A estratégia didática de resolução de problemas na formação de professores de química

In this work it is presented a research developed in the initial training of teachers of the chemistry graduation course at the Universidade Federal do Rio Grande do Norte (UFRN). The intervention was realized in two classes in the context of a discipline in the curricular structure with nineteen undergraduate students of chemistry. The study utilizes characteristics of the qualitative approach and uses observation, questionnaires, interviews and examination papers. The experiment involved a sequence of activities fundamented on the Problem Solving (PS) teaching strategy to approach chemical concepts. The proposal was planned and organized according to the theoretical presupposition of the work developed by the authors of the Science Education in PS, of teaching experience and from the initial hypotheses of the research. The goal was that the future teachers could experience the strategy and advance to the new meanings. The themes addressed in the activities were the difference between exercises and problems, exercises turning into problems, the steps of problem solving and some implications of the teaching strategy for the work of the teacher. The results showed evidence that through a process of collective reflection, and from the difficulties experienced in the strategy practice, the undergraduates are introduced to new perspectives of reflection and action of teaching practice, and understanding some benefits of innovative proposals for the teaching of chemistry. It also showed that, although this theme is approached, in some moments of the graduation, the future teachers don‟t know when or how to realize activities in this perspective. From the aspects that rose in research we highlighted the difficulties in the problem solving steps, the use of the strategy in school and the knowledge and skills of the teacher for planning activities in Problem Solving

Formação continuada de professores que ensinam matemática: o papel do ábaco na ressignificação da prática pedagógica

The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre Lévy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process.

Ensino por investigação: contribuições de um curso de formação continuada para a prática de professores de ciências naturais e biologia

Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Formação de professores de assentamentos rurais do Rio Grande do Norte: representações, memórias e práticas de letramento

This work has as study object the representations that teachers have about literacy, and schooling, as well as their memories and their reading and writing practices in the formation process of teachers in rural areas of the State of Rio Grande do Norte. We focused our discussion in literacy practices constructed on language workshops, assumed as necessary for the teacher formation, the existence of a pedagogical context that allows developing the appropriate teaching action. These workshops aimed at creating a space of constant reflection and action. The corpus is composed of letters written by teachers in formation workshops and interviews emphasizing questions of literacy, schooling, memories and reading and writing practices. These teachers make use of literacy practices related to the plots which they belong to. This research is informed mainly by studies that discuss the Literacy (Street, 1984, 1995; Barton, 1998; Freire, 1978, 1980, 1990, 1996), focusing its political character and of inclusion to the literate world, the Social Representations (Moscovici, 1978) and the studies on genre as a discoursive practice (Fairclough, 2001). Methodologically, this research is of critical ethnographic nature (Cameron, 1992). The letters are disclosed as identity practices - pictures of life histories of the teachers. The analyses of the interviews, in turn, show the literacy multifaceted character, evidencing innumerable views on the phenomenon

Foucault e a arte do cuidado de si: uma nova possibilidade de Discussão para a formação continuada de professores de língua inglesa

This thesis proposes a new thinking on the English teacher and their continuing education, leaving the picture emerging of a new professional, who is producing and being produced. From this perspective, I present an analysis of self writing of thirteen student-teachers, teachers on how they position themselves to be discursively constituted as subjects in the context of continuing education. As part of Applied Linguistics, the theory and method that supports the analysis of data are articulate key elements of Foucault notions, namely:The care of the self, seeking their connection with one another and care of and the self writing. In the theoretical notions of these elements are implied notions of others, such as speech, ethics, technology of the self, subject and truth. (Foucault, 1984, 1995, 2004c, 2006), and questioning the ethics of the subject. I propose to examine selected excerpts from the self writings of student teachers with a specialization in Teaching and Learning the English Language, seeking linguistic processes in the material production of subjectivities.In order to analyze the process of subjectivation, I examine the discursive statements of selected cuts, aiming to learn more specifically, the points of identification and fragments of the uniqueness of the teachers, showing how they care for themselves and reflect upon them in building their subjectivity from the technologies of the self, to occupy the position of English Language teachers. The results show that, in the exercise of self writing, the subject falls, and a practice of asceticism, discursively construct her/his subjectivity

Narrativas de professores em formação sobre a didatização de podcasts para o ensino de inglês na floresta

Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation

Lembranças de alunos, imagens de professores: narrativas e diálogos sobre a formação médica

Se trata de una incursión histórica por el pensamiento y por la enseñanza médica, discutiéndose la formación médica de manera contextualizada, con el objetivo de comprenderla para interpretarla a través del recuerdo que haya sido fijado por los alumnos. Se dará un enfoque a la mediación pedagógica de esa formación, intentando proporcionar el diálogo entre la historia social de la Medicina y los recuerdos de alumnos, ubicándolas en un contexto histórico-social y cultural, al mismo tiempo en que se ha buscado sujetar las imágenes de los profesores que hayan dejado huellas significativas en la vida de los alumnos, en cuestiones profesionales, sociales y culturales. Se configura, asimismo, una memoria de la formación médica de la Faculdade de Medicina da Universidade Federal do Rio Grande do Norte (UFRN), desde su creación en el 1955, como Faculdade de Medicina de Natal, hasta el 1963, como Faculdade de Medicina da UFRN. Los recuerdos han sido recolectados por medio de entrevistas temáticas con alumnos ya formados de las tres primeras turmas concluyentes, de los años del 1961, 1962 y 1963, de la referida Facultad y fueron interpretadas utilizándose la cartografía como técnica que envuelve la construcción de cuadros interpretativos, teniendo como unidad de análisis las palabras representativas de los elementos constituyentes de la mediación pedagógica, sacadas de las narrativas de los sujetos, que cargan también las imágenes de los profesores que han compuesto dicho diálogo por sus contribuciones para la existencia del saber y hacer de la educación médica en Natal/RN. Aún se comprende que esa Facultad fue creada en un momento histórico-social y cultural en que Brasil y el mundo todavía intentaban encontrar nuevos caminos, después de turbulencias causadas por la Segunda Guerra Mundial, y la intelectualidad natalense visualizaba el encaje de la ciudad en los parámetros de la modernidad. El currículum implantado era técnico/racional, pero al ser interpretado por la acción, a través de la reconstrucción de los recuerdos de los alumnos, en los vestigios de la mediación pedagógica de la formación médica y en las imágenes de los profesores todavía vivas en sus memorias, se vuelve posible entender que a esos alumnos ha sido enseñado: un saber relacional que permitía el diálogo, la transmisión de experiencia y el compromiso médico con vista a un atendimiento a la populación en primer lugar, siguiéndole el sentimiento que fomentaba deseos de ayuda al próximo, siendo los propios profesores el ejemplo, conformándose, así, con un saber contextual, agregado a una participación política y de responsabilidad ética para con la sociedad

O lugar do estudo das mídias na formação de professores numa perspectiva emancipatória

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

A formação da habilidade de explicar no contexto do ensino médio: o que dizem os livros? o que pensam os professores?

The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of a historical science and historiography of the second half of twentieth century. Nowadays this discussion needs to be continued both in the general framework of scientific practice as within educational institutions as cognitive - linguistic ability. The focus of our research is by the second approach, which is the explanation as cognitive - linguistic ability. The formation of skills, among them, the explaining one, has been studied by the authors as: (NÚÑEZ 2012; JORBA et al, 2000; SANMARTÍ and IZQUIERDO 2000). This research had as general purpose: to study the processes of formation of the ability to explain social revolution in history classes in high school, by teachers opinion and by content as this theme among history books, in order to support the continuing education of history teachers for high school. Th e qualitative based research used instruments of data collection and analysis protocol for the books prepared for this study, and interviews with teachers. For this, the techniques of content analysis and discourse referenced in Bardin and Orlandi , respec tively were used. At first, the instruments for data collection were developed and validated, while in the second, the data were collected, organized and analyzed. From the answers to the questions of the study results shows that: a) in the analyzed books - do not express the work with the definition of Social Revolution, considering the processes for the formation of this definition, the predominant type of explanation has characteristics of multicausality; proposals for teaching are characterized as eclec tic; b) while teachers speech - it is important the students know the definition of Social Revolution, the ability to explain is more linked to didactic explanation in the classroom than the explanation through epistemological sense. These results indicate that the formation of the ability to explain Social Revolution based in Cultural History approach, are not expressed in the analyzed books, but they can serve as an important resource for this purpose. The discourse of teachers has a potential pointing to the possibility of teaching organization and learning process, based on training or upgrading the explanation skill from the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this purpose, the research constitutes a contri bution to support the continued education of history teachers in high school.

Uma análise da formação de professores de física 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.

Química em cena: uma proposta para formação inicial de professores de química

In educational observed difficulty in train teachers to meet the medium and higher education needs, and one reason for this is the different experiences in the training of educators in relation to those found in the classroom. So often arise criticisms related to relevance and efficiency of degree courses, as regards the performance of its natural mission, which weakens the teacher training. Thus, improving the quality of education is very dependent on the initiatives of teachers, creating teaching alternatives to strengthen their performance in school. From this reflection, it is concluded that teacher training needs new educational proposals that qualify, and so can promote the formation of his students more adequately. Among the educational proposals as alternatives to initial teacher training may use the scientific theater (TC). Considering this possibility, this work has been proposed as investigate and discuss the influence of TC combined with experimentation in the initial training of future teachers in Chemistry who participate in the Groups Fanatics chemistry Theatre (UERN) and Chemistry on Stage (UFRN). Therefore, there was, in a first stage, theatrical essays based on the theater of the oppressed, and written dramaturgical scripts, a collaborative proposal. To incorporate experimentation in chemistry to theater rehearsals, there was a systematic literature search and after content analysis, were selected categories, materials and reagents easily accessible, easy procedures and implementation with low risk of accidents and easy care chemical waste. In the second part we identified: a) the beliefs of student teachers in the use of TC ally trial for initial training of chemistry teachers; b) the influence of TC ally to trial on learning of chemical concepts of high school students who attended the shows; c) the reasons for using or not TC ally to trial by chemistry teachers who participated in the TC group and currently work in the classroom. In this study, questionnaires and interviews were used, compounds, respectively, by a Likert scale and open questions. Quantitative data were analyzed by classical statistics the media, using as centrality measures the average, the concordance argument and the average deviation. Qualitative data were discussed according to content analysis, with categories that emerged from reading the answers. These analyzes concluded that the licensees have a positive view on the use of scientific theater for disclosure of the chemical for use in the learning of chemical concepts, pedagogical and disciplinary knowledge, and to form promotion strategy for research and extension at the University. They credit improvements in their initial training on the use of scientific theater combined with experimentation. The TC provides motivation for the construction of conceptual thinking in an informal way of chemical communication, allowing the student to expand their knowledge, not only favoring the phenomenological approach, but also the construction of chemical knowledge and the internalization of scientific concepts.

Política de formação de professores: variação do locus de formação e a experiência 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.

Representações sociais da identidade docente na formação inicial de professores de sociologia da UFRN

La presencia hodierna de la Sociología en la educación básica brasileña es un elemento nuevo para los sujetos que a ella están relacionados y, para el grupo investigado en este estudio, los licenciandos y licenciandas del curso de Ciencias Sociales de la Universidade Federal do Rio Grande do Norte (UFRN), la situación no es diferente. Con el intuito de comprender cómo los saberes aprehendidos durante la formación inicial de profesores influencian el proceso de construcción de la identidad, se investigó las representaciones sociales que eses sujetos construyen cerca de la identidad docente, intentando comprender cómo estos representan las profesoras y profesores de Sociología. Por lo tanto, se hizo una comparación entre los elementos que compusieron los núcleos centrales de las representaciones sociales de los licenciados ingresantes y de los licenciandos en práctica del referido curso, además de un examen del plan de estudios de esa licenciatura. Se adoptó la Teoría de las Representaciones Sociales y el Abordaje Estructural como aporte teórico y de la Técnica de Asociación Libre de Palabras como recurso metodológico. Al llevar a cabo el análisis de los datos obtenidos durante la investigación, se hizo evidente que la memoria, mientras un conjunto de experiencias del sujeto, desarrolla un papel esencial en los procesos de construcción representacional e identificación, pues la familiaridad con la asignatura de Sociología en la Enseñanza Mediana trajo nuevos e importantes elementos para la composición del perfil de los actuales ingresantes en la licenciatura investigada. De este modo, al asociar representaciones sociales, identidades y formación de profesores en la tríade conceptual que condice esa investigación y teniendo as experiencias anteriores de los sujetos como un enlace, el objetivo fue demostrar cómo eses elementos componen partes de procesos sociales análogos e indisociables. Sin la acumulación de experiencias memoriales no hay representación, mucho menos identidad. Por el contrario, los datos muestran que las discusiones, erigidas por la reciente obligatoriedad de la Sociología en la Enseñanza Mediana, no encuentran eco en el cotidiano formativo de los licenciados permaneciendo alejado del currículo de la licenciatura en Ciencias Sociales de UFRN. Esa coyuntura se refleja en construcciones representacionales tanto de los licenciados ingresantes como de los estudiantes en práctica, asociados a una noción intervencionista de la asignatura de Sociología. Esta noción se convierte nebulosa una definición clara de la representación de la identidad docente de profesora y de profesor de Sociología para los licenciandos en formación. La intensa relación de esta representación con la asignatura y no con el hacer pedagógico, con la presencia intervencionista de una probable transformación y no con la compresión de las problemáticas y juegos sociales demuestran que la identidad docente del profesor de Sociología todavía es un objeto que está siendo basado por eses sujetos, que está siendo ajustado a partir de otras representaciones existentes y que la formación inicial de profesores necesita estar atenta a esas representaciones y adecuarse más apropiadamente a la realidad de enseñanza de Sociología que subvierte a docencia de esta asignatura en Rio Grande do Norte.

A linguagem audiovisual do cinema como elemento integrador da arte e ciência na formação cultural dos professores de ciências e matemática

This work aims to study about the importance of cinema for cultural and professional training of teachers of Natural Sciences and Mathematics. The educational potential of cinema is emphasizing by different authors, which also reveal the teachers' training gap in this issue (media). In this study, we defend the audiovisual language of cinema as an integrating element of Arts and Science for cultural and professional training of teachers. This subject has been developed by different authors, in which the emphasis has been the importance of intelligent dialogue with the world. Specifically, the training of science teachers and mathematics, by the approach of Cinema in its formation, It envisions the possibility of minimizing the dichotomy between humanistic and scientific training, already much discussed by some researchers. Educational products contribute to an effective experience and reflection on the cultural and educational role of the Seventh Art. Considering the Cinema as a possible "bridge" between the two cultures (scientific culture and humanistic culture) and promoting ownership of audiovisual language in teacher training It was accomplished the I Exhibition - Cultural Spring: Cinema and Science Education in UFRN. The production of the booklet "Topics of History, Language and Art of Cinema for Science and Mathematics Teachers," and its application in a short course in the XXI National Symposium on Physics Teaching also aimed to contribute to the approximation of Science and Art in training teachers.