 weeks and the other 6, which remained, and those males had undertaken a controlled diet (DC) for the same period. All animals had the diets during their mating, pregnancy and lactation cycle. As soon as the offsprings had been born, 10 young males and females of each group faced a disease hood analysis to check the teeth germs of their lower fore teeth. The rest of the group had their lactation cycle normally 60 days. Then they were put to death and had their lower fore teeth removed both to be analyzed through a scanning electronic microscopy (SEM) of the structure alterations and to have their calcium checked by an atomic absorption of the phosphorus vanadate-molibdate method and by other minerals EDX method. The animals livers were removed to have their hepatic proteins analyzed as well. The histopatologic study showed that at first day of birth, all animals had their lower fore teeth come out. It was verified that 90% of the animals teeth were in an apposition and calcification period and it was possible to observe the dentin formation from 60% of the 90% already mentioned. Through the SEM method it could be realized that 90% of the animals of the DH group had their lower fore teeth easily broken and no definite shape. In this same group itself, it was also observed long micro fissures 369,66 nm ± 3,45 while the DC group had fissures of 174 nm ± 5,72. Now regarding the calcium and phosphorus concentration, it could be noticed that there was a great reduction of these components and other minerals in the DH group. Almost all minerals, except for the Cl and K, presented higher levels in the DC group enamel.The reduction of the protein input greatly influenced the offsprings´ weight and height. However the hepatic proteins had no important difference between the groups what can make one believe that those animals suffered from protein malnutrition of marasmic kind

Influência das tensões tectônicas na permeabilidade da formação Açu - Bacia Potiguar

The behavior of the fluid flux in oil fields is influenced by different factors and it has a big impact on the recovery of hydrocarbons. There is a need of evaluating and adapting the actual technology to the worldwide reservoirs reality, not only on the exploration (reservoir discovers) but also on the development of those that were already discovered, however not yet produced. The in situ combustion (ISC) is a suitable technique for these recovery of hydrocarbons, although it remains complex to be implemented. The main objective of this research was to study the application of the ISC as an advanced oil recovery technique through a parametric analysis of the process using vertical wells within a semi synthetic reservoir that had the characteristics from the brazilian northwest, in order to determine which of those parameters could influence the process, verifying the technical and economical viability of the method on the oil industry. For that analysis, a commercial reservoir simulation program for thermal processes was used, called steam thermal and advanced processes reservoir simulator (STARS) from the computer modeling group (CMG). This study aims, through the numerical analysis, find results that help improve mainly the interpretation and comprehension of the main problems related to the ISC method, which are not yet dominated. From the results obtained, it was proved that the mediation promoted by the thermal process ISC over the oil recovery is very important, with rates and cumulated production positively influenced by the method application. It was seen that the application of the method improves the oil mobility as a function of the heating when the combustion front forms inside the reservoir. Among all the analyzed parameters, the activation energy presented the bigger influence, it means, the lower the activation energy the bigger the fraction of recovered oil, as a function of the chemical reactions speed rise. It was also verified that the higher the enthalpy of the reaction, the bigger the fraction of recovered oil, due to a bigger amount of released energy inside the system, helping the ISC. The reservoir parameters: porosity and permeability showed to have lower influence on the ISC. Among the operational parameters that were analyzed, the injection rate was the one that showed a stronger influence on the ISC method, because, the higher the value of the injection rate, the higher was the result obtained, mainly due to maintaining the combustion front. In connection with the oxygen concentration, an increase of the percentage of this parameter translates into a higher fraction of recovered oil, because the quantity of fuel, helping the advance and the maintenance of the combustion front for a longer period of time. About the economic analysis, the ISC method showed to be economically feasible when evaluated through the net present value (NPV), considering the injection rates: the higher the injection rate, the higher the financial incomes of the final project

A Humanização e a Formação Médica na Perspectiva dos Estudantes de Medicina da Universidade Federal do Rio Grande do Norte

The aim of this study is to understand the perception of medical students at the Federal University of Rio Grande do Norte (UFRN) about humanization in the context of their medical formation, using a qualitative approach. The focus group and participant observation techniques were used, involving a multidisciplinary team composed of professionals from the areas of anthropology and psychology, as well as professors from the medical course, who studied two groups of nine students in their final year. The data were analyzed using the categorical thematic content analysis technique, from which emerged three categories: student/patient relationship, teaching/learning and student/professor relationship. The first allows us to identify that student-patient contact is an essential experience for adopting a more humanized view of the disease process. The second category shows that unqualified professors in the pedagogic practices inherent to the teaching profession and the theory the practical dichotomy hinder the autonomous and holistic formation of knowledge. Similarly, the lack of practices outside the academic environment and the absence of multiprofessional stimulation interfere in the construction of an integral view of the individual. From the third category, the student/professor relationship, emerge two opposing subcategories (professor model and assymetric relationships), which reflect the importance of the professor`s ethical humanist position, as opposed to an authoritarian attitude, to form the professional attitude of the student. The results point important aspects of the medical formation that may open a discussion about humanization, in the context of new national curricular guidelines

Risco de contagio pela HIV e as medidas de biossegurança: Significados atribuídos no kcontexto da formação do profisional de saúde

Estudo com abordagem qualititativa, teve como objetivo geral, analisar as representações sociais sobre o risco de contágio do HIV construídas por estudantes universitários portugueses da área de saúde, apontando-se aspectos psicossociais à adoção das medidas de biossegurança. A coleta de dados foi realizada no período de fevereiro a junho de 2007, com a participação total de 486 estudantes da área de saúde de instituições de ensino superior, em Lisboa (Portugal), distribuídos em 248 de Medicina, 168 de Enfermagem e 70 de Medicina Dentária. Os estudantes concordaram em participar da primeira etapa da coleta de dados, constituída por um Teste de Associação Livre de Palavras com seis temas indutores de respostas e um questionário. Na segunda etapa, caracterizada por uma entrevista semi-estruturada , participaram 60 estudantes, sendo 20 de Medicina, 24 de Enfermagem e 16 de Medicina Dentária. Os dados coletados foram processados pelos sofwares SPAD-T e ALCESTE e discutidos com suporte teórico da Teoria das Representações Sociais. Os resultados revelam representações sociais atribuídas ao HIV e aids através das palavras: vírus, incurável, medo, toxicodependencia, discriminação, sofrimento e morte. Ao pensar no cuidado para o paciente, os estudantes assinala para um fazer com dificuldade e inexperiência, que gera nervosismo e medo. Em relação ao risco de contágio do HIV, os participantes associam a proteção, medo e sangue, atribuíndo sentidos as medidas de biossegurança pela proteção com luvas e preservativo, influenciado principalmente por ser uma doença incurável e que causa sofrimento e discriminação. As conclusões revelam que as representações sociais atribuídas a aids e ao risco de contágio do HIV fortalece a proteção e o cuidado para uso de medidas de biossegurança. A compreensão desses significados no processo ensino-aprendizagem devem ser assumidos como instrumento norteador para a formação do profissional da saúde pelas instituições responsáveis

O parto dos caminhos: Formação dos Sindicatos Rurais no Rio Grande do Norte (1960 - 1964)

The present work treats the movements dedicated to reinvidication per land and social rights for the field works, among 1960 and 1964. Trying to understand this question in the Rio Grande do Norte it is necessary to consider the connection between the catholic church and the rural syndicates besides the influence of the Brazilian communist party, and still other social movements and the state. The structures politics local, national and international, had considerable importance to the organization rural potiguares workers. The rural potiguares syndicate appear in 1961 - after a hard organization work starting of the Service of Rural Assistance - and expand itself through state until the middle of 1962. Soon the first big conflicts an important manifestation are perceive, indirectly referring to a increasing movement's performance. The Favoring Progresses chains co quested a biggest influence in the politics destiny of the Rio Grande do Norte, in front of integration among syndicates, educational projects, and favoring progress's politics. But the military coup hired that the hope overflow the field

Educação para a cidadania e ensino superior

El presente trabajo discute la Educación para la Ciudadanía en la Educación Superior, destacando los desafíos y las potencialidades de la Universidade do Estado do Rio Grande do Norte (UERN); que organiza su acción política y pedagógica conforme a las exigencias de la actual política educacional para este nivel de educación. Analiza la relación de ésta con la Educación Básica a partir del estudio del Proyecto Pedagógico del Curso de Ciencias Sociales discutiendo la educación para la ciudadanía y la formación ciudadana de los futuros profesores de la educación básica en consonancia con la LDB 9.394/96, con las Directrices Curriculares Nacionales para los cursos de Docencia y además para programas y políticas de orientación para la educación superior que resultaron de la conquistas de los movimientos sociales y que son propuestos por medio de las siguientes secretarías: Secretaria de Educação Continuada, Alfabetização e Diversidade (SECAD) y Secretaria de Educação Superior (SESu). La reflexión incluye el estudio de tales temáticas en el eje de temas emergentes que organizan el debate educacional, sobretodo en América Latina, y los desafíos de las universidades que actúan en el contexto de la periferia en la desconstrucción del dominio simbólico del colonialismo cultural y la construcción de la globalización alternativa y contra hegemónica a la globalización neoliberal. El estudio evidencia que la idea de ciudadanía en la sociabilización contemporánea presenta una ambigüedad política consecuente de los procesos de globalización creciente siendo necesario que la perspectiva de la educación para la ciudadanía adoptada en la formación de los profesionales de a educación sea re politizada a partir de la noción de ciudadanía colectiva y multicultural apoyada en los principios de democracia y justicia social, construida en las interfaces de la educación escolar y prácticas educativas en lo entorno social, y en los espacios políticos de organización y movilización colectiva en torno de las conquistas por los derechos civiles, sociales, políticos y culturales, y la inclusión de temas y valores emergentes en la educación que interligados e interdependientes, garanticen su efectividad

Narrativas de Formação de Professoras dos Anos Iniciais do Ensino Fundamental:Concepções e Construções de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

A contribuição de Diké na formação do Emílio ou o papel da jurisdição constitucional na concretização do direito social à educação

The fundamental social right to education has a lengthy constitutional argument, having been declared as a right to everyone in the Title dedicated to the fundamental rights and warrants and, later, scrutinized in the Social Order Chapter exclusively devoted to this theme, where specific rights are guaranteed and fundamental duties are imposed to family, society, and state. In that which concerns education, the 1988 Constitution is the result of a historical-normative process which, since the days of the Lusitanian Empire wavering between distinct levels of protection warrants in some way the educational process. Nevertheless, not even the State s oldest commitment to education has been fully achieved, namely, the annihilation of illiteracy. Even as other fundamental social rights, education is inflicted with the lack of effective political will to reach its fulfillment, and this is reflected in the production of doctrine and jurisprudence which reduce the efficacy of these rights. The objective of this work is to analyze what part is to be played by the constitutional jurisdiction in the reversal of this picture in regards to the fulfillment of the fundamental social right to education. Therefore it is indispensable to present a proper conception of constitutional jurisdiction its objectives, boundaries and procedures and that of the social rights in the Brazilian context so as to establish its relationship from the prism of the right to education. The main existing obstacles to the effective action of constitutional jurisdiction on the ground of social rights are identified and then proposals so as to overcome them are presented. The contemplative and constructive importance of education in the shaping of the individual as well as its instrumental relevance to the achievement of the democratic ideal through the means of the shaping of the citizen is taken into account. The historical context which leads to the current Brazilian educational system is analyzed, tracing the normative area and the essential content of the fundamental right to education aiming to delineate parameters for the adequate development of the constitutional jurisdiction in the field. This jurisdiction must be neither larger nor narrower than that which has been determined by the Constitution itself. Its activity has been in turns based on a demagogic rhetoric of those fundamental rights which present a doubtful applicability, or falling short of that which has been established showing an excessive reverence to the constituent powers. It is necessary to establish dogmatic parameters for a good action of this important tool of constitutional democracy, notably in regards to the fundamental social right to education, for the sake of its instrumental role in the achievement of the democratic ideals of liberty and equality

A atividade eólica e o desenvolvimento regional: perspectivas na formação do pólo eólico no Rio Grande do Norte

The object of this study involves the eolian energy and the scenario the training of wind pole in Rio Grande do Norte. The aim is to investigate how far the implementation of the potiguar eolian pole may represent a regional development policy with real change in the structure of the traditional local productive base. About the interaction between the public and private to development of the local eolian activity, the hypothesis is that there is no coordination between the sectors responsible for eolian activity in the state. The theoretical approach follows the developmental current and theory of growth poles, and methodology adopted is a search of exploratory and documentary, with analysis of relevant documents on the subject. As a result of the study it was found that owing to the fragility of the productive structure potiguar and imbalances produced by the concentration of capital in the Northeast, the eolian activity in the state, needs a greater state-owned intervention to ensure a basis of development based on the study and strengthening local productive chain

A cor ausente: um estudo sobre a presença do negro na formação de professores - Pará, 1970 1989

The subject of study of this work is the teacher spawning of the Instituto de Educação do Pará in the decades of 1970 and 1980. It aims the enablement offered by the institute concerning the racial issue. The thesis highlights the inferior condition to which the black student is relegated and the discrimination it suffers. Our argument is to affirm the omission of the curriculum and the reference resources as far as the racial issue is concerned. Before the singularity of the Brazilian case a country with a slavish background, with serious social unbalance problems, many of them resulting from the racial segregation implemented by that slavish system , this work claims that the preparation of the teachers for dealing with this issue is crucial, since the absence of this preparation leads to the reproduction of the prejudice inside the classroom. This thesis is based on the theory of Pierre Bourdieu on the notion of habitus and symbolic power

As relações entre os saberes pedagógicos do formador na formação docente

Las relaciones de saberlos pedagógicos en la formación de enseñanza, el dirigir de la tesis, si presentes como ocasión de reflejar en saber básico pedagógico el profesor práctico a él, en especial a la formación de profesores. Se considera que con éstos que saben, el profesor adquiere sensibilidad para desarrollar su elemento formativo práctico. Su función principal es favorecer a la relación teoría práctica usándose, para el, de la reflexión como ocasión de concreción de las direcciones. Actuando en diversos cursos de la formación de enseñanza, el nivel de la graduación y algunas instituciones, fue parecido con situaciónproblemas cuál si está instigado, para buscar cada tiempo más para entender porqué en esos diversos contextos prácticos el pedagógico si está configurado diferentemente. Con propósito para entender las direcciones de los formadores de los profesores en cuanto a las relaciones de saberlas pedagógicos en la formación de enseñanza, la investigación se convierte en un continente académico - tres instituciones públicas de educación superior que actúan en el estado del gran río del norte - UFRN, UERN e IFESP. Los participantes de la investigación, entrevistadas con, de 12 profesores-formadores de funcionamiento de los cursos de las matemáticas (licenciatura), de Pedagogía y de normal superior de estas instituciones. Metodología pauta desarrollada en la entrevista comprensiva, el subir de metodológica de la naturaleza cualitativa, básica para interpretar las direcciones y los valores para ser explicitados en el acuerdo los discursos entrevistados. Finalmente, se considera que los cuatro saber si explique para la interrelación que poseen. Para saber para saber si une con para saber para hacer para dar y concebir la idea para hacer. Para saberlos para hacer y para saber se ha sentido solamente habrá tenido con quién a la parte para saber para coexistir. Para saber para ser él será solamente significativo frente las lecciones de los otros para saber. El formador va a redimensionar, gradualmente y concienzudo, cada uno de éstos a saber con la educación. La dirección de aprender se desarrolla en un proceso inverso a la educación, puesto que, el aprendiz, una época el saber a ser, sabe para coexistir con sus pares, sabe para hacer e. Finalmente, sabe para saber. A este movimiento puede ser llamado de sociointeracionismo. Toda esta mediación solamente sucede si el aprendiz sujeto, el estudiante o el profesor, es concienzudo de su desarrollo y de la transformación gradual de la educación y de la sociedad. Saberlos, las filas en práctico son, otra vez, conocimiento constituido desarrollado, complejo y transformado para rehacer el paso. De este modo, si percibe la necesidad de una base para saber destinado pedagógico al profesor y a los ayudadores prácticos de la formación continuada de profesores

O uso de modelos no ensino de química: uma investigação acerca dos saberes construídos durante a formação inicial de professores de Química da UFRN

In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization

Formação de Docentes em Serviço: o processo formativo da experiência de estágio supervisionada

Este estudio que busca para identificar como la formación de un grupo de profesores experimentados ocurrió, el tener como objetivo para saber el modelo formativo de curso de Pedagogía conveniado con el pasillo de cuidad municipal de Teresina páctico acentuar el educativo en la forma de período supervisado de entrenamiento, para saberlos que habían sido construidos y reconstruidos por medios de learnings continuos de estas noticias para saber que son decurrente del proceso formativo. Para lograr la investigación adentro los dirigimos en la pregunta siguiente: ¿a donde estará eficaz la medida el proceso formativo en la pregunta provoque los cambios cualitativos en el práctico de los profesores, objeto de estudio? Tomando para la base este preguntar, defendimos la tesis de eso que el proceso formativo debe promover cambios cualitativos en práctico el pedagógico y en desarrollo profesional de el colectivo de experimentado profesores. En nosotros todavía los apoyamos, en las cuestiones siguientes de los norteadoras del estudio: 1- ¿Cono el proyecto formativo del departamento de métodos y las técnicas de la técnicas de la educación del UFPI era considerado, en vista del perfil de profesores con el promedio de diez años de experiencia? 2- ¿Cono el proyecto citado contribuye a la cuenta de la elasticidad del necesidades profesionales de los profesores en quienes dice práctico respecto el educativo el período del entrenamiento supervisó elevado a través en servicio? 3- ¿Que obstáculos las dificultades pedagógicas emergen del proceso formativo? Uno esta sobre una investigación que si los rellenos en os parámetros del investigación cualitativa de la matriz del etnográfica, soporte en el método de autobiogáfico, sin, sin embargo, asumís el cono solamente referencia: valorizou desde el punto de vista teórico conceptual y del perspectiva en el paradigma centrado en lo pensamiento de lo profesor. Varios autores fueran consultados para la composición de lo referencial teórico, opción esta que expresa las orientaciones de la línea de la pesquisa Formación y profesionalización docente del Programa de Pós Graduación de la UFRN. Dentre los autores podemos citar: Brzezinski; Freire; García; Gatti; Gauthier; Imbernón; Nóvoa; Nuñez; Perrenoud; Steves; Stenhouse; Schön; Ramalho; Tardif e Zeichner, entre otros. Tomando cono base es a perspectiva, consideramos que la práctica profesional debe ser iluminada por un teoria. Cuando lo profesor se apoya en una referencia su lado profesional gana una consistencia cualitativa e la aprendizaje de los alumnos consiguen niveis deseaveis. Asi, nos apoyamos nos aportes teóricos metodológicos encima citados, para iluminar nuestra relexión sobre nuestro objeto de estudio. La investigación que desarrollada teniendo cono ciudadanos 8 formadoras e 8 profesores pupilas de practico la educativa periodo supervisado del entrenamiento del curso del conveniado Pedagogía. Cono campo de la colección de información, habían estado implicados 7 escuelas de la ciudad, sitio de trabajo de los profesores y la agencia de formadora el UFPI. Los datos recogidos que analizamos habían sido recogidos por medio de cuestionarios, entrevistas biograficas, documentos personales (proyecto de la intervención práctica y diaria del el educativo), comentarios y proyecto del político pedagógico de la agencia formadora. Los resultados confirman que el modele formativo desarrollado práctico adentro el educativo el período supervisado del entrenamiento contribuyo de la manera significativa para avance del profissionalidade de los profesores. Los descubrimientos sugieren, la emergencia de un nuevo perfil de docente, siendo observado la parte de las características ligadas al sexo, edad, tiempo de ejercicio de la docencia, de la formación y de los saberes profesionales adquiridos y construidos en longo del proceso formativo. Lo proceso formativo posibilitó las docente la capacidad de transformación y rompimiento con antiguas practicas tradicionales por uso de nuevas estrategias de acción pedagógica

Historiando a política de formação de professores em serviço da UFRN

Les préoccupations gérées par les changements de l éducation nationale poussés par les réformes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de connaître comment ces réformes ont été incorporées par l Université Fédérale de Rio Grande do Norte - UFRN, constituent les questions centrales développées par cette thèse. Cette étude propose à montrer, à partir d une approche socio-historique, la façon comment la législation éducationnelle brésilienne sur la formation de professeurs pour l éducation basique expresse la politique de l État brésilien et, en même temps, comment le PROBÁSICA signifie une réponse de l UFRN à cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privilégié plusieurs techniques et procédés de collectes des données conforme au modèle de la recherche participative, à savoir : enquête semi- structurée, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs pédagogiques et étudiants; repérage, systématisation et analyses de plusieurs documents. L analyse des données, qui a été faite d une façon fondamentalement qualitative, a révélé que le PROBÁSICA a sa genèse à l intérieur de l UFRN et représente, en même temps, une réponse de cette université à la demande de la catégorie et la politique de formation de professeurs. Nous espérons que cette étude suscite d autres recherches qui développent des discussions sur les relations entre l État brésilien, ses politiques éducationnelles et les pratiques pédagogiques de formation de professeurs