Processo identit��rio e saberes docentes: um estudo a partir da pr��tica de ensino no est��gio do curso de pedagogia da UFRN

Esta investigaci��n parte del inter��s en la comprensi��n de la cuesti��n de los conocimientos ense��anza, precisamente el conocimiento necesario para el profesor profesional relacionada ense��anza, es decir, cu��les son los conocimientos, los profesores a construir en su contexto de trabajo. Somos conscientes de que el escenario es un momento de importancia fundamental para el desarrollo del conocimiento inicial de la profesi��n docente y la construcci��n de la identidad profesional. Tratando de entender estos aspectos nos preguntamos: ¿Qu�� conocimientos de los futuros profesores construyen o se movilizan durante la pr��ctica docente desarrollado en el escenario? Nuestro objetivo es entender el proceso de identidad de estudiantes Pedagog��a UFRN e identificar el conocimiento construido sobre la pr��ctica docente desarrollada durante el entrenamiento supervisado de dicho curso. Se trata de una investigaci��n cualitativa, y ten��a como instrumento de recolecci��n de datos, entrevistas semi-estructuradas con diez (10) en 2014.1 acad��micos que hab��an ocupado la pr��ctica docente en el entrenamiento supervisado. Las entrevistas fueron sometidas a an��lisis de contenido propuesto por Bardin (2011). Como marco te��rico, los autores tambi��n apoyan en tan Tardif (2012), Pimenta (2012), N��voa (1995), Perrenoud (2002), entre otros, se trata de la ense��anza de conocimientos dentro de la profesionalizaci��n docente, estableciendo relaci��n con el proceso de identidad. Los resultados indican que, en lo que respecta a la identidad profesional, estudios te��ricos en el curso de formaci��n inicial, junto con las experiencias vividas en su mayor��a en el escenario, contribuyeron a cambiar lo que los estudiantes sab��an acerca de ser un maestro. Por lo tanto, algunos han fortalecido la identidad con la profesi��n, mientras que otros han renunciado a invertir en la carrera docente. En cuanto a conocimiento construido, se puede decir que los alumnos se dan cuenta de la pluralidad de conocimientos necesarios para una profesi��n tan compleja como la ense��anza. Sin embargo, a modo de s��ntesis, este conocimiento a su vez a aprender a planificar lecciones considerando las necesidades de los estudiantes y su contexto social. Los participantes declaran saber c��mo llevar a cabo la mediaci��n del aprendizaje a trav��s del di��logo y actividades bien estructuradas y afecto contribuye al aprendizaje. En este sentido, se entiende que las construcciones de conocimiento en el escenario se articularon a reflexionar sobre su propia pr��ctica e indican lo que era m��s importante en t��rminos de aprendizaje de la percepci��n de los estudiantes. Sobre la base de este entendimiento, creemos que los momentos de observaci��n (primero paso en el escenario) y el muy regencia podr��an considerarse en el proceso de formaci��n, para que los estudiantes se registre el aprendizaje proporcionado por la pr��ctica. Es necesario, por tanto, que los estudiantes investiguen su propia actividad pedag��gica, convirtiendo sus conocimientos en una continua construcci��n y reconstrucci��n de sus identidades a partir de la importancia social que conceden a la ense��anza.

Impacto do exerc��cio f��sico na qualidade de vida e do sono em pessoas vivendo com HIV/AIDS

The increased incidence along to new therapies for the treatment of HIV/AIDS bring way up exercise as a treatment option, as this promotes relevant changes in the general functioning of the body. The objective of this study was to evaluate in different periods the influence of exercise on quality of life and quality of sleep people living with HIV/AIDS, Natal/RN. The sample consisted of 17 people living with HIV/AIDS participating in physical exercise program, along accompanied by 25 months during the period January 2013 to April 2015. We evaluated through specific instruments quality of life, sleep quality and immunological parameters, which were evaluated before starting the exercise program and reassessed during periods of 2-4 months (short), 5-17 months (average period or intermediate) and finally to 19-25 months (long period). The results showed significant differences in five of the nine areas of quality life, pointing positive behaviors, specifically in the areas overall function, life satisfaction, health concerns, concerns about the medication and acceptance to HIV. We conclude that physical exercise promoted benefits both in short and long term, especially for the areas of quality of life of people living with HIV/AIDS and also demonstrated positive behavior changes and to aspects of sleep quality.

M��sica e surdez: o ensino de m��sica numa perspectiva bil��ngue na escola regular

The present study focuses on the development of pedagogical activities in Music Teaching, aiming to enhance the accessibility of musical knowledge for both deaf and hearing students, using a bilingual approach in regular schools. Few studies address Music and Deafness, and those that do focus exclusively on the context of special education, and specifically the deaf student, which signals the urgent need for conducting research on this issue in the context of inclusion – empirically and carried out on school grounds. Therefore, we developed our study at a Natal City Public Elementary school, in a class of 6th graders, comprised of 37 students, 3 of whom were deaf. The objective of the study was to develop a proposal for a pedagogical intervention in Music Teaching, using a bilingual approach, with deaf and hearing students, in the context of regular school classes. The research is based on the theoretical framework presented in Penna (2010), Brito (2001) and Fonterrada (2008), with reference to music education, and Haguiara-Cervellini (2003), Finck (2009) and Louro (2006), with reference to inclusion in teaching music. To achieve this objective, we developed a proposal for intervention based on the methodological dictates of intervention research, presented in studies by Jobim and Souza (2011) in light of the theoretical concepts posited by Mikhail Bakhtin, which assert that knowledge is produced through interaction between subjects, dialogically and through alterity. This methodology was carried out in pedagogical workshops, conceived as spaces for the construction of knowledge, mobilizing participants to engage in ludic activities of musical experimentation. Content covered in these workshops focused on Pulse and Rhythm – basic elements in music education – demonstrating that awareness about and sensitivity to these elements is not limited to the auditory sensory perception of the student, once the entire body is used as an agent of acquisition and expression. Thus, we began the trajectory of our research from the starting point of the identification and perception of „Pulse‟, using one‟s own body and the body of classmates, representing it through physical expressions and movement. Subsequently, this Pulse was extended from the body to a percussion instrument, and was then represented graphically as lines of rhythm, constituting a process of reading and writing; ultimately the intervention culminated in the class presentation with the musical group De Pau e Lata (Stick and Can). In our analysis, faced with the challenges and possibilities presented in our study, findings showed satisfactory results with regard to the participation of all of the students: completing the activities proposed in the class, asking questions when they did not understand, positioning themselves when they thought it necessary, expressing opinions about the work completed, evaluating the workshops given, interacting, helping in the activities, constructing knowledge collaterally, experimenting and experiencing musical elements through the body in activities that applied to both groups (deaf and hearing) in the one class. These indications elucidate the viability of teaching music to deaf and hearing students, using a bilingual approach, and based on experiences with the body and communicative and cultural specificities involved, confirming, as well, the role of Sign Language as a mediator in the teaching/learning process.

N��cleos de acessibilidade e o atendimento a alunos com necessidades educacionais especiais nas universidades federais do nordeste brasileiro

In the current context of policies for inclusiveness in the Brazilian higher education, the accessibility centers are responsible for the organization of actions toward the fulfillment of the legal requirements regarding accessibility and the elimination of barriers that interfere with the participation and learning of persons with special learning needs (SLN), providing conditions for the full inclusion of these students in the activities of learning, research and community outreach in this learning level. This research had the goal to analyse the work developed by the accessibility centers in the federal universities in the northeastern region of Brazil towards the care of students with SLN. It is a descriptive work, with quantitative and qualitative approaches. Twelve federal universities participated through their accessibility center’s coordinators. The data - gathered by means of an electronic survey filled out in 2014 - was organized and analyzed through descriptive statistics and content analysis; their discussion was made around four topics: organization of accessibility centers for the care of students with SLN, kinds and numbers of students with SLN cared for, actions developed, and suggestions for the improvement of the accessibility centers. It was found that in the sphere of the researched universities, the accessibility centers have been taking actions involving many parts of the academic community towards the improvement of the conditions and permanence of students with SLN. However, in some institutional realities, these action need to be expanded and/or consolidated. The coordinators suggest further actions towards the betterment of these centers, regarding expansion of financial and human resources, professional qualification, awareness of the academic community, institutionalization and the formation of a collaborative network among the accessibility centers. Thus, although there are still challenges to overcome, the presence of the accessibility centers is shown to advance the realization of policies for the inclusion of students with SLN in the post-secondary education, towards the democratization of learning starting from the universal right to education.

N��cleos de acessibilidade e o atendimento a alunos com necessidades educacionais especiais nas universidades federais do nordeste brasileiro

In the current context of policies for inclusiveness in the Brazilian higher education, the accessibility centers are responsible for the organization of actions toward the fulfillment of the legal requirements regarding accessibility and the elimination of barriers that interfere with the participation and learning of persons with special learning needs (SLN), providing conditions for the full inclusion of these students in the activities of learning, research and community outreach in this learning level. This research had the goal to analyse the work developed by the accessibility centers in the federal universities in the northeastern region of Brazil towards the care of students with SLN. It is a descriptive work, with quantitative and qualitative approaches. Twelve federal universities participated through their accessibility center’s coordinators. The data - gathered by means of an electronic survey filled out in 2014 - was organized and analyzed through descriptive statistics and content analysis; their discussion was made around four topics: organization of accessibility centers for the care of students with SLN, kinds and numbers of students with SLN cared for, actions developed, and suggestions for the improvement of the accessibility centers. It was found that in the sphere of the researched universities, the accessibility centers have been taking actions involving many parts of the academic community towards the improvement of the conditions and permanence of students with SLN. However, in some institutional realities, these action need to be expanded and/or consolidated. The coordinators suggest further actions towards the betterment of these centers, regarding expansion of financial and human resources, professional qualification, awareness of the academic community, institutionalization and the formation of a collaborative network among the accessibility centers. Thus, although there are still challenges to overcome, the presence of the accessibility centers is shown to advance the realization of policies for the inclusion of students with SLN in the post-secondary education, towards the democratization of learning starting from the universal right to education.

Avalia����o do efeito do liraglutida nos tecidos muscular e adiposo e nos par��metros bioqu��micos em camundongos Swiss submetidos �� dieta de cafeteria e a atividade f��sica

Obesity is a chronic metabolic disease characterized by adipose tissue formation excess leading to an increase in body fat mass, of multifactorial origin, produced mainly by poor eating habits combined with a sedentary lifestyle. Data consider obesity as a serious disease that affects the world's population, ranking fifth in death rates. Faced with this situation, individuals seek, increasingly, means to lose weight with less physical effort and food. In 2009 and 2010 the drug liraglutide was lauched in order to reduce weight in individuals with diabetes mellitus type 2, thus avoiding the emergence of other diseases. The aggravating factor is that obese nondiabetic individuals are making use of this substance, even if its use is not authorized by ANVISA (Brazilian Health Surveillance Agency). Thus the objective of this research is to evaluate the effect of liraglutide for muscle or fat tissues and biochemical parameters in Swiss mice submitted to cafeteria diet and physical activity. The study was approved by the Ethics Committee on Animal Use - CEUA (nº003 Protocol / 2014). For this study 74 animals (Swiss mice) were used, divided as follows: in the initial phase of this study, we carried out a pilot study (n = 10) divided into a control group (PCON) (n = 5) and cafeteria group (PCAF) (n = 5), in order to evaluate a cafeteria diet which was both attractive to the animals and that could provide an increase in adipose tissue. After the induction of the diet, animals were euthanized and as a result, the animals in the PCAF group showed an intra-abdominal adiposity 0.74 ± 0.05 g, taken as the parameter for increasing fat in animals. Subsequently the study base was conducted for this research where animals were used (n = 64) divided into 2 groups: the Cafeteria Study Base Group (EBCAF) divided as follows: cafeteria + exercise + liraglutide (CEL) (n = 8), cafeteria + exercise + saline (CES) (n = 8), cafeteria + liraglutide (CL) (n = 8) and cafeteria + saline (CS) (n = 8). The Chow Study Base group (EBR) was divided into: exercise + liraglutide (EL) (n = 8), exercise + saline + (ES) (n = 8), liraglutide (L) (n = 8) and saline solution (SS) (n = 8). All animals went through the submission process to the cafeteria diet, followed by exercise protocol through swimming and treatment with the test substance intraperitoneally (200 mg / mL / kg). After the treatments, the animals were euthanized and had the following parameters evaluated: the muscle tissue mass, adipose tissue mass and biochemical parameters. It was observed that the processing done with the exercise-associated liraglutide reduced adipose tissue mass significantly (0.32 ± 0.05 g) compared to the saline group (0.53 ± 0.07 g). There were no changes in the muscle tissue of the group which was treated and exercised (1.39 ± 0.03 g) compared to the saline group (1.33 ± 0.03 g). Regarding biochemical parameters it was evident that there were changes in these parameters. Interesting to note that, although blood glucose values have been changed, the animals did not become diabetic. Thus, it appears that physical activity together with liraglutide is eficcient to the loss of intraabdominal adipose tissue and the maintenance of lean body mass thereby generating a satisfactory result in the pursuit of quality of life and disease prevention.

Avalia����o do efeito do liraglutida nos tecidos muscular e adiposo e nos par��metros bioqu��micos em camundongos Swiss submetidos �� dieta de cafeteria e a atividade f��sica

Obesity is a chronic metabolic disease characterized by adipose tissue formation excess leading to an increase in body fat mass, of multifactorial origin, produced mainly by poor eating habits combined with a sedentary lifestyle. Data consider obesity as a serious disease that affects the world's population, ranking fifth in death rates. Faced with this situation, individuals seek, increasingly, means to lose weight with less physical effort and food. In 2009 and 2010 the drug liraglutide was lauched in order to reduce weight in individuals with diabetes mellitus type 2, thus avoiding the emergence of other diseases. The aggravating factor is that obese nondiabetic individuals are making use of this substance, even if its use is not authorized by ANVISA (Brazilian Health Surveillance Agency). Thus the objective of this research is to evaluate the effect of liraglutide for muscle or fat tissues and biochemical parameters in Swiss mice submitted to cafeteria diet and physical activity. The study was approved by the Ethics Committee on Animal Use - CEUA (nº003 Protocol / 2014). For this study 74 animals (Swiss mice) were used, divided as follows: in the initial phase of this study, we carried out a pilot study (n = 10) divided into a control group (PCON) (n = 5) and cafeteria group (PCAF) (n = 5), in order to evaluate a cafeteria diet which was both attractive to the animals and that could provide an increase in adipose tissue. After the induction of the diet, animals were euthanized and as a result, the animals in the PCAF group showed an intra-abdominal adiposity 0.74 ± 0.05 g, taken as the parameter for increasing fat in animals. Subsequently the study base was conducted for this research where animals were used (n = 64) divided into 2 groups: the Cafeteria Study Base Group (EBCAF) divided as follows: cafeteria + exercise + liraglutide (CEL) (n = 8), cafeteria + exercise + saline (CES) (n = 8), cafeteria + liraglutide (CL) (n = 8) and cafeteria + saline (CS) (n = 8). The Chow Study Base group (EBR) was divided into: exercise + liraglutide (EL) (n = 8), exercise + saline + (ES) (n = 8), liraglutide (L) (n = 8) and saline solution (SS) (n = 8). All animals went through the submission process to the cafeteria diet, followed by exercise protocol through swimming and treatment with the test substance intraperitoneally (200 mg / mL / kg). After the treatments, the animals were euthanized and had the following parameters evaluated: the muscle tissue mass, adipose tissue mass and biochemical parameters. It was observed that the processing done with the exercise-associated liraglutide reduced adipose tissue mass significantly (0.32 ± 0.05 g) compared to the saline group (0.53 ± 0.07 g). There were no changes in the muscle tissue of the group which was treated and exercised (1.39 ± 0.03 g) compared to the saline group (1.33 ± 0.03 g). Regarding biochemical parameters it was evident that there were changes in these parameters. Interesting to note that, although blood glucose values have been changed, the animals did not become diabetic. Thus, it appears that physical activity together with liraglutide is eficcient to the loss of intraabdominal adipose tissue and the maintenance of lean body mass thereby generating a satisfactory result in the pursuit of quality of life and disease prevention.

Da arenga ao debate: o aprimoramento da compet��ncia argumentativa por estudantes do ensino m��dio

In order to understand the factors involved in the improvement process of argumentative competence by students of 2nd year of high school, we undertook a qualitative approach research and interventional nature, during which we adopted the conduct of participant observation in a school belonging to the state schools of Rio Grande do Norte, located on the outskirts of the city of Natal. The analyzed corpus consisted in the interim intervention and entails the answers to a semi-structured questionnaire, fourteen opinion articles and three regrados debates, produced by the students, in addition to video recordings of ten sessions and personal notes pertaining to another six, totaling sixteen sessions observed during the school year 2014. As the most important bibliographical references we study skills and reasoning from the perspective of discursive social interactionism. Analyzing the data we loan the principle of categorization, opting for critical-descriptive presentation and were revealed to us, via the classified evidences, that among the factors involved in the study process, it appears with more relevance to set up an effective intellectual community, which meets in constant interaction subjects, which alternate assuming the conditions of speakers and audience. The constitution of this community depends largely on the teaching mediation and is indispensable to the (re)design of the studied competence, in interactions with her the subjects afforded learn and develop their competence, reshaping the limits of their zone of proximal development.

Da arenga ao debate: o aprimoramento da compet��ncia argumentativa por estudantes do ensino m��dio

In order to understand the factors involved in the improvement process of argumentative competence by students of 2nd year of high school, we undertook a qualitative approach research and interventional nature, during which we adopted the conduct of participant observation in a school belonging to the state schools of Rio Grande do Norte, located on the outskirts of the city of Natal. The analyzed corpus consisted in the interim intervention and entails the answers to a semi-structured questionnaire, fourteen opinion articles and three regrados debates, produced by the students, in addition to video recordings of ten sessions and personal notes pertaining to another six, totaling sixteen sessions observed during the school year 2014. As the most important bibliographical references we study skills and reasoning from the perspective of discursive social interactionism. Analyzing the data we loan the principle of categorization, opting for critical-descriptive presentation and were revealed to us, via the classified evidences, that among the factors involved in the study process, it appears with more relevance to set up an effective intellectual community, which meets in constant interaction subjects, which alternate assuming the conditions of speakers and audience. The constitution of this community depends largely on the teaching mediation and is indispensable to the (re)design of the studied competence, in interactions with her the subjects afforded learn and develop their competence, reshaping the limits of their zone of proximal development.

Pr��ticas pedag��gicas e inclus��o escolar: o processo de ensino-aprendizagem de alunas com defici��ncia intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

Pr��ticas pedag��gicas e inclus��o escolar: o processo de ensino-aprendizagem de alunas com defici��ncia intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

Curr��culo escolar e inclus��o de estudantes com defici��ncia: di��logos com uma escola p��blica

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRIST��N, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (N��VOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALH��ES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Curr��culo escolar e inclus��o de estudantes com defici��ncia: di��logos com uma escola p��blica

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRIST��N, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (N��VOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALH��ES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Processo identit��rio profissional: as experi��ncias formativas de licenciandos do curso de F��sica - UFPI

In this research, we have as study object the identification process with the profession of students of the Undergraduate course for preparing professors for teaching Physics of the Federal University of Piau��. We start from the following question: - What relationships can be established among the senses given by the students to the group of the experiences lived in their initial formation and the identity construction as teacher? The presupposition is that the process of identification with the profession can contain formative experiences that are impossible to be reduced to the situations of disciplines learning. We considered that, in the development of the process of professional identification, the articulations and the connections that the students established with themselves, with the others - their formative teachers, managers - and with the world - the University, the public school - they should be understood in the interdependence relationships, consubstantiated in the experiences lived during the initial stage of their formation. Therefore, our objective is to understand the process of identification of the students with the teaching profession, based in the senses given to their formative experiences. In order to get this aim, we used the methodology of the Comprehensive Interview, and we chose as methodological and theoretical principles: the multi-referential theoretical framework, 'configuration and interdependence', the relationship among 'identity and alterity', the sensitive hearing and the 'intellectual craft'. The study is organized in two parts: the first, contains two chapters, that have introductory character. The second part is unfolded in five chapters, and it constitutes the development of the thesis. In the "paths", we revealed, starting from the actions and intentions that mobilized the students, processes involved in the choice of the course, and, this way, the initial identifications with the being an university student. We looked for to identify possible dissonances among the curriculum 'instituted and instituting', as well as the implications of its management of the formative experiences of future teachers. In short, we tried to capture, through the speeches of a group of students, the signs, the images and the senses of their formative experiences, which indicate as a vision of how their teaching profession is built. With this study, we sought to contribute for the researches on the field of degrees, taking as axis the formative processes that configure those courses. Finally, that the proposition of professor formation politics should be fundamentally based in internal demands, lived in the formative processes.

Desenvolvimento profissional de futuros professores: travessias que se entrecruzam em contextos formativos

This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Inicia����o �� Doc��ncia – PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte – UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.