Estrat��gias de aprendizagem utilizadas por estudantes cegos

Learning strategies can be understood as a planned sequence of procedures or activities, selected in order to facilitate the acquisition, storage and use of information. Although important to the learning process, the knowledge on these strategies is still insufficient, especially with regard to students with visual impairments. Therefore, this study aimed to characterize learning strategies used by blind and sighted students, registered in elementary education in schools and special institutions. Were participants 23 teachers, male and female, aged between 26 and 51 years, and 102 students, of whom 25 were blind and 77 seers, of both genders, registered on the 3rd to the 9th grade of elementary school, aged 7 to 16 years old. The instruments used were: field diary (students and teachers); structured questionnaire (teachers); sociodemographic questionnaire, interview and Assessment Scale of Learning Strategies for Elementary School (students). Initially were made observations in the classroom and the teachers received the questionnaires, with instructions for completion. Then were made the interviews with blind students and the scale was administered with these and with the seers. All instruments were administered individually. We conducted content analysis of the questionnaires with teachers and the interviews with blind students. The scale of strategies and sociodemographic questionnaire were analyzed with the help of descriptive and inferential statistics. It was noticed that the blind students use few learning strategies in the classroom, regardless of city, series, sex or age. It was found that teachers didn t receive training to deal with blind students, either during graduation or after have completed it, in such a way that few of them were able to inform about the learning strategies the students use, and demonstrated low ability to deal with these inefficiencies. It was also found that the blind and the sighted use cognitive and metacognitive strategies during learning, but those used by the blind seem to be more basic, low complexity, given that the seers have achieved higher scores on all subscales. We conclude that the repertoire of learning strategies for blind students is inflexible, requiring increments so that they can achieve significant results. It is important that teachers receive training to understand the learning strategies and how they positively influence learning

Dados normativos do teste de aten����o por cancelamento em estudantes de Natal/RN

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Uma abordagem no ensino de fra����es baseadas em atividades para o 6�� ano do ensino fundamantal

The objective of this work if constitutes in creation a proposal for activities, in the discipline of mathematics, for the 6th year of Elementary School, that stimulates the students the develop the learning of the content of fractions, from the awareness of the insufficiency of the natural numbers for solve several problems. Thus, we prepared a set with twelve activities, starting by the comparison between measures, presenting afterward some of the meanings of fractions and ending with the operations between fractions. For so much, use has been made of materials available for use in the classroom, of forma ludic, for resolution of challenges proposed. Through these activities, it becomes possible students to recognize the necessity of using fractions for solve a amount larger of problems

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.

Preval��ncia de altera����es fundosc��picas em estudantes na cidade de Natal/Brasil

Objetivo: Determinar a preval��ncia de altera����es fundosc��picas em estudantes de escolas das redes p��blica e privada de Natal-RN. M��todos: Avalia����o oftalmol��gica foi realizada em 990 alunos, de 5 a 21 anos, matriculados nas escolas das redes p��blicas e privada do munic��pio de Natal- RN, que estiveram cursando alguma s��rie do ensino fundamental ou m��dio, no per��odo de 03 a 06 de 2001. Resultados: Altera����es fundosc��picas foram observadas em 5,3% dos estudantes. As anormalidades encontradas, por ordem de freq����ncia, foram: branco sem press��o, 1,0%; cicatriz de retinocoroidite sugestiva de toxoplasmose, 1,0%; atrofia do epit��lio pigmentado da retina, 0,8%; nevos da cor��ide, 0,4%; escava����o da cabe��a do nervo ��ptico aumentada, 0,4%; degenera����o em treli��a, 0,3%; buraco operculado, 0,2%; fundus mi��pico, 0,2%; tortuosidade vascular aumentada, 0,2%; granuloma sugestivo de toxocar��ase, 0,2%; hipoplasia da cabe��a do nervo ��ptico, 0,1%; persist��ncia da art��ria hialoidea, 0,1%; persist��ncia de fibras de mielina, 0,1%; retina sal e pimenta, 0,1%; retinosquise, 0,1%. Conclus��o: Houve uma baixa preval��ncia de altera����es fundosc��picas na popula����o estudada

Preval��ncia de altera����es fundosc��picas em estudantes na cidade de Natal-Brasil

Objetivo: Determinar a preval��ncia de altera����es fundosc��picas em estudantes de escolas das redes p��blica e privada de Natal-RN. M��todos: Avalia����o oftalmol��gica foi realizada em 990 alunos, de 5 a 21 anos, matriculados nas escolas das redes p��blicas e privada do munic��pio de Natal-RN, que estiveram cursando alguma s��rie do ensino fundamental ou m��dio, no per��odo de 03 a 06 de 2001. Resultados: Altera����es fundosc��picas foram observadas em 5,3% dos estudantes. As anormalidades encontradas, por ordem de freq����ncia, foram: branco sem press��o, 1,0%; cicatriz de retinocoroidite sugestiva de toxoplasmose, 1,0%; atrofia do epit��lio pigmentado da retina, 0,8%; nevos da cor��ide, 0,4%; escava����o da cabe��a do nervo ��ptico aumentada, 0,4%; degenera����o em treli��a, 0,3%; buraco operculado, 0,2%; fundus mi��pico, 0,2%; tortuosidade vascular aumentada, 0,2%; granuloma sugestivo de toxocar��ase, 0,2%; hipoplasia da cabe��a do nervo ��ptico, 0,1%; persist��ncia da art��ria hialoidea, 0,1%; persist��ncia de fibras de mielina, 0,1%; retina sal e pimenta, 0,1%; retinosquise, 0,1%. Conclus��o: Houve uma baixa preval��ncia de altera����es fundosc��picas na popula����o estudada

Concep����es de licenciandas em pedagogia sobre o ensino de ci��ncias nos ciclos I e II da educa����o b��sica

O conte��do de ci��ncias no Ensino Fundamental dos ciclos I e II �� ministrado por um professor polivalente com forma����o em Pedagogia. Sua forma����o deve possibilitar uma vis��o global do fen��meno educativo, o que implica a constru����o de conhecimentos m��ltiplos e contextualizados, por��m com pouco aprofundamento. Este trabalho objetiva identificar as opini��es e dificuldades de licenciandos de Pedagogia a respeito dos conte��dos de Ci��ncias nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com rela����o aos conte��dos de ci��ncias ministrados no I e II ciclos, voc�� os considera f��cil ou dif��cil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ci��ncias, cite as principais dificuldades que voc�� teria (tem/teve) em ensinar ci��ncias nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ci��ncias Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com rela����o ao questionamento referente �� considera����o dos conte��dos de ci��ncias, 52% das licenciandas consideraram f��cil, 31% dif��cil e 17% n��o responderam a quest��o. Foram identificadas tr��s categorias de respostas: processo de elabora����o do planejamento (20,5% f��cil e 20,5% dif��cil), n��vel de conhecimento dos alunos (7% f��cil e 0% dif��cil) e natureza dos conte��dos abordados (14% f��cil e 10,5% dif��cil). Foram classificadas tr��s categorias distintas em rela����o ��s dificuldades em ensinar ci��ncias: natureza dos conte��dos abordados (50%), aspectos metodol��gicos (25%), e conhecimento b��sico (25%). A an��lise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto �� aplicabilidade do ensino de ci��ncias nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada �� falta de conhecimento b��sico destes conte��dos, que somente foram estudados por elas no Ensino B��sico, indicando a necessidade de incorpora����o de abordagens de conte��dos de ci��ncias no curr��culo do curso de Pedagogia.

O argumento de inclus��o enquanto pol��tica de acesso �� universidade p��blica

There are a great number of evidences showing that education is extremely important in many economic and social dimensions. In Brazil, education is a right guaranteed by the Federal Constitution; however, in the Brazilian legislation the right to the three stages of basic education: Kindergarten, Elementary and High School is better promoted and supported than the right to education at College level. According to educational census data (INEP, 2009), 78% of all enrolments in College education are in private schools, while the reverse is found in High School: 84% of all matriculations are in public schools, which shows a contradiction in the admission into the universities. The Brazilian scenario presents that public universities receive mostly students who performed better and were prepared in elementary and high school education in private schools, while private universities attend students who received their basic education in public schools, which are characterized as low quality. These facts have led researchers to raise the possible determinants of student performance on standardized tests, such as the Brazilian Vestibular exam, to guide the development of policies aimed at equal access to College education. Seeking inspiration in North American models of affirmative action policies, some Brazilian public universities have suggested rate policies to enable and facilitate the entry of "minorities" (blacks, pardos1, natives, people of low income and public school students) to free College education. At the Federal University of the state Rio Grande do Norte (UFRN), the first incentives for candidates from public schools emerged in 2006, being improved and widespread during the last 7 years. This study aimed to analyse and discuss the Argument of Inclution (AI) - the affirmative action policy that provides additional scoring for students from public schools. From an extensive database, the Ordinary Least Squares (OLS) technique was used as well as a Quantile Regression considering as control the variables of personal, socioeconomic and educational characteristics of the candidates from the Brazilian Vestibular exam 2010 of the Federal University of the state Rio Grande do Norte (UFRN). The results demonstrate the importance of this incentive system, besides the magnitude of other variables

A sala de aula em cena: uma pesquisa em ensino do teatro a partir da experi��ncia docente

At first moment we present a reflection about the history of theater and later a contextualization of didactic movements oriented to scenic arts. Through at the constant dialogue with authors of areas involving education, theatre, corporeality and music was possible analyzing, develop and criticize a education work under my responsibility involving fourteen classes. At the second moment will occur a critical self about the quality of theater classes his contents and methodologies. The technique will be at side of the emotion and together develop skills aimed at tracing paths for theater developed at a classroom of a especific private school in Natal-RN. At the third moment one class is chosen for analyze of the academic research and many experiments happen after this decision, initiated and sensitized through of the music with a significant look at the corporeality and prioritizing the theater as content in ninth grade - elementary school two. At the conclusion is possible see that learning is mutual and the theater can become life routine as well as the arts in general and when all arts will be regularized into the national educational system for public and private schools we will have more susceptible humans and more intellectual capacity

Mudan��as Morfofuncionais Ditadas pela Menarca no ��mbito Escolar

O processo de desenvolvimento e crescimento humano �� um constructo de etapas que se sucedem e se sobrep��e, em um continuo de eventos que podem interferir diretamente sobre as caracter��sticas morfofuncionais do indiv��duo. O objetivo deste estudo de Mestrado est�� centrado na observa����o do comportamento de vari��veis morfofuncionais na linha do tempo, ditado pelo evento da menarca no ��mbito escolar do ensino fundamental ao m��dio. O estudo caracterizou-se como transversal com cunho descritivo, tipologia desenvolvimental e delineamento comparativo. A amostra foi composta por 1148 jovens estudantes do sexo feminino com idades entre 10 e 17 anos residente na zona urbana da cidade de Natal/RN. Foram subdivididas em grupos pelo distanciamento da menarca, sendo o Grupo I (M0) n= 289; Grupo 2 (M) n102=; Grupo 3 (M1) n=100; Grupo 4 (M2) n=109; Grupo 5 (M3) n=177; Grupo 6 (M4)n= 371. Para os instrumentos da coleta foram utilizados as medidas de dobras cut��neas Triciptal, subescapular, de T��rax, Axilar M��dia, Supra-Il��aca, Supra- Espinhal, de Abd��men, de Coxa M��dia e de Perna. Per��metros de cintura, quadril, abd��men e coxa m��dia. Tamb��m foi utilizado o di��metro ��sseo de Bi-cristal e Bi-acr��mio e for��a de membros superiores atrav��s do teste de apoio no solo, for��a de tronco atrav��s do teste abdominal e flexibilidade do quadril atrav��s do teste de amplitude angular. O tratamento estat��stico utilizado nos artigos obedeceu ao princ��pio estat��stico descritivo com valores de tend��ncia central e seus derivados e como tratamento inferencial para o artigo final da disserta����o utilizou-se um ��ndice percentual de mudan��as entre os momentos maturacionais e a magnitude percentual das mudan��as e ainda o teste n��o param��trico de Mann-Whitney U. Os resultados do estudo demonstraram que o pico de altera����o no desenvolvimento morfofuncional do grupo estudado, ocorreu um ano ap��s a menarca. Apontando para a import��ncia dos efeitos das transforma����es morfofuncionais decorrentes pela matura����o, indicando mesmo que de maneira indireta, efeitos hormonais nestas mudan��as. O que ora est�� demonstrado pelos trabalhos que integram esta disserta����o, nos permite concluir que, embora circunscrito aos sujeitos observados, que a matura����o constitui-se como instrumento decisivo na investiga����o do crescimento e desenvolvimento da crian��a e do adolescente, sendo o ambiente como demostrado fator de interveniente sobre estas vari��veis. Ao finalizar esta etapa de estudos sobre o tema, deixamos a sugest��o da continuidade da pesquisa, agora com a utiliza����o de interven����es com aulas padronizadas com diferentes estrat��gias, para investiga����o das interveni��ncias da atividade f��sica no ambiente escolar e fora dele, na busca de um m��todo ou de m��todos mais adequados a minimizar aos efeitos combinados, do crescimento e hipocinesia.

O uso pedag��gico das TIC como expans��o das capacidades : o ProInfo Natal/RN

The broad objective of the research The pedagogic use of ICT as development of teaching capacity: the case of ProInfo Natal/RN was to realize an evaluation of this program effectiveness in public schools. Specifically, we ve tried to observe if the program: a) succeeded by promoting the pedagogical use of new ICTs, b) stimulated the improvement of teaching and learning using ICT, and c) performed functionings and expanding its capabilities. The methodology consisted of literature revision; realization of half-structured interviews with administrators and teachers, and leading four focal groups with students in 9th grade of elementary school, were also made observations and analysis about the official documents which regulates the program. Our results showed that ProInfo presents various interferences in its effectiveness, causing a gap between its marks and the actual results of its use in everyday life of schools. We ve concluded that the program needs to challenge these weaknesses in order to contribute to the promotion of functionings and expanding its capabilities

Plano de Desenvolvimento da Escola (PDE): o processo de implanta����o de uma nova proposta de descentraliza����o em duas escolas da rede municipal de ensino de Natal de 1999 a 2002

The 1988 Constitution was the legal marc to define changes in Brazilian State with major importance to the layout of public politician. In that moment of redefinitions e openness to new ways the redemocratization, participation and decentralization of public school had as their starter the elementary school. This work focus on the manage of FUNDESCOLA, particularly one of its politics called PDE (Educational Development Plan) wich purpose is guarantee a better quality in teaching and spread out democracy throughout its methodology. It was chosen two public schools: Professor Ulisses de G��is and Antonio Campos. The theoretical and methodological orientation is based on the theory of participative democracy developed by authors such as Putnam and Pateman. They says that a cultural background precedes individual participation in society. The collected data (educational legislation, surveys with all sectors of schools and technicians of Natal educational secretary, and relevant documents of de institutions) showed that PDE. Implementation had opposite runnings in the schools studied. In one, as a consequence of bad preparations of its teachers to absorve its methodology, PDE failed. In another way, PDE achieved its goals, especially helping the structure of action plans of the school and the administrative organization making possible several pedagogic activities planned. The work concludes that the main factor the failure or success of PDE relies on the organizational (both political and pedagogical) structure of each school. This discovery implies three important guidelines when comes to formulation of public politicians: a) Constitution of school; b) the local actors who manages the actions; c) the colletive interest in taking part of decisions

Fam��lia, aluno e professor: as for��as tipol��gicas da educa����o b��sica na regi��o metropolitana de Natal

This work was developed in the research line: "The habitus of study: builder of a new reality in the basic education of metropolitan area Natal" which is being developed with the support of CAPES by the Centre for Education. Acts, especially the problem of academic performance of students in basic education of the public in the Metropolitan Region of Natal (RMN). Thus, the aim of this paper is to construct a typology of students in the 9th year of basic education, attending the public schools (state or municipal) of MRN, 2009, and assess, according to these profiles, what personal characteristics student and their families: economic, social and cultural capital as well as teaching practices create environments capable of favoring a good educational development as measured by the performance obtained in the assessments in mathematics and English language. The data used were provided through the microdata Brazil Exam 2009 held by INEP. We used the methods Grade of Membership (GoM) for construction of profiles relevance of students according to the characteristics already mentioned. With these profiles was verified, which were effectively generating good performance in school curriculum components evaluated. The findings indicate that students belonging to the profile considered good environment, able to achieve better school performance both in Portuguese as in Mathematics, compared to the extreme profiles and adverse deficit

Professores em contexto formativo: um estudo do processo de mudan��as de concep����es sobre o ensino da matem��tica

El objetivo en esta tesis consisti�� en estudiar el proceso de los cambios de los conceptos de profesores de la educaci��n infantil y de los a��os in��ciales de la educaci��n b��sica referente a la ense��anza de la matem��tica. La investigaci��n se desenvolvi�� en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a trav��s de la educaci��n superior del instituto relacionado. El trabajo asocia el programa a ��l Programa de P��s-Gradua����o em Educa����o da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Forma����o e Profissionaliza����o Docente coordinada de los doctores Bet��nia Leite Ramalho e Isauro Beltran N����ez. El referencial te��rico-metodol��gico en quien si apoya el trabajo se inserta en la se��al conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; N����ez y Gauthier (2003), Ponte (1998), Guimar��es (1988), Ernest (1989). En esta investigaci��n, los conceptos de los profesores hab��an sido estudiados en el contexto educativo de la formaci��n del nivel superior, us��ndola reflexiva cr��tico pr��ctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la informaci��n, para las intenciones de esta investigaci��n, hab��an sido cosechados a trav��s de los instrumentos siguientes: cuestionario, plan de la lecci��n, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organizaci��n de los datos permiti�� a La inferencia de los conceptos, usando la t��cnica de la triangulaci��n de datos. La investigaci��n divulg�� que los conceptos de los profesores, a trav��s del proceso formativo, se hab��an desarrollado de una plataforma para otra, y��ndose puesto que los modelos did��cticos tradicionales para otros modelos dirigidos a una tendencia did��ctica de espontane��sta/investigativa. La reflexi��n cr��tica era considerada como elemento catal��tico de los cambios de los conceptos de los profesores en la educaci��n de las matem��ticas, sin embargo d��jenos verifican que estos cambios son dif��ciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la din��mica y la naturaleza de las actividades se convirti�� en el colaborativo de proceso formativo, entre otros. Como obst��culos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas pr��cticos de sus profesores de los colegas, del concepto linear, est��tico y de los mec��nicos de los procesos para ense��ar, el conocimiento profesional constru��do durante la formaci��n inicial, alineaci��n con los modelos did��cticos de sus viejos profesores, entre otros