Como vão se formando os professores em física e química: embates entre o ser, o ter e o fazer na formação de licenciandos da UFRN sob a perspectiva da teoria das representações sociais

The purpose of this work is to approach and understand the Social Representations (SR) (MOSCOVICI, 2003) about Physics and Chemistry from people who are major in these courses, as well as their Social Representations about teaching . We took as principle that approaching these representations it would be possible to relate their symbolic contents, in order to show how people who are following the first segments of bachelor degree courses in Physics and Chemistry become teachers, taking into account a psychosocial view. Two source of data was used during this research: Free-association Technique FA (ABRIC, 1994); and Multiple Classification Procedure (MCP) (ROAZZI, 1995). The analytical treatment of the collected data from FA was done according to the proposition of Grize, Vergés and Silem (1987 apud ABRIC, 1994, p. 66). MCP data were analyzed through MSA (Multidimensional Scalogram Analysis) and SSA (Singular Spectrum Analysis) methods associated with the Facet Theory (BILSKY, 2003). The discourses of MCP discussing groups at the moment of explanations were studied by Content Analysis as it was proposed by Bardin (1977) and Franco (2005). Indicative of an approach to the relations with knowledge (CHARLOT, 2000), the connections which aroused from the analyses showed that the group of future majors in Physics thought that this scientific field was based on a rationalist conception, influencing the idealization sense of the phenomena to be explained by Physics. Thus, Physics as school content started to require the student of the fundamental and high school to think abstractly as a cognitive skill of learning. The identifying elements observed in the relations between SR about Physics and Teaching aroused from the antagonism between future majors and their teacher, as well as from the speculation between their fundamental and high school students and themselves, mainly when they had to face the act of teaching due to the obstacles imposed by the own educational system, and by the weakness of the initial preparation. The group of future majors in Chemistry, through its discourses, showed these relations when they conceived empiricist Chemistry and said that teaching was the way of transmission of this knowledge, and didactics of Chemistry teaching was the direction to learning through pedagogic methods in order to lead the students to discoveries. The psychosocial contents which were built and showed from the symbolic relations in the studied SR achieved the relation of identity. This relation revealed identifying elements for these people, resulting from the traffic between their condition as students of Chemistry, and as teachers regarding their work, what placed the current relational contents in the teaching space, named as Knowledge changing and Adaptability . In order to study emerging questions in the discussing environment about formation and teaching professionalization, we focused the psychosocial view on this traffic and managed to observe epistemological practical and pedagogic obstacles that limited a configuration of the teaching work as a professional activity, especially from the particular conditions which led the relations of senses to Physics , Chemistry and Teaching ; and Chemistry and Physics as it was seen in this research. Generally speaking, we noted that these obstacles can denounce such obstacles concerning to the pedagogic doings which mainly impair the learning process of fundamental and high school students

Problemas de aprendizagem sobre ligações químicas para estudantes de graduação

This research aims at identifying the learning problems in newly undergraduate students at university, interpreting the nature and causes of these problems, offering subsidies to overcome these difficulties and enabling a meaningful learning through which students give meaning to their learning. As an object for this work was chosen the theme Chemical Bonds - where were studied the forces between atoms to form molecules, compound ions and ionic crystalline structures - and is characterized as one of the most important subjects of Chemistry. In research, it was used a questionnaire with five open questions, answered by 147 students from the early periods of degrees in Chemistry at Universidade Federal do f Rio Grande do Norte. The answers revealed uncertainty on the part of students, both conceptual and representation, with superficial justifications, always using the octet rule to describe models of chemical bonds. Results suggest that these students had inadequate training in high school and that the examinations for entrance into the ranks were made according to flexible criteria less demanding in terms of knowledge. These observations have led to the conclusion that for future changes, it is necessary for high schools and in the early periods in universities favoring the adoption of pedagogical approaches in context and applying strategies to overcome the teaching of superficial memorization on Chemical Bonds, which probably have applied to the teaching of other subjects of chemistry

Análise fractal da vasculatura retínica: métodos de segmentação e de cálculo dimensional

Embora tenha sido proposto que a vasculatura retínica apresenta estrutura fractal, nenhuma padronização do método de segmentação ou do método de cálculo das dimensões fractais foi realizada. Este estudo objetivou determinar se a estimação das dimensões fractais da vasculatura retínica é dependente dos métodos de segmentação vascular e dos métodos de cálculo de dimensão. Métodos: Dez imagens retinográficas foram segmentadas para extrair suas árvores vasculares por quatro métodos computacionais (“multithreshold”, “scale-space”, “pixel classification” e “ridge based detection”). Suas dimensões fractais de “informação”, de “massa-raio” e “por contagem de caixas” foram então calculadas e comparadas com as dimensões das mesmas árvores vasculares, quando obtidas pela segmentação manual (padrão áureo). Resultados: As médias das dimensões fractais variaram através dos grupos de diferentes métodos de segmentação, de 1,39 a 1,47 para a dimensão por contagem de caixas, de 1,47 a 1,52 para a dimensão de informação e de 1,48 a 1,57 para a dimensão de massa-raio. A utilização de diferentes métodos computacionais de segmentação vascular, bem como de diferentes métodos de cálculo de dimensão, introduziu diferença estatisticamente significativa nos valores das dimensões fractais das árvores vasculares. Conclusão: A estimação das dimensões fractais da vasculatura retínica foi dependente tanto dos métodos de segmentação vascular, quanto dos métodos de cálculo de dimensão utilizados

Previsão do índice bovespa por meio de redes neurais artificiais: uma análise comparada aos métodos tradicionais de séries de tempo

Forecast is the basis for making strategic, tactical and operational business decisions. In financial economics, several techniques have been used to predict the behavior of assets over the past decades.Thus, there are several methods to assist in the task of time series forecasting, however, conventional modeling techniques such as statistical models and those based on theoretical mathematical models have produced unsatisfactory predictions, increasing the number of studies in more advanced methods of prediction. Among these, the Artificial Neural Networks (ANN) are a relatively new and promising method for predicting business that shows a technique that has caused much interest in the financial environment and has been used successfully in a wide variety of financial modeling systems applications, in many cases proving its superiority over the statistical models ARIMA-GARCH. In this context, this study aimed to examine whether the ANNs are a more appropriate method for predicting the behavior of Indices in Capital Markets than the traditional methods of time series analysis. For this purpose we developed an quantitative study, from financial economic indices, and developed two models of RNA-type feedfoward supervised learning, whose structures consisted of 20 data in the input layer, 90 neurons in one hidden layer and one given as the output layer (Ibovespa). These models used backpropagation, an input activation function based on the tangent sigmoid and a linear output function. Since the aim of analyzing the adherence of the Method of Artificial Neural Networks to carry out predictions of the Ibovespa, we chose to perform this analysis by comparing results between this and Time Series Predictive Model GARCH, developing a GARCH model (1.1).Once applied both methods (ANN and GARCH) we conducted the results' analysis by comparing the results of the forecast with the historical data and by studying the forecast errors by the MSE, RMSE, MAE, Standard Deviation, the Theil's U and forecasting encompassing tests. It was found that the models developed by means of ANNs had lower MSE, RMSE and MAE than the GARCH (1,1) model and Theil U test indicated that the three models have smaller errors than those of a naïve forecast. Although the ANN based on returns have lower precision indicator values than those of ANN based on prices, the forecast encompassing test rejected the hypothesis that this model is better than that, indicating that the ANN models have a similar level of accuracy . It was concluded that for the data series studied the ANN models show a more appropriate Ibovespa forecasting than the traditional models of time series, represented by the GARCH model

Análise de métodos para aplicação de ventilação natural em projetos de edificações em Natal-RN

Natural ventilation is an efficient bioclimatic strategy, one that provides thermal comfort, healthful and cooling to the edification. However, the disregard for quality environment, the uncertainties involved in the phenomenon and the popularization of artificial climate systems are held as an excuse for those who neglect the benefits of passive cooling. The unfamiliarity with the concept may be lessened if ventilation is observed in every step of the project, especially in the initial phase in which decisions bear a great impact in the construction process. The tools available in order to quantify the impact of projected decisions consist basically of the renovation rate calculations or computer simulations of fluids, commonly dubbed CFD, which stands for Computational Fluid Dynamics , both somewhat apart from the project s execution and unable to adapt for use in parametric studies. Thus, we chose to verify, through computer simulation, the representativeness of the results with a method of simplified air reconditioning rate calculation, as well as making it more compatible with the questions relevant to the first phases of the project s process. The case object consists of a model resulting from the recommendations of the Código de Obras de Natal/ RN, customized according to the NBR 15220. The study has shown the complexity in aggregating a CFD tool to the process and the need for a method capable of generating data at the compatible rate to the flow of ideas and are discarded during the project s development. At the end of our study, we discuss the necessary concessions for the realization of simulations, the applicability and the limitations of both the tools used and the method adopted, as well as the representativeness of the results obtained

Análise de métodos de predição de conforto térmico de habitação em clima quente-úmido com condicionamento passivo

The assessment of building thermal performance is often carried out using HVAC energy consumption data, when available, or thermal comfort variables measurements, for free-running buildings. Both types of data can be determined by monitoring or computer simulation. The assessment based on thermal comfort variables is the most complex because it depends on the determination of the thermal comfort zone. For these reasons, this master thesis explores methods of building thermal performance assessment using variables of thermal comfort simulated by DesignBuilder software. The main objective is to contribute to the development of methods to support architectural decisions during the design process, and energy and sustainable rating systems. The research method consists on selecting thermal comfort methods, modeling them in electronic sheets with output charts developed to optimize the analyses, which are used to assess the simulation results of low cost house configurations. The house models consist in a base case, which are already built, and changes in thermal transmittance, absorptance, and shading. The simulation results are assessed using each thermal comfort method, to identify the sensitivity of them. The final results show the limitations of the methods, the importance of a method that considers thermal radiance and wind speed, and the contribution of the chart proposed

Determinação de motivos de ligação à quitina em vicilinas de Canavalia ensiformis e Vigna unguiculata através de métodos in silico e relação com suas toxicidades para o bruquídeo Callosobruchus maculatus (Coleoptera:Bruchidae)

Chitin is an important structural component of the cellular wall of fungi and exoskeleton of many invertebrate plagues, such as insects and nematodes. In digestory systems of insects it forms a named matrix of peritrophic membrane. One of the most studied interaction models protein-carbohydrate is the model that involves chitin-binding proteins. Among the involved characterized domains already in this interaction if they detach the hevein domain (HD), from of Hevea brasiliensis (Rubber tree), the R&R consensus domain (R&R), found in cuticular proteins of insects, and the motif called in this study as conglicinin motif (CD), found in the cristallography structure of the β-conglicinin bounded with GlcNac. These three chitin-binding domains had been used to determine which of them could be involved in silico in the interaction of Canavalia ensiformis and Vigna unguiculata vicilins with chitin, as well as associate these results with the WD50 of these vicilins for Callosobruchus maculatus larvae. The technique of comparative modeling was used for construction of the model 3D of the vicilin of V. unguiculata, that was not found in the data bases. Using the ClustalW program it was gotten localization of these domains in the vicilins primary structure. The domains R&R and CD had been found with bigger homology in the vicilins primary sequences and had been target of interaction studies. Through program GRAMM models of interaction ( dockings ) of the vicilins with GlcNac had been gotten. The results had shown that, through analysis in silico, HD is not part of the vicilins structures, proving the result gotten with the alignment of the primary sequences; the R&R domain, although not to have structural similarity in the vicilins, probably it has a participation in the activity of interaction of these with GlcNac; whereas the CD domain participates directly in the interaction of the vicilins with GlcNac. These results in silico show that the amino acid number, the types and the amount of binding made for the CD motif with GlcNac seem to be directly associates to the deleterious power that these vicilins show for C. maculatus larvae. This can give an initial step in the briefing of as the vicilins interact with alive chitin in and exert its toxic power for insects that possess peritrophic membrane

Estudo do genoma do vírus causador da mionecrose infecciosa em camarões e desenvolvimento de métodos para detecção de diferentes variantes

Shrimp farming is one of the activities that contribute most to the growth of global aquaculture. However, this business has undergone significant economic losses due to the onset of viral diseases such as Infectious Myonecrosis (IMN). The IMN is already widespread throughout Northeastern Brazil and affects other countries such as Indonesia, Thailand and China. The main symptom of disease is myonecrosis, which consists of necrosis of striated muscles of the abdomen and cephalothorax of shrimp. The IMN is caused by infectious myonecrosis virus (IMNV), a non-enveloped virus which has protrusions along its capsid. The viral genome consists of a single molecule of double-stranded RNA and has two Open Reading Frames (ORFs). The ORF1 encodes the major capsid protein (MCP) and a potential RNA binding protein (RBP). ORF2 encodes a probable RNA-dependent RNA polymerase (RdRp) and classifies IMNV in Totiviridae family. Thus, the objective of this research was study the IMNV complete genome and encoded proteins in order to develop a system differentiate virus isolates based on polymorphisms presence. The phylogenetic relationship among some totivirus was investigated and showed a new group to IMNV within Totiviridae family. Two new genomes were sequenced, analyzed and compared to two other genomes already deposited in GenBank. The new genomes were more similar to each other than those already described. Conserved and variable regions of the genome were identified through similarity graphs and alignments using the four IMNV sequences. This analyze allowed mapping of polymorphic sites and revealed that the most variable region of the genome is in the first half of ORF1, which coincides with the regions that possibly encode the viral protrusion, while the most stable regions of the genome were found in conserved domains of proteins that interact with RNA. Moreover, secondary structures were predicted for all proteins using various softwares and protein structural models were calculated using threading and ab initio modeling approaches. From these analyses was possible to observe that the IMNV proteins have motifs and shapes similar to proteins of other totiviruses and new possible protein functions have been proposed. The genome and proteins study was essential for development of a PCR-based detection system able to discriminate the four IMNV isolates based on the presence of polymorphic sites

Otimização evalidação de métodos analíticos para a determinação simultânea de tuberculostáticos (4-FDC) por CLAE/DAD e CLUE/ DAD

Tuberculosis is a serious disease, but curable in practically 100% of new cases, since complied the principles of modern chemotherapy. Isoniazid (ISN), Rifampicin (RIF), Pyrazinamide (PYR) and Chloride Ethambutol (ETA) are considered first line drugs in the treatment of tuberculosis, by combining the highest level of efficiency with acceptable degree of toxicity. Concerning USP 33 - NF28 (2010) the chromatography analysis to 3 of 4 drugs (ISN, PYR and RIF) last in average 15 minutes and 10 minutes more to obtain the 4th drug (ETA) using a column and mobile phase mixture different, becoming its industrial application unfavorable. Thus, many studies have being carried out to minimize this problem. An alternative would use the UFLC, which is based with the same principles of HPLC, however it uses stationary phases with particles smaller than 2 μm. Therefore, this study goals to develop and validate new analytical methods to determine simultaneously the drugs by HPLC/DAD and UFLC/DAD. For this, a analytical screening was carried out, which verified that is necessary a gradient of mobile phase system A (acetate buffer:methanol 94:6 v/v) and B (acetate buffer:acetonitrile 55:45 v/v). Furthermore, to the development and optimization of the method in HPLC and UFLC, with achievement of the values of system suitability into the criteria limits required for both techniques, the validations have began. Standard solutions and tablets test solutions were prepared and injected into HPLC and UFLC, containing 0.008 mg/mL ISN, 0.043 mg/mL PYR, 0.030 mg.mL-1 ETA and 0.016 mg/mL RIF. The validation of analytical methods for HPLC and UFLC was carried out with the determination of specificity/selectivity, analytical curve, linearity, precision, limits of detection and quantification, accuracy and robustness. The methods were adequate for determination of 4 drugs separately without interfered with the others. Precise, due to the fact of the methods demonstrated since with the days variation, besides the repeatability, the values were into the level required by the regular agency. Linear (R> 0,99), once the methods were capable to demonstrate results directly proportional to the concentration of the analyte sample, within of specified range. Accurate, once the methods were capable to present values of variation coefficient and recovery percentage into the required limits (98 to 102%). The methods showed LOD and LOQ very low showing the high sensitivity of the methods for the four drugs. The robustness of the methods were evaluate, facing the temperature and flow changes, where they showed robustness just with the preview conditions established of temperature and flow, abrupt changes may influence with the results of methods

As relações entre os saberes pedagógicos do formador na formação docente

Las relaciones de saberlos pedagógicos en la formación de enseñanza, el dirigir de la tesis, si presentes como ocasión de reflejar en saber básico pedagógico el profesor práctico a él, en especial a la formación de profesores. Se considera que con éstos que saben, el profesor adquiere sensibilidad para desarrollar su elemento formativo práctico. Su función principal es favorecer a la relación teoría práctica usándose, para el, de la reflexión como ocasión de concreción de las direcciones. Actuando en diversos cursos de la formación de enseñanza, el nivel de la graduación y algunas instituciones, fue parecido con situaciónproblemas cuál si está instigado, para buscar cada tiempo más para entender porqué en esos diversos contextos prácticos el pedagógico si está configurado diferentemente. Con propósito para entender las direcciones de los formadores de los profesores en cuanto a las relaciones de saberlas pedagógicos en la formación de enseñanza, la investigación se convierte en un continente académico - tres instituciones públicas de educación superior que actúan en el estado del gran río del norte - UFRN, UERN e IFESP. Los participantes de la investigación, entrevistadas con, de 12 profesores-formadores de funcionamiento de los cursos de las matemáticas (licenciatura), de Pedagogía y de normal superior de estas instituciones. Metodología pauta desarrollada en la entrevista comprensiva, el subir de metodológica de la naturaleza cualitativa, básica para interpretar las direcciones y los valores para ser explicitados en el acuerdo los discursos entrevistados. Finalmente, se considera que los cuatro saber si explique para la interrelación que poseen. Para saber para saber si une con para saber para hacer para dar y concebir la idea para hacer. Para saberlos para hacer y para saber se ha sentido solamente habrá tenido con quién a la parte para saber para coexistir. Para saber para ser él será solamente significativo frente las lecciones de los otros para saber. El formador va a redimensionar, gradualmente y concienzudo, cada uno de éstos a saber con la educación. La dirección de aprender se desarrolla en un proceso inverso a la educación, puesto que, el aprendiz, una época el saber a ser, sabe para coexistir con sus pares, sabe para hacer e. Finalmente, sabe para saber. A este movimiento puede ser llamado de sociointeracionismo. Toda esta mediación solamente sucede si el aprendiz sujeto, el estudiante o el profesor, es concienzudo de su desarrollo y de la transformación gradual de la educación y de la sociedad. Saberlos, las filas en práctico son, otra vez, conocimiento constituido desarrollado, complejo y transformado para rehacer el paso. De este modo, si percibe la necesidad de una base para saber destinado pedagógico al profesor y a los ayudadores prácticos de la formación continuada de profesores

Formação de Docentes em Serviço: o processo formativo da experiência de estágio supervisionada

Este estudio que busca para identificar como la formación de un grupo de profesores experimentados ocurrió, el tener como objetivo para saber el modelo formativo de curso de Pedagogía conveniado con el pasillo de cuidad municipal de Teresina páctico acentuar el educativo en la forma de período supervisado de entrenamiento, para saberlos que habían sido construidos y reconstruidos por medios de learnings continuos de estas noticias para saber que son decurrente del proceso formativo. Para lograr la investigación adentro los dirigimos en la pregunta siguiente: ¿a donde estará eficaz la medida el proceso formativo en la pregunta provoque los cambios cualitativos en el práctico de los profesores, objeto de estudio? Tomando para la base este preguntar, defendimos la tesis de eso que el proceso formativo debe promover cambios cualitativos en práctico el pedagógico y en desarrollo profesional de el colectivo de experimentado profesores. En nosotros todavía los apoyamos, en las cuestiones siguientes de los norteadoras del estudio: 1- ¿Cono el proyecto formativo del departamento de métodos y las técnicas de la técnicas de la educación del UFPI era considerado, en vista del perfil de profesores con el promedio de diez años de experiencia? 2- ¿Cono el proyecto citado contribuye a la cuenta de la elasticidad del necesidades profesionales de los profesores en quienes dice práctico respecto el educativo el período del entrenamiento supervisó elevado a través en servicio? 3- ¿Que obstáculos las dificultades pedagógicas emergen del proceso formativo? Uno esta sobre una investigación que si los rellenos en os parámetros del investigación cualitativa de la matriz del etnográfica, soporte en el método de autobiogáfico, sin, sin embargo, asumís el cono solamente referencia: valorizou desde el punto de vista teórico conceptual y del perspectiva en el paradigma centrado en lo pensamiento de lo profesor. Varios autores fueran consultados para la composición de lo referencial teórico, opción esta que expresa las orientaciones de la línea de la pesquisa Formación y profesionalización docente del Programa de Pós Graduación de la UFRN. Dentre los autores podemos citar: Brzezinski; Freire; García; Gatti; Gauthier; Imbernón; Nóvoa; Nuñez; Perrenoud; Steves; Stenhouse; Schön; Ramalho; Tardif e Zeichner, entre otros. Tomando cono base es a perspectiva, consideramos que la práctica profesional debe ser iluminada por un teoria. Cuando lo profesor se apoya en una referencia su lado profesional gana una consistencia cualitativa e la aprendizaje de los alumnos consiguen niveis deseaveis. Asi, nos apoyamos nos aportes teóricos metodológicos encima citados, para iluminar nuestra relexión sobre nuestro objeto de estudio. La investigación que desarrollada teniendo cono ciudadanos 8 formadoras e 8 profesores pupilas de practico la educativa periodo supervisado del entrenamiento del curso del conveniado Pedagogía. Cono campo de la colección de información, habían estado implicados 7 escuelas de la ciudad, sitio de trabajo de los profesores y la agencia de formadora el UFPI. Los datos recogidos que analizamos habían sido recogidos por medio de cuestionarios, entrevistas biograficas, documentos personales (proyecto de la intervención práctica y diaria del el educativo), comentarios y proyecto del político pedagógico de la agencia formadora. Los resultados confirman que el modele formativo desarrollado práctico adentro el educativo el período supervisado del entrenamiento contribuyo de la manera significativa para avance del profissionalidade de los profesores. Los descubrimientos sugieren, la emergencia de un nuevo perfil de docente, siendo observado la parte de las características ligadas al sexo, edad, tiempo de ejercicio de la docencia, de la formación y de los saberes profesionales adquiridos y construidos en longo del proceso formativo. Lo proceso formativo posibilitó las docente la capacidad de transformación y rompimiento con antiguas practicas tradicionales por uso de nuevas estrategias de acción pedagógica

Corporeidade e educação: sinfonia de saberes na educação musical

This study investigates the implications between the musical theory and pedagogical practice based on a study that questions the reasons why some students feel incapable of learning the music language, as well as, if the musical codes are truly so difficult to be apprehended by them. To answer these questions takes itself as reference, the classes I have minister while teaching the disciplines: Music Workshop and Music Language I in the Art Department, Scenic Art Course at the Federal University of Rio Grande do Norte. I have searched the knowledge that constitutes the teacher formation based on the union between the pedagogical efficiency and sensibility, searching in the Corporality the theoretical port for my investigation. This way, advocating is a methodological principle for musical education originated from the experience of knowledge: creating, playing, feeling, thinking, and the interaction among them, conducting the students not only to music learning, but to a process of human formation. It adopts itself as methodological resource, amongst the qualitative methods, some of the techniques that are associated with the ethnographic research, for having as its main objective, to study the meaning of the actions and events of the investigated group. The analysis of the data leads to the conclusion that when the teacher displays his or her pedagogical knowledge in an environment constructed with affectivity, in a playful and pleasant form, the assimilation and construction of the musical concepts happen naturally and efficiently, surpassing the taboo that music learning is only possible to the especially well endowed people for music. Very aware that the scientific debate is important for the strengthening of formative programs involved in the growth and consolidation of the musical teaching and learning area, it is expected to promote this research discussions and reflections in the general educational field with this research, as well as, to contribute significantly to the specific growth of musical education

Representação social do ensinar: a dimensão pedagógica do habitus professoral

Teaching is an activity inherent to the human condition. Historically, from the institutionalization of education, the key role to pursue that activity has been attributed to the teacher, who is required to adapt to the demands of each historical conjuncture. Currently, according to the new paradigmatic requirements, the teacher must possess various skills in order to handle the complex and challenging act of teaching. Assuming the existence of a gap between what the State and the scientific discourse recommend the teacher act upon in the classroom, a decision was made to identify the configuration and structure of social representation in the act of teaching, put forth by elementary school teachers in the public schools of Natal, RN, Brazil. Therefore, the research relied on the theoretical model developed by Domingos Sobrinho (1998, 2000, 2003), which articulates the praxeology of Pierre Bourdieu with the theory of social representations of Serge Moscovici (1978). It was intended to demonstrate how teachers habitus, in its due historical context, directs the construction of social representations in the act of teaching which guides the actions of the teacher, particularly in the classroom context. At the methodological level, the following methods and techniques were used: bibliographic and documentary review in order to identify the scientific discourse on the subject matter and the official parameters of educational regulation and the act of teaching; the Procedure of Multiple Classifications PMC in order to capture the configuration and structure of the representational content in focus, the direct observation of the classroom to identify in actual terms the social representation as "guide to action" as the theory preaches. From the standpoint of the analysis, quantitative data were analysed through Multidimensional Scaling MDS, covering in this study the Multidimensional Scale Analysis MSA and Smallest Space Analysis SSA; and non-parametric statiscal techniques. Additional data of qualitative value had to undergo categorical content analysis. It was then concluded that the teachers investigated guided themselves by social representation, the product of collectively constructed and shared assumptions about the act of teaching, forming a synthesis of different sources of information and knowledge acquirement, involving elements of common sense, religious habitus, pedagogic models considered outdated, the agencies responsible for teacher training and the hegemonic discourse about education today

Representações sociais de formação continuada: com a palavra as professoras do ensino fundamental da rede pública de Natal RN

Metaphorically, research is presented as a journey by sea, having as object of study the social representations of Continuing Education for teachers of elementary school and as aim, to analyze them in comparison of participants from state and municipal systems, located in Natal-RN, Brazil .They have contributed to the achievement of this objective the voices of 158 teachers, the vast literature on training in professional development and the theoretical formulations proposed by Moscovici and colleagues, with relevance to the Central Nucleus Theory advocated by Abric. The corpus resulting from evocations about continuing education, as well as teachers' justifications were submitted to different computer methods/techniques, through the EVOC ALCESTE Programs, respectively, providing the opportunity to highlight a network of interconnections between the likely core and the production of discourse. Although the educational ideologies that underlie social perception of the state teachers are anchored in New School and technicist concepts and the teachers in the city tend to an ideology of social interaction, the choice of working with the symbolic field identified the political-social commitment of groups with the impacts of training on learning of their students

Saberes pedagógicos/comunicacionais, pesquisa/formação: reflexões sobre as experiências formativas das professoras online

The thesis, entitled, Pedagogical/comunication knowledge, research/formation: Reflections on the formative experiences of teachers online , developed dialogues on the pedagogical/communication knowledge, research-formation and the formative experiences of teachers online, for the purpose of understanding how pedagogical/communication knowledge is establishing/established from the formative experience of teachers online. For this reason we began with the following question: how does pedagogical/communication knowledge become estabilishing/established beginning with the formative experience of teachers online? The methodological approach for the selected research was research/formation, based on Ethnoresearch of critical formation. This became a rich route for reflections on pedagogical/communication knowledge and formative experiences, making a contribution for formation and autoformation of the teacher/researcher and the teachers online. This provided moments of formation, of reflection-in-action and on the action, potentialized/structured the process of comprehending, analyzing, interpreting, reflecting on the formative experiences and contributing for reflections on pedagogical/communication knowledge of the teacher online. The theoretical referential dialogue was based on concepts such as: education online, interactivity Silva (2002), Santos (2005), Moran (2003), teaching, Veiga (2005), Pimenta (2002), Freire (2005), Tardif (2002), teaching online Sacramento (2006), teaching knowledge Tardif (2002), Charlot (2000), Porlán (1997), García (1992), Freire (2005), Ethnoresearch-formation Macedo (2000), formation Macedo (2010), Josso (2010). The discoveries revealed that the pedagogical/communication knowledged becomes establishing/established beginning with formative experience of the teachers online, from the emergency of a collective communicative dialogue, structuring and potentialized by the experiences of the context online, from the didactic pedagogical/communicational organization online, of the research, of the relation created by the expertise and the presents itself along the itinerary of the family , the school, academic and professional. From this we can conclude that of knowledge and plural experiences, which became broken down because they are parts that relate themselves with other parts, which become united in one whole, the singular/plural, the local/global, the text and the context, agregating principles a pedagogical- communication perspective that orients :the dialogue, the interactivity, the hypertextuality, themultivocallity, formative dispositions, formative experiences all of wich makes for the possibilities for researdh and the training of professors and teachers who accept their point of departure and enddind points as pedagogy and experience