Concepções de licenciandas em pedagogia sobre o ensino de ciências nos ciclos I e II da educação básica

O conteúdo de ciências no Ensino Fundamental dos ciclos I e II é ministrado por um professor polivalente com formação em Pedagogia. Sua formação deve possibilitar uma visão global do fenômeno educativo, o que implica a construção de conhecimentos múltiplos e contextualizados, porém com pouco aprofundamento. Este trabalho objetiva identificar as opiniões e dificuldades de licenciandos de Pedagogia a respeito dos conteúdos de Ciências nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com relação aos conteúdos de ciências ministrados no I e II ciclos, você os considera fácil ou difícil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ciências, cite as principais dificuldades que você teria (tem/teve) em ensinar ciências nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ciências Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com relação ao questionamento referente à consideração dos conteúdos de ciências, 52% das licenciandas consideraram fácil, 31% difícil e 17% não responderam a questão. Foram identificadas três categorias de respostas: processo de elaboração do planejamento (20,5% fácil e 20,5% difícil), nível de conhecimento dos alunos (7% fácil e 0% difícil) e natureza dos conteúdos abordados (14% fácil e 10,5% difícil). Foram classificadas três categorias distintas em relação às dificuldades em ensinar ciências: natureza dos conteúdos abordados (50%), aspectos metodológicos (25%), e conhecimento básico (25%). A análise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto à aplicabilidade do ensino de ciências nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada à falta de conhecimento básico destes conteúdos, que somente foram estudados por elas no Ensino Básico, indicando a necessidade de incorporação de abordagens de conteúdos de ciências no currículo do curso de Pedagogia.

Avaliação da aprendizagem no no contexto dos ciclos: sentidos da prática avaliativa docente

The present paper analyses matters about the assessment in the context of the school organization in cycles. The complexity that involves the assessment turns it into a difficult subject, since the evidence that the model supported by the traditional approach contributes to foil the fulfillment of new continuous and wide-ranging assessment practices, that are coherent with a view of learning as a process established in the student-teacher-knowledge interaction. This paper has as guidance the following questions: How did the introduction of the teaching organization in cycles happen in Fortaleza/ CE? How far are the teachers prepared to the introduction of the cycles system, specially in the way of thinking and practicing the assessment? What are the teacher s involvements with this project and with the continuous assessment in the cycles? What meanings do the teachers give to the assessment in this project? Therefore, were determined as objectives: to comprehend the meanings attributed to the learning assessment by the teachers in contact with the cycles in Fortaleza/CE; to identify assessment practices that are closer to a less qualifying perspective, more related to the students learning and to the educational intervention in order to improve this process. The methodological orientation chosen was based on the presuppositions of the comprehensible interview, with reference to the studies of the French sociologist Jean Claude Kaufmann, developed with 15 (fifteen) teachers of 15 (fifteen) schools of the state teaching system of Fortaleza/CE. It was considered, in the methodology, the word as a central fact in the consolidation of the object of study, what allows to conceive the teachers as active participants of this research and of the discussions about assessment. The analysis about the speeches in the interviews made possible to glimpse the meanings attributed to the learning assessment that are not related to the traditional paragon, in spite of the dilemma in which the participants of the research faced at the time of the introduction of the cycles in Fortaleza/CE. These meanings were created between the presence and the absence of the teachers knowledge that, in their way, interact with the changes caused by the obligation of the teaching organization in cycles, seeking a strategy of self-organization as a consequence of the search for new knowledge connected with the teaching

Dinâmica da Plasticidade Sináptica em neurônios do hipocampo durante ciclos de sono: um estudo computacional

Several research lines show that sleep favors memory consolidation and learning. It has been proposed that the cognitive role of sleep is derived from a global scaling of synaptic weights, able to homeostatically restore the ability to learn new things, erasing memories overnight. This phenomenon is typical of slow-wave sleep (SWS) and characterized by non-Hebbian mechanisms, i.e., mechanisms independent of synchronous neuronal activity. Another view holds that sleep also triggers the specific enhancement of synaptic connections, carrying out the embossing of certain mnemonic traces within a lattice of synaptic weights rescaled each night. Such an embossing is understood as the combination of Hebbian and non-Hebbian mechanisms, capable of increasing and decreasing respectively the synaptic weights in complementary circuits, leading to selective memory improvement and a restructuring of synaptic configuration (SC) that can be crucial for the generation of new behaviors ( insights ). The empirical findings indicate that initiation of Hebbian plasticity during sleep occurs in the transition of the SWS to the stage of rapid eye movement (REM), possibly due to the significant differences between the firing rates regimes of the stages and the up-regulation of factors involved in longterm synaptic plasticity. In this study the theories of homeostasis and embossing were compared using an artificial neural network (ANN) fed with action potentials recorded in the hippocampus of rats during the sleep-wake cycle. In the simulation in which the ANN did not apply the long-term plasticity mechanisms during sleep (SWS-transition REM), the synaptic weights distribution was re-scaled inexorably, for its mean value proportional to the input firing rate, erasing the synaptic weights pattern that had been established initially. In contrast, when the long-term plasticity is modeled during the transition SWSREM, an increase of synaptic weights were observed in the range of initial/low values, redistributing effectively the weights in a way to reinforce a subset of synapses over time. The results suggest that a positive regulation coming from the long-term plasticity can completely change the role of sleep: its absence leads to forgetting; its presence leads to a positive mnemonic change

Propostas e discussões para o ensino de astronomia nos 1º e 2º ciclos do nível fundamental e na educação de jovens e adultos

This work aims to propose and to discuss methodologies and practical activities for Astronomy teaching in the 1st and 2nd cycles of the primary education and in the adult education. The proposals presented here were applied to students from the metropolitan region of Natal (RN), including students of the called normal education (formerly magisterial education) and of the undergraduate formation in pedagogy at the Instituto de Formação Superior Presidente Kennedy , and also, in particular, to teachers and students of public municipal school Escola Municipal Djalma Maranhão at the district of Felipe Maranhão II, also analyzing some didactic books used by these institutions. Several elements which we confronted with during this didactic-pedagogical experience were systematized, indicating principles, contents, reflections and procedures related to Astronomy teaching to students of those levels of education. Doing this we aim to make such an experience accessible to those interested in developing a similar approach involving the themes treated here as well as other ones related to Astronomy for those levels of education. The resources and practices implemented here aim to contribute to the effective realization of an interdisciplinary and contextualized education according to orientations proposed by the Parâmetros Curriculares Nacionais (Brazilian National Curricular Guidelines). In order to guarantee a broad accessibility to what we propose in this work, we intend to make available in printed form and also in an Internet page the procedures, instruction materials and texts we developed

Propriedades Físicas do Semicondutor Bi2Te3

Thermoelectric Refrigerators (TEC Thermoelectric Cooling) are solid-state heat pumps used in applications where stabilization of temperature cycles or cooling below the room temperature are required. TEC are based on thermoelectric devices, and these in turn, are based on the Peltier effect, which is the production of a difference in temperature when an electric current is applied to a junction formed by two non-similar materials. This is one of the three thermoelectric effects and is a typical semiconductor junction phenomenon. The thermoelectric efficiency, known as Z thermoelectric or merit figure is a parameter that measures the quality of a thermoelectric device. It depends directly on electrical conductivity and inversely on the thermal conductivity. Therefore, good thermoelectric devices have typically high values of electrical conductivity and low values of thermal conductivity. One of the most common materials in the composition of thermoelectric devices is the semiconductor bismuth telluride (Bi2Te3) and its alloys. Peltier plates made up by crystals of semiconductor P-type and N-type are commercially available for various applications in thermoelectric systems. In this work, we characterize the electrical properties of bismuth telluride through conductivity/resistivity of the material, and X-rays power diffraction and magnetoresistance measurements. The results were compared with values taken from specific literature. Moreover, two techniques of material preparation, and applications in refrigerators, are discussed

Cooperação em sagüis comuns callithrix jacchus: condições e restrições

The cooperative behavior is no longer a dilemma for the theory of evolution, since there are models that explain the evolution of this behavior by means of natural selection at the individual level. However, there have been few studies on the proximal factors that interfere with cooperative behavior. In the study of the influence of cognition on cooperation, many authors have been interested in situations in which individuals decide whether to act cooperatively and select partners with different qualities to cooperate. Of the factors studied, we highlight the need for understanding the apparatus and communication between partners to the occurrence of cooperation. Recently, highlight is the proposal that the ability to cooperate would be greater in species with cooperative breeding system. Thus, the common marmoset (Callithrix jacchus) is a New World monkey which stands as a valuable species for this type of study because it presents cooperative actions in nature, such as sharing food and protection of the community territory. Our experiment investigated whether common marmosets unrelated females (n = 6) were able to cooperate using an electrical and a mechanical apparatus, if this cooperation is a byproduct of individual actions or involve social attention, if it occurs inter-individual variation in the use of devices and formation of roles (producer / scrounger) in dyads. We use the number of rewards obtained by animals (Ratio of Correct Pulls) as indicators of cooperation and glances for partners (Ratio of Correct Glances) as indicators of social attention and communication. The results indicate that the type of apparatus was not a constraint for the occurrence of cooperation between the marmosets, but still has not been verified formation of roles in the dyads. The performance of animals in the two devices showed a large variation in the learning time, not having relationship with the performance in the tests phase. In both devices the level of social glances at control phases were casually correlated with any other phase, but the data showed that there was not social attention, that is, the monkeys realized that they gave food to the partners, but the partners did

Expressão de genes imediatos induzidos por vocalizações em sagüis-comuns (Callithrix jacchus)

Immediate-early genes (IEGs) expression has been widely used as a valuable tool to investigate brain areas activated by specific stimuli. Studies of natural vocalizations, specially in songbirds, have largely benefited from this tool. Here we used IEGs expression to investigate brain areas activated by the hearing of conspecific common marmoset (Callithrix jacchus) vocalizations and/or utterance of antiphonal vocalizations. Nine adult male common marmosets were housed in sound-attenuating cages. Six animals were stimulated with playbacks of freely recorded natural long distance vocalizations (phee calls and twitters; 45 min. total duration). Three of them vocalized in response (O/V group) and three did not (O/n group). The control group (C) was composed by the remaining animals, which neither heard the playbacks nor spontaneously vocalized. After one hour of the stimulation onset (or no stimulation, in the case of the C group), animals were perfused with 0,9% phosphate-saline buffer and 4% paraformaldehyde. The tissue was coronally sectioned at 20 micro meter in a cryostat and submitted to immunohistochemistry for the IEGs egr-1 and c-fos. Marked immunoreactivity was observed in the auditory cortex of O/V and O/n subjects and in the anterior cingulate cortex, the dorsomedial prefrontal cortex and the ventrolateral prefrontal cortex of O/V subjects. In this study, brain areas activated by vocalizations of common marmosets were investigated using IEGs expression for the first time. Our results with the egr-1 gene indicate that potential plastic phenomena occur in areas related to hearing and uttering conspecific vocalizations.

Aprender e ensinar na escola inclusiva: desafios na construção da identidade de pedagogos

The democratization of Brazilian education and discussion about the educational rights of persons with disabilities in refer to reflection on the conceptions of teaching and learning and the folding of these concepts in practice and in the formation of professional identity of the teacher educator. Thus, the proposed research in this dissertation aimed to describe educational processes developed by educators in classrooms in which they are enrolled students with disabilities a view to considering how these processes affect the construction of their professional identity of the pedagogue. As the methodology used to research is classified as Case Study. This methodological approach enables the analysis of singularities of educational contexts. In this work, the case investigated consisted of the analytical study of the pedagogical practices developed in classrooms where there are students with disabilities and their relation to the establishment of the professional identity of the teacher in a school linked to a non-governmental organization supporting people with disabilities in the city of Natal / RN. The Data were collected through the use of the following instruments: exploratory questionnaires, observation and respective registration in the field diary of research and interviews with educators in different professional cycles proposed by Huberman. The data reveal didactic and pedagogical aspects common in educational processes in the observed classes and differences concerning the specifics of pedagogues in the teaching profession in different moments of their professional careers. The analysis of the conceptions tell us the nuances of meanings constructed on teaching and learning and its interface with the reflection on teaching practice. As to the meaning assigned to be pedagogue research highlights the professional identification related to the meanings of teaching and learning in school. The experiences in the teaching profession according to the survey data point to changes in teachers conceptions about teaching and learning disabled people in the perspective of inclusion. Therefore, the study concludes that the pedagogical practices with students with disabilities the different experiences add up and can transform conceptions of teachers about teaching and learning interfering with constant reflection on practices and the construction of professional identities of pedagogues.

Concepções de licenciandas em pedagogia sobre o ensino de ciências nos ciclos I e II da educação básica

O conteúdo de ciências no Ensino Fundamental dos ciclos I e II é ministrado por um professor polivalente com formação em Pedagogia. Sua formação deve possibilitar uma visão global do fenômeno educativo, o que implica a construção de conhecimentos múltiplos e contextualizados, porém com pouco aprofundamento. Este trabalho objetiva identificar as opiniões e dificuldades de licenciandos de Pedagogia a respeito dos conteúdos de Ciências nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com relação aos conteúdos de ciências ministrados no I e II ciclos, você os considera fácil ou difícil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ciências, cite as principais dificuldades que você teria (tem/teve) em ensinar ciências nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ciências Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com relação ao questionamento referente à consideração dos conteúdos de ciências, 52% das licenciandas consideraram fácil, 31% difícil e 17% não responderam a questão. Foram identificadas três categorias de respostas: processo de elaboração do planejamento (20,5% fácil e 20,5% difícil), nível de conhecimento dos alunos (7% fácil e 0% difícil) e natureza dos conteúdos abordados (14% fácil e 10,5% difícil). Foram classificadas três categorias distintas em relação às dificuldades em ensinar ciências: natureza dos conteúdos abordados (50%), aspectos metodológicos (25%), e conhecimento básico (25%). A análise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto à aplicabilidade do ensino de ciências nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada à falta de conhecimento básico destes conteúdos, que somente foram estudados por elas no Ensino Básico, indicando a necessidade de incorporação de abordagens de conteúdos de ciências no currículo do curso de Pedagogia.