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

Professores em contexto formativo: um estudo do processo de mudanças de concepções sobre o ensino da matemática

El objetivo en esta tesis consistió en estudiar el proceso de los cambios de los conceptos de profesores de la educación infantil y de los años iníciales de la educación básica referente a la enseñanza de la matemática. La investigación se desenvolvió en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a través de la educación superior del instituto relacionado. El trabajo asocia el programa a él Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Formação e Profissionalização Docente coordinada de los doctores Betânia Leite Ramalho e Isauro Beltran Núñez. El referencial teórico-metodológico en quien si apoya el trabajo se inserta en la señal conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; Núñez y Gauthier (2003), Ponte (1998), Guimarães (1988), Ernest (1989). En esta investigación, los conceptos de los profesores habían sido estudiados en el contexto educativo de la formación del nivel superior, usándola reflexiva crítico práctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la información, para las intenciones de esta investigación, habían sido cosechados a través de los instrumentos siguientes: cuestionario, plan de la lección, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organización de los datos permitió a La inferencia de los conceptos, usando la técnica de la triangulación de datos. La investigación divulgó que los conceptos de los profesores, a través del proceso formativo, se habían desarrollado de una plataforma para otra, yéndose puesto que los modelos didácticos tradicionales para otros modelos dirigidos a una tendencia didáctica de espontaneísta/investigativa. La reflexión crítica era considerada como elemento catalítico de los cambios de los conceptos de los profesores en la educación de las matemáticas, sin embargo déjenos verifican que estos cambios son difíciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la dinámica y la naturaleza de las actividades se convirtió en el colaborativo de proceso formativo, entre otros. Como obstáculos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas prácticos de sus profesores de los colegas, del concepto linear, estático y de los mecánicos de los procesos para enseñar, el conocimiento profesional construído durante la formación inicial, alineación con los modelos didácticos de sus viejos profesores, entre otros

Pedagogia etnomatemática : ações e reflexões em matemática do Ensino Fundamental com um grupo sócio cultural específico

mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Parâmetros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period

Obstáculos superados pelos matemáticos no passado e vivenciados pelos alunos na atualidade : a polêmica multiplicação de números inteiros

In Mathematics literature some records highlight the difficulties encountered in the teaching-learning process of integers. In the past, and for a long time, many mathematicians have experienced and overcome such difficulties, which become epistemological obstacles imposed on the students and teachers nowadays. The present work comprises the results of a research conducted in the city of Natal, Brazil, in the first half of 2010, at a state school and at a federal university. It involved a total of 45 students: 20 middle high, 9 high school and 16 university students. The central aim of this study was to identify, on the one hand, which approach used for the justification of the multiplication between integers is better understood by the students and, on the other hand, the elements present in the justifications which contribute to surmount the epistemological obstacles in the processes of teaching and learning of integers. To that end, we tried to detect to which extent the epistemological obstacles faced by the students in the learning of integers get closer to the difficulties experienced by mathematicians throughout human history. Given the nature of our object of study, we have based the theoretical foundation of our research on works related to the daily life of Mathematics teaching, as well as on theorists who analyze the process of knowledge building. We conceived two research tools with the purpose of apprehending the following information about our subjects: school life; the diagnosis on the knowledge of integers and their operations, particularly the multiplication of two negative integers; the understanding of four different justifications, as elaborated by mathematicians, for the rule of signs in multiplication. Regarding the types of approach used to explain the rule of signs arithmetic, geometric, algebraic and axiomatic , we have identified in the fieldwork that, when multiplying two negative numbers, the students could better understand the arithmetic approach. Our findings indicate that the approach of the rule of signs which is considered by the majority of students to be the easiest one can be used to help understand the notion of unification of the number line, an obstacle widely known nowadays in the process of teaching-learning

O(s) saber(es) e o(s) fazer(es) do professor formador :reflexões sobre a prática docente

This study, developed in conjunction to the Pedagogical Practice research line and the Curriculum of Post-graduation in Education Program of UFRN is about investigations on formation of professors and teaching knowledge. Its objective is to analyze fundamental concepts for lecturing and the relationship that establishes between those concepts and the practice of forming professors. We adopted as referential the principles of social-historical approach, in the context of concepts making and development (Vygotsky, Luria and Rubinstein), and of collaborative theoric-methodological approach (Jacullo-Noto, Kemmis and Ibiapina). Collaboration with professors was mediated by diary writing, collaborative observation and conceptual network creation, essential to perceiving the given meanings to concepts that sustain the practice of 06 (six) forming professors from the UFPI Pedagogy Course. Teresina Campus. This way, reflections with collaborator professors allowed to build conceptual networks, in which prominence was given to the meanings of concepts that gave sustaining to their lecturing practices in the referred course, showing a fragmentation and disarticulation between theory and forming practice. They also indicate a need to give new concepts to the meanings of teaching concepts, learning and lecturing of these professors, in a meaning of a greater understanding about those concepts for their effective practice. On the context of collaborative reflection about conceptual networks, it was evident the conflict generated between the meanings attributed by professors and the practice developed in class, pointing to the need of rethinking the articulation between theory and practice not only on the formative process developed, but also on the continual formation of forming professors and on the construction of discussing spaces and materialization of the curricular principles of the Pedagogy Course

Avaliação de desempenho em mercados reguladores de transporte urbano por ônibus :proposição de um modelo aplicável ao caso de Natal

Increased competition in the market of urban transport, characteristic of the Brazilian cities from years 90, has required actions of the managing agencies to ensure the universality of service, enhancing efficiency and consumer welfare. It grows in the Brazilian municipalities, the need to adopt a systematic performance evaluation in terms of management system of indicators and targets appropriate to the regulatory context, which has the purpose of evaluating the accomplishment and compliance by dealers, of the services granted during the contract period, marked by increasingly long periods. The introduction of an index operational performance in permission contracts/concession in urban buses is intended to establish a regulatory performance, giving the contract a pro-competitive feature and to allow the managing agency the systematic and continuous monitoring of the performance of the delegated service to avoid major deviations from desired performance. A performance assessment model of public transportation companies by bus, and applicable to the case of Natal is proposed. Sought to add the particularities found in the transport system in order to assess the performance of enterprises, contribute to improving the service quality to the population and enable decision-makers a detailed knowledge of the behavior of the licensees

Uma avaliação comparativa de estratégias de arranjos físicos para estaleiros de construção de embarcações metálicas de pequeno porte

The present study aims to analyse, in different levels of demand, what is the best layout strategy to adopt for the small metallic shipbuilding. To achieve this purpose, three simulation models are developed for analyze these production strategies under the positional, cellular and linear layouts. By the use of a simulation tool for compare the scenarios, Chwif and Medina (2010) and Law (2009)´s methodologies were adapted that includes three phases: conception, implementation and analysis. In conception real systems were represented by process mapping according to time, material resources and human resources variables required for each step of the production process. All of this information has been transformed in the cost variable. Data were collected from three different production systems, two located in Natal RN with cellular and positional layouts and one located in Belém-PA with linear layout. In the implementation phase, the conceptual models were converted in computacional models through the tool Rockwell Software Arena ® 13.5 and then validated. In the analysis stage the production of 960 ships in a year vessels were simulated for each layout noting that, for a production of until 80 units positional layout is the most recommended, between 81 and 288 units the cellular layout and more than 289 units the linear layout

Desenvolvimento de um rastreador solar do tipo polar com ajuste do ângulo de inclinação

The use of solar energy for electricity generation has shown a growing interest in recent years. Generally, the conversion of solar energy into electricity is made by PV modules installed on fixed structures, with slope determined by the latitude of the installation site. In this sense, the use of mobile structures with solar tracking, has enabled increased production of the generated energy. However, the performance of these structures depends on the type of tracker and the position control used. In this work, it is proposed position control a strategy applied for a solar tracker, which will be installed in Laboratory of Power Electronics and Renewable Energy (LEPER), located in the Federal University of Rio Grande do Norte (UFRN). The tracker system is of polar type with daily positioning east-west and tilt angle manual adjustment in the seasonal periods, from north to south

Desenvolvimento de um Sistema de Visão Global para uma Frota de Mini-Robôs Móveis

Navigation based on visual feedback for robots, working in a closed environment, can be obtained settling a camera in each robot (local vision system). However, this solution requests a camera and capacity of local processing for each robot. When possible, a global vision system is a cheapest solution for this problem. In this case, one or a little amount of cameras, covering all the workspace, can be shared by the entire team of robots, saving the cost of a great amount of cameras and the associated processing hardware needed in a local vision system. This work presents the implementation and experimental results of a global vision system for mobile mini-robots, using robot soccer as test platform. The proposed vision system consists of a camera, a frame grabber and a computer (PC) for image processing. The PC is responsible for the team motion control, based on the visual feedback, sending commands to the robots through a radio link. In order for the system to be able to unequivocally recognize each robot, each one has a label on its top, consisting of two colored circles. Image processing algorithms were developed for the eficient computation, in real time, of all objects position (robot and ball) and orientation (robot). A great problem found was to label the color, in real time, of each colored point of the image, in time-varying illumination conditions. To overcome this problem, an automatic camera calibration, based on clustering K-means algorithm, was implemented. This method guarantees that similar pixels will be clustered around a unique color class. The obtained experimental results shown that the position and orientation of each robot can be obtained with a precision of few millimeters. The updating of the position and orientation was attained in real time, analyzing 30 frames per second

A difícil aceitação dos números negativos: um estudo da teoria dos números de Peter Barlow (1776-1862)

The present study seeks to present a historico-epistemological analysis of the development of the mathematical concept of negative number. In order to do so, we analyzed the different forms and conditions of the construction of mathematical knowledge in different mathematical communities and, thus, identified the characteristics in the establishment of this concept. By understanding the historically constructed barriers, especially, the ones having ontologicas significant, that made the concept of negative number incompatible with that of natural number, thereby hindering the development of the concept of negative, we were able to sketch the reasons for the rejection of negative numbers by the English author Peter Barlow (1776 -1862) in his An Elementary Investigation of the Theory of Numbers, published in 1811. We also show the continuity of his difficulties with the treatment of negative numbers in the middle of the nineteenth century

Estudo histórico e pedagógico sobre ternos pitagóricos à luz de eugène bahier

At the present investigation had the purpose to achieve a descritive analysis pedagogy in the work of Recherche méthodique et propriétés des triangles rectangles en nombres entiers. According to the analysis achieved, we made and applyed the teaching module called Pitagories: one of tools to comprehension Pitagory Theorema, there were studying by public students in mathematic course in the UFRN , the new mathematic teachers in future. The analysis the was made with writen test the was showed that all students got the view comprehension in the teaching approach module, to apointed the difference in the learning qualytative with other reseach that was made with quastionaire and enterview. With this module that was made with the new future teacheres there was more attention the better comprehension with the Pitagory Theorema, that was good focus in the pitagory about the potential historical pedagogyc in the work studied.

Konect: framework de desenvolvimento para aplicações do Microsoft Kinect

O desenvolvimento para a plataforma Microsoft Kinect (ou simplesmente Kinect) vem se intensificando à medida que o hardware apresenta-se constantemente como parte integrante de soluções para problemas importantes nas áreas de Computação Médica, Realidade Virtual ou mesmo seu propósito básico inicial: a indústria de Entretenimento. Com a sua popularização, as ferramentas básicas de desenvolvimento oferecidas pela Microsoft têm apresentado ao público geral complicações que poderiam ser evitadas, como a correta configuração e inicialização dos recursos oferecidos pelo hardware. Assim, este trabalho tem como objetivo desenvolver e avaliar um framework específico para a plataforma Kinect, que auxilie usuários que estão começando a desenvolver aplicações para essa plataforma, apresentando os principais componentes e como eles foram testados e avaliados pelos usuários. Este trabalho também apresenta uma pesquisa realizada com os jogos mais vendidos e melhores avaliados do Kinect, visando extrarir os principais componentes neles presentes para formar a estrutura do framework.

Modelo animal da Doença de Parkinson baseado na expressão de alfa - sinucleína: caracterização comportamental, eletrofisiológica e avaliação dos efei tos da estimulação da medula espinhal

Parkinson disease (PD) is associated with motor symptoms and dopaminergic cell loss in the nigrostriatal pathway. Alpha-synuclein is the major component of the Lewy bodies, the biological hallmarks of disease, and has been associated with familial cases of PD. Recently, the spinal cord stimulation (SCS) showed to be effective to alleviate the Parkinson symptoms in animal models and human patients. In this project, we characterized the motor and electrophysiological effects of alpha-synuclein overexpression in the substantia nigra of rats. We further investigated the effects of spinal electrical stimulation, AMPT and L-dopa administration in this model. Method: Sprague-Dawley rats were injected with empty viral vector or the vector carrying the gene for alpha-synuclein in the substantia nigra, and were tested weekly for 10 weeks in the open field and cylinder tests. A separated group of animals implanted with bilateral electrode arrays in the motor cortex and the striatum were recorded in the open field, during the SCS sessions and the pharmacological experiments. Results: Alpha-synuclein expression resulted in motor asymmetry, observed as the reduction in use of contralateral forepaw in the cylinder test. Animals showed an increase of local field potential activity in beta band three and four weeks after the virus injection, that was not evident after the 5th week. AMPT resulted in a sever parkinsonian state, with reduction in the locomotor activity and significant peak of oscillatory activity in cortex and striatum. SCS was effective to alleviate the motor asymmetry at long term, but did not reduce the corticostriatal low frequency oscillations observed 24 hs after the AMPT administration. These oscillations were attenuated by L-dopa that, even as SCS, was not effective to restore the locomotor activity during the severe dopaminergic depletion period. Discussion: The alpha-synuclein model reproduces the motor impairment and the progressive neurodegenerative process of PD. We demonstrated, by the first time, that this model also presents the increase in low frequency oscillatory activity in the corticostriatal circuit, compatible with parkinsonian condition; and that SCS has a therapeutic effect on motor symptom of this model.

Comparação entre técnicas de nitretação em cátodo oco e gaiola catódica na deposição de TiN

The plasma nitriding has been used in industrial and technological applications for large-scale show an improvement in the mechanical, tribological, among others. In order to solve problems arising in the conventional nitriding, for example, rings constraint (edge effect) techniques have been developed with different cathodes. In this work, we studied surfaces of commercially pure titanium (Grade II), modified by plasma nitriding treatment through different settings cathodes (hollow cathode, cathodic cage with a cage and cathodic cage with two cages) varying the temperature 350, 400 and 430oC, with the goal of obtaining a surface optimization for technological applications, evaluating which treatment generally showed better results under the substrate. The samples were characterized by the techniques of testing for Atomic Force Microscopy (AFM), Raman spectroscopy, microhardness, X-ray diffraction (XRD), and a macroscopic analysis. Thus, we were able to evaluate the processing properties, such as roughness, topography, the presence of interstitial elements, hardness, homogeneity, uniformity and thickness of the nitrided layer. It was observed that all samples were exposed to nitriding modified relative to the control sample (no treatment) thus having increased surface hardness, the presence of TiN observed by XRD as per both Raman and a significant change in the roughness of the treated samples . It was found that treatment in hollow cathode, despite having the lowest value of microhardness between treated samples, was presented the lowest surface roughness, although this configuration samples suffer greater physical aggressiveness of treatment

As compreensões do construtivismo de Ernst Von Glasersfeld e John Fossa: intermediando um diálogo em busca de novas significações

The present thesis, orientated by a letter sent by Ernst von Glasersfeld to John Fossa, is the product of a theoretical investigation of radical constructivism. In this letter, von Glasersfeld made three observations about Fossa’s understanding of radical constructivism. However, we limited our study to the second of these considerations since it de als with some of the core issues of constructivism. Consequently, we investigated what issues are raised by von Glasersfeld’s observation and whether these issues are relevant to a better understanding of constructivism and its implications for the mathema tics classroom . In order to realize the investigation, it was necessary to characterize von Glasersfeld’s epistemological approach to constructivism, to identify which questions about radical constructivism are raised by von Glasersfeld’s observation, to i nvestigate whether these issues are relevant to a better understanding of constructivism and to analyze the implications of these issues for the mathematics classroom. Upon making a hermeneutic study of radical constructivism, we found that what is central to it is its radicalism, in the sense that it breaks with tradition by its absence of an ontology. Thus, we defend the thesis that the absence of an ontology, although it has advantages for radical constructivism, incurs serious problems not only for the theory itself, but also for its implications for the mathematics classroom. The advantages that we were able to identify include a change from the usual philosophical paths to a very different rational view of the world, an overcoming of a naive way of thi nking, an understanding of the subject as active in the construction of his/her experiential reality, an interpretation of cognition as an instrument of adaptation, a new concept of knowledge and a vision of knowledge as fallible (or provisional). The prob lems are associated with the impossibility of radical constructivism to explain adequately why the reality that we build up is regular, stable, non - arbitrary and publicly shared. With regard to the educational implications of radical constructivism, the ab sence of an ontology brings to the mathematics classroom not only certain relevant aspects (or favorable points) that make teaching a process of researching student learning, empowering the student to learn and changing the classroom design, but also certa in weaknesses or limitations. These weaknesses or limitations of constructivism in the classroom are due to its conception of knowledge as being essentially subjective. This requires it to work with one - on - one situations and, likewise, makes the success of teaching dependent on the teacher’s individual skills. Perhaps the most important weakness or limitation, in this sense, is that it makes teaching orientated by constructivist principles unable to reach the goal of the formation of a community. We conclud e that issues raised by von Glasersfeld’s observation are absolutely relevant to the context of a better understanding of radical constructivism and its implications for education, especially for Mathematics Education.