Itiner��rios e marcas na formação do sujeito formador: reflex��es acerca de um caminho na educação matem��tica

This Study inserts in Mathematical Education & Education that search to investigate the (self) formation of formers that gets graduation e pass to graduate others that get graduation and are formers in Mathematical Education. This Is a qualitative search in a perspective from search-formation.The work is formed of four topics. First topic talks about : The self-formation of formers. Second topic: at way of suppositions theorical-methodological from search. Third topic tells over: The life of a former life. Fouth topic A Station called Ubiratan D��Ambrosio created in his reverence and for build all the Knowledge��s Corpus developed by his studies and searches. It��s in sense of come and go from knowledge created at action by mankind to get finality of Transcendency and Survive. Look for to investigate aspects of academical, professional and personal life where are translated in language, thinking and practices oriented for one know-how holistical and transdiciplined in a reflexion, search and the critical it constitute to be a Professor, Teacher, Searcher and Etnomathematic that confered him the merit in 2005 the Prize F��lix Klein, that declared Valente (2007), maximum distinction that can receive someone from Mathematical Education. The results point that the narratives of life��s stories are prominences to one re-direction of teach practical in formation��s courses of Mathematical teachers, opening spaces for what the teachers and particularly of Mathematical thinking and take position about your process of formation to be Formers. The Study also given possibilities to propose fourteen stoppages in Station that are beginnings with direction that emerge from studies and searches about the trajectory of life of Professor Ubiratan D��Ambrosio in perspective of re-signify the formative process in education and Mathematical Education

Formação e viv��ncias: a representa����o social do ser professor em comunidades ribeirinhas do Vale do Juru�� Acre

Being a teacher is a challenging task, driving action strategies that mobilize technical dimensions of being / doing teaching, but also affection. This research was conducted with teachers / students of the Special Program of formation for Teachers of Basic Education agricultural zone (PROFIR) developed by the Federal University of Acre in partnership with the State Department of Education (SEE) and City Halls of the region; locus typically Amazon and, in this research, comprises five municipalities in the Valley of Juru�� - Acre. Northern Brazil. It Aims to capture the social representation of being a teacher in riverside communities. We performed this study from the Theory of Social Representations (MOSCOVICI, 1978, 1990, 2005a, 2005b, 2009, 2011) and (JODELET, 2001), from discussions on teacher formation (LDB No. 9394 of 1996). Work, among others, (TARDIF, 2004), (TARDIF; LESSARD, 2007), (N��VOA, 1992, 1999), (ARROYO, 2007). We used as a methodological strategy, the multiple classification procedure (PCM), which is organized in two steps: Free Classification and Directed Classification, as well as semi-structured interviews, involving, thus, 137 teachers surveyed. For the analysis of the data, we appealed to software SPSS, version 13.0 for Windows, mapping the elements of the representational content through Multidimensional Analysis (MSA and SSA). Through the different strategies of analysis, we identified from the Free Classification, the regionalization: Beyond forest, teaching Attributes and Mobilized Attributes. With data of the Directed Classification, the analysis was based on the Theory of Facets (BILSKY, 2003) and (BUSCHINI, 2005) and we found: Reference of teacher; Negative Dimension and affective and technicians attributes. Finally, with the Analysis of Content (BARDIN, 2004) e (FRANK, 2005) and of the interviews the categories we found the categories: Urban relation versus agricultural, Knowledge in construction and possible bets. The report of the experiences along the edge of the rivers, in these different methodological strategies and of analysis, demonstrates the existence of symbolic and representational elements that influence and guide the educational conduct and actions of these teachers and that they are deeply anchored and objectified in technical and affective elements of the making teacher. They daily live deeply the concreteness of the Amazonian realism redesigning the Real and the symbolic one as a way to understand themselves as a teacher in adversity of this context. We also observed the historical, social and cultural local marks, framing, thus, the collective personality and generating its guides of action

Um estudo sobre a aprecia����o do racioc��nio matem��tico na formação inicial de professores

The present work focused on developing teaching activities that would provide to the student in initial teacher training, improving the ability of mathematical reasoning and hence a greater appreciation of the concepts related to the golden section, the irrational numbers, and the incommensurability the demonstration from the reduction to the nonsensical. This survey is classified itself as a field one which data collection were inserted within a quantitative and qualitative approach. Acted in this research, two classes in initial teacher training. These were teachers and employees of public schools and local governments, living in the capital, in Natal Metropolitan Region - and within the country. The empirical part of the research took place in Pedagogy and Mathematics courses, IFESP in Natal - RN. The theoretical and methodological way construction aimed to present a teaching situation, based on history, involving mathematics and architecture, derived from a concrete context - Andrea Palladio s Villa Emo. Focused discussions on current studies of Rachel Fletcher stating that the architect used the golden section in this village construction. As a result, it was observed that the proposal to conduct a study on the mathematical reasoning assessment provided, in teaching and activity sequences, several theoretical and practical reflections. These applications, together with four sessions of study in the classroom, turned on to a mathematical thinking organization capable to develop in academic students, the investigative and logical reasoning and mathematical proof. By bringing ancient Greece and Andrea Palladio s aspects of the mathematics, in teaching activities for teachers and future teachers of basic education, it was promoted on them, an improvement in mathematical reasoning ability. Therefore, this work came from concerns as opportunity to the surveyed students, thinking mathematically. In fact, one of the most famous irrational, the golden section, was defined by a certain geometric construction, which is reflected by the Greek phrase (the name "golden section" becomes quite later) used to describe the same: division of a segment - on average and extreme right. Later, the golden section was once considered a standard of beauty in the arts. This is reflected in how to treat the statement questioning by current Palladio s scholars, regarding the use of the golden section in their architectural designs, in our case, in Villa Emo

Formando-se professor(a) da educação infantil: a escola com contexto

This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences as a teacher and how these issues were being gradually answered from the experience in a school . Guided by these experiences and studies of Oliveira-Formosinho (2002) on the training of kindergarten teachers in the school context, among others as: Barreto, Kuhlmann Jr. (1998), Vasconcelos et. al. (2000); N��voa (1992, 1995), Moita (1995), Freire (1996), Tardif (2002, 2009) Kramer (2005) and Hargreaves, Fullan (2000), built as study questions: what situations become in the context of professional training at an institution of early childhood education? Which subjects who took part? How involved? From this perspective the goal of our work is a: to investigate, from the perspective of teachers a public kindergarten, situations of professional interaction that become the context of teacher education. The research took the principles of qualitative approach and an intrinsic case study (STAKE, 1998), whose locus was a Municipal Center for Early Childhood Education, so defined by their peculiarities for training faculty in the context of practice. We built the data with a group of nine teachers CMEI this by conducting a questionnaire, interviews and document analysis. Data analysis, guided by the principles of content analysis, allowed to note that beyond the initial training and personnel, the school context contributes to its fundamental training for teachers of kindergarten, whereas their specificities. We conclude by confirming that systematic and unsystematic in situations developed in the school routine, interaction with peers and other members of the school, the teachers take ownership of specific knowledge specific to teaching in kindergarten

Formação continuada e representa����o social: implica����es para a educação inclusiva

This study is part of the line of research on Teacher Education, circumscribed to the Graduate Program in Education of Federal University Rio Grande do Norte. In it, we have a qualitative research, whose object returned to the influence of continued education in social representation of inclusive education of Elementary School teachers. The same was done in an Elementary School of Cruzeiro do Sul city (Brasil/Acre) and performed with the participation of 11 teachers. We assume that thinking a continuing education inclusive presupposes reflect on the redefinition and resignification of practices undertaken by the teacher. Therefore, the teacher education is conceived as a continuum in which the teacher will be graduating in forming, shaping their way of being in social situations. We argue that in the context of interactions, we are going to reconstruct social representations that guide actions and attitudes about the objects that have meaning for the group. It was with the aim of identify the influence of these social representations and at the same time submit a proposal for continuing training in structured formative needs teachers who made use of collaborative action research. Since we believe that this can either meet the assumptions of a research and vocational training to enable that researcher and other teachers, collectively, problematizing situations of practice and, at the same time able to intervene in the same it. As procedures for obtaining information and analysis of the data, we performed, respectively, semi-structured interviews (individual and collective); reflective studies sessions and the analysis of content. The path of research revealed two social representations integrated one of inclusive education and another for student with disabilities. We noticed that although the teachers criticize the character sealed and limited of continued education courses that have frequented, reveal social representations of inclusive education and students with disabilities based on theories and concepts originated from such courses. As a result, represent inclusive education as an "education for all" and student with disabilities as someone "abnormal, different, but able to learn something . It is possible to state that from the moment the teachers approched theories about the principles of inclusive education and on the possibilities of student with disabilities took new discourses, and showed signs of change in the social representations before presented. In addition, we evidenced in this production that a proposal for training within the school, fomented by the needs teachers and having as methodology to collaborative action research, provides the (re)construction of collective knowledges and practices, sharing of experiences, hopes, discoveries and concerns and the development of cooperation and attitude for the (re)development of strategies to overcome the difficulties present in everyday teaching

O est��gio supervisionado como contexto de formação docente espec��fica para educação infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

Necessidades de formação de professoras principiantes da educação infantil/pr��-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

O lugar do estudo das m��dias na formação de professores numa perspectiva emancipat��ria

The media currently play a dual role in the physical and symbolic structure of social organization. It is through the media that companies have achieved control of their distribution and production. It is not only through the media, but mainly so, that certain world views circulate and are legitimized. Access to material and symbolic goods has become a mark of social distinction. The project of a more democratic society also involves the preparation of its citizens to be able both to deal with the media products that already circulate as well as to develop a critical perspective of media products. This research stemmed from the need to understand what place this study of the media occupies in training for teachers in early grades, given that children are already immersed in a media world from an early age. This research shows that this is a place which is under construction and despite the existing adverse conditions, emancipatory practices are being developed. The research is guided by the study of the media in teacher education from an emancipatory perspective. This perspective develops in a time that, in this case, has proved slow and fragmented, but not nonexistent. The process of teacher training is influenced by working conditions and educational policies that hinder both working with the media in school and also improving the critical understanding of the media. The research shows that training opportunities, even in these conditions, can allow for more meaningful criticism. The emancipatory perspective also includes a reflection on practices. These practices are being developed and this research sought to provide support for a proposed study of the media from this perspective

Uma an��lise da formação de professores de f��sica do IFRN a partir da epistemologia de Ludwik Fleck

This study arises in the context of physics teacher training and aims, from the speech of the teacher trainer, identify possible pedagogical models and characterize thinking styles present in the course of licentiate in physics of IFRN using the epistemology of Ludwik Fleck. We classify our research as qualitative with an empirical nature, and for the analysis we chose the discursive textual analysis - DTA (MORAES, 2003). The locus of our research will be the licentiate in physics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN, Natal-Central Campus and the research subjects, a group of teacher trainers of this course. We interviewed ten teachers, being six from the group dedicated to physics and four from the group dedicated to didactics and pedagogy. From this design, we performed data acquisition consisted of: 1) semi-structured interview, 2) document analysis. On the data analysis, with the support of pedagogical trends that were observed in our study based on the perception of the similarities and differences between the ideas presented by teachers about: education and teaching; ideal teaching practice, teacher's role, learning conceptions, and according to the student and on the ideological thinking of these former teachers on the professional profile of graduates, we noted subsidies to identify evidences of the presence of three distinct thinking styles that interrelate with each other in a considerably intense way. The relevance of the study is presented in the understanding of thinking styles that participate in the dynamics of the course of teacher training in physics, and by consequence, elucidation of a problem pointed out a priori as motivating the research: the difficulty of communicative interaction on educational practices among teacher trainers. We bring Fleck's epistemology as a motivating possibility of dialogue and negotiation, setting thus an instrument of real change, towards the significance of teacher training in physics.

Pol��tica de formação de professores: varia����o do locus de formação e a experi��ncia do CEFET-RN

The present article discusses the directives of the policies of the initial teachers��� formation introduced in Brazil in the 1990���s. These directives have brought new directions and demands, both to the formation institutions and to teachers��� formation. This work analyzes the enlargement and the variation of the formation locus, a topic criticized by the teaching educators for enabling different and flexible models which have taken to a more technical and instrumental formation to the detriment of a theoretical and practical solid formation. In a general way, the study reveals that the CEFET���s use as a space of teachers��� formation has given priority to the quantitative aspects, the optimization of the resources and the instrumentation of the educators��� formation, even though under the speech of the quality of the educational process. Differently, the operationalization of this policy at CEFET-RN has favored a formative model, which has joined research, extension and teaching, guaranteeing the specificity of a solid formation, as well as the articulation between theory and practice and the sense of investigation, necessary characteristics to the formation of a devoted educator with the quality of public education.

Formação do educador no curso de pedagogia de Caic��-RN: reprodu����o ou transformação social

ARA��JO, Marta Maria de. Formação do educador no curso de pedagogia de Caic��-RN: reprodu����o ou transformação social. Porto Alegre, 1985. Disserta����o (Mestrado) - Curso de P��s-gradua����o em Educação. Universidade Federal do Rio Grande do Sul, Porto alegre, 1985

Educação continuada como parte da formação do profissional bibliotec��rio: uma a����o estruturante

Enfoca a educação continuada e a sua rela����o com a formação profissional do bibliotec��rio. Seu objetivo �� refletir como integrar a capacita����o cont��nua �� formação desse profissional no contexto brasileiro. Pois, aspectos de ordem te��rico-pr��ticos apontam para a necessidade de maior incorpora����o de procedimentos metodol��gicos no fazer bibliotec��rio. Isto se d�� em fun����o de que as opera����es emp��ricas t��m se tornado insuficientes para garantir a qualidade da informação gerada no ��mbito de sistemas de informação. Assim, com base em a����es-reflex��es a partir desse contexto, identificou-se que necess��rio se faz adotar programas que possibilitem a capacita����o desse profissional na formação-em-servi��o, para melhor qualificar o processo de gera����o, transfer��ncia e uso da informação________________________________________________________________________________ABSTRACT Focus the continuous education and its relation with the professional formation of the librarian. Its objective is to reflect as to integrate the continuous qualification to the formation of this professional in the Brazilian context. Therefore, theoretician-practical aspects of order point with respect to the necessity of bigger incorporation of research procedures in making librarian. This if of the one in function of that the empirical operations if have become insufficient to guarantee the quality of the information generated in the scope of information systems. Thus, on the basis of action-reflections from this context, it was identified that necessary if it makes to adopt programs that make possible the qualification of this professional in the formation-in-service, better to characterize the generation process, transference and use of the information

Educação para a cidadania e ensino superior

El presente trabajo discute la Educaci��n para la Ciudadan��a en la Educaci��n Superior, destacando los desaf��os y las potencialidades de la Universidade do Estado do Rio Grande do Norte (UERN); que organiza su acci��n pol��tica y pedag��gica conforme a las exigencias de la actual pol��tica educacional para este nivel de educaci��n. Analiza la relaci��n de ��sta con la Educaci��n B��sica a partir del estudio del Proyecto Pedag��gico del Curso de Ciencias Sociales discutiendo la educaci��n para la ciudadan��a y la formaci��n ciudadana de los futuros profesores de la educaci��n b��sica en consonancia con la LDB 9.394/96, con las Directrices Curriculares Nacionales para los cursos de Docencia y adem��s para programas y pol��ticas de orientaci��n para la educaci��n superior que resultaron de la conquistas de los movimientos sociales y que son propuestos por medio de las siguientes secretar��as: Secretaria de Educação Continuada, Alfabetiza����o e Diversidade (SECAD) y Secretaria de Educação Superior (SESu). La reflexi��n incluye el estudio de tales tem��ticas en el eje de temas emergentes que organizan el debate educacional, sobretodo en Am��rica Latina, y los desaf��os de las universidades que act��an en el contexto de la periferia en la desconstrucci��n del dominio simb��lico del colonialismo cultural y la construcci��n de la globalizaci��n alternativa y contra hegem��nica a la globalizaci��n neoliberal. El estudio evidencia que la idea de ciudadan��a en la sociabilizaci��n contempor��nea presenta una ambig��edad pol��tica consecuente de los procesos de globalizaci��n creciente siendo necesario que la perspectiva de la educaci��n para la ciudadan��a adoptada en la formaci��n de los profesionales de a educaci��n sea re politizada a partir de la noci��n de ciudadan��a colectiva y multicultural apoyada en los principios de democracia y justicia social, construida en las interfaces de la educaci��n escolar y pr��cticas educativas en lo entorno social, y en los espacios pol��ticos de organizaci��n y movilizaci��n colectiva en torno de las conquistas por los derechos civiles, sociales, pol��ticos y culturales, y la inclusi��n de temas y valores emergentes en la educaci��n que interligados e interdependientes, garanticen su efectividad

A contribui����o de Dik�� na formação do Em��lio ou o papel da jurisdi����o constitucional na concretiza����o do direito social �� 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

O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n