Os ateliês (auto)formativos na constituição do sujeito docente da educação matemática

The object of study of this thesis is the use of (self)training workshops as a fundamental process for the constitution of the teaching subject in mathematics education. The central purposes of the study were to describe and analyze a learning process of mathematics teachers supported by the training-research methodology, which procedures have been affected with the practice of (self)training workshops as a way of collaborating to the constitution of the teaching subject in Mathematics Education. The survey was conducted with a group of teachers in the city of Nova Cruz, Rio Grande do Norte through a process of continued education realized in the training workshops having as main goal the realization of the group s (self)training sessions in order to lead participants to the extent of their autonomy in their personal and professional transformations. The results obtained in the formative processes have shown the need to develop activities of mathematics teaching as a contribution to overcome the conceptual difficulties of the teachers, apart from their (self)reflections about themselves and the educational processes in which they belong. The results raised some propositions about (self)training workshops that may be incurred in practices to be included in the curriculum frameworks or materialize as a strategy of pedagogical work in training courses for teachers of mathematics. Also, they can constitute an administrative and educational activity to be instituted in the public schools of Basic Education

A leitura e o leitor presumido nas avaliações oficiais

Este estudio se refiere a una investigación a cerca de la concepción de la lectura que subyace en la Matriz de Referencia de la Prueba Brasil, y, mediante las análisis del modelo 2009, entender lo que el lector se supone que responder en las preguntas de esta prueba. El estudio tiene como objetivo satisfacer se presume lector general para responder a las preguntas de prueba de Brasil y el mapa de la concepción de la lectura que subyace en la matriz de referencia tal prueba. Los objetivos específicos apuntan a examinar los temas de Prueba Brasil, identificando qué descriptores se materializan en el mismo, que son los más recurrentes. El estudio tiene como fundamentos los estudios bakhtinianos a cerca de los diálogos del linguaje (Bakhtin, 2003, 2008; Volochínov/Bakhtin, 1993) y la concepción de la lectura defendida por Geraldi (2007), Larossa (2001) y DeCerteau (1994). La investigación és caracterizada como cualitativo-interpretativo, con enfoque socio-histórico, y se encuentra dentro del campo de la Lingüística Aplicada, que en las últimas décadas ha demostrado contribuciones para la enseñanza de lenguas y formación docente. Para hacer el análisis de las pruebas, inicialmente construido una tabla (Tabla 1), que contiene los seis macrotópicos Matrix lengua portuguesa en la que estábamos repartiendo los descriptores presentes en las cuestiones de prueba referenciada relacionándolos con sus temas. Tras analizar la cuestión, con el fin de identificar al presunto lector a responder a estas preguntas. Mediante análisis de la Matriz de Referencia de la Prueba Brasil, entendemos que ella está de acuerdo con los Parámetros Curriculares de la Lengua Portuguesa. Así, la concepción que subyace en la lectura es que la lectura es una actividad que depende del proceso individual, pero que és parte de un contexto social e involucra a habilidades relacionadas con la comprensión y producción de sentido. Mediante la observación de la prueba, afirmamos qué el lector con la capacidad de responder a las preguntas es lo que desarrolla actitudes favorables a cerda de la lectura. A saber: (i) reconocen ampliamente las palabras, (ii) identifican los objetivos y funciones de la lectura, en reconocimiento de la función de apoyo de género y el contexto del texto, (iii) predice el contenido de los textos a se lee a la luz de su apoyo, su género y su contexto; (iv) plantea hipótesis sobre el contenido del texto que se lee, (v) es capaz de buscar ideas textual e intertextual. Es decir, hace inferencias, aumentando la comprensión, la asociación de diversos elementos presentes en el texto y que son parte de sus propias experiências personales, (vi) construye la comprensión global del texto leído por la unificación de la información explícita e implícita, (vii) tiene la capacidad de evaluar la lectura de forma ética y afectiva, o de hacer extrapolaciones coerentes sin escapar de la temática del texto. Por último, podemos decir que las implicaciones pedagógicas de este trabajo para mi actividad profesional es de gran importancia, ya que desde la detección de lo que se requiere de los estudiantes y, en consecuencia, un nuevo enfoque para la enseñanza de la lengua materna como podemos reflexionar sobre eso y encontrar maneras de mejorar nuestro desempeño. Tanto nuestro entrenador como nuestros compañeros. Dejando a un nivel puramente descriptivo de los problemas de acción conjunta más eficaz, entendiendo que la enseñanza de lectura tiene un carácter complejo. En este sentido, tenemos que ser menos intuitivo y más reflexiva. Nos gustaría hacer hincapié en que tenemos la intención de socializar esta investigación con nuestros compañeros, ya que entendemos que es un material que puede contribuir a un nuevo aprendizaje para la práctica de los profesores que se inclinan. Además indicó que la principal contribución de este trabajo es nuestra mirada en el proceso de la lectura en el aula, la comprensión de que el estudiante de ofertas diarias con textos localizados, derechos de autor, histórico y representativo de las diferentes interacciones en el mundo. Por lo tanto, es el momento de ser gestado las prácticas de lectura hacia una educación más significativa

A infância no âmbito do discurso dos parâmetros curriculares nacionais

The educational institution, committed to the production and transmission of knowledge, has increasingly revealed a specific dimension of that commitment, which is to form people und to produce certain kinds of subjectivity. The child is involved in a context of subjectivity production becoming the object of expectations; expectations arising from the demands of a globalized world, and based upon a discourse of specialized fields of scientific knowledge relative to childhood. The purpose of the present work is to analyse the discourse found in the Parâmetros Curriculares Nacionais - PCNs (National Curriculum Guidelines) as concerns the first four years of Elementary education, trying to disclose its ideas and conceptions about the subject-child. Conceiving this discourse as an ideological phenomenon in which the word becomes the central stage where contradictory values are confronted, according to Bakhtin thinking, the analysis constitutes an effort to point out the voices which supply its basis, in what it reveals about the child. Assertions such as "preparing children for the working market", or for "exercising their citizenship", among others which can be found in the institutionalized pedagogical discourse, are stated in a universalized and normative sense, and have become the object of doubt and criticism. The investigation on the implicit and explicit conceptions about childhood as revealed in the PCNs, whose spokesperson has been the school, serves as the starting point for a series of other studies and reflections intended to pave the way for the implementation of educational processes which allow for singular manifestations of the subject-child

Estudo in silico das interações da protease NS3-NS2B de DENV-2 com o inibidor peptídico Bz-nKRR-H com finalidades terapêuticas

Dengue virus is an important patogen that causes Dengue desease in all world, and belongs to Flavivirus gender. The virus consists of enveloped RNA with a single strand positive sense, 11Kb genome. The RNA is translated into a polyprotein precursor, wich is cleaved into 3 structural proteins (C, prM e E) and 7 non-structural proteins (NS1, NS2A, NS2B, NS3, NS4A, NS4B e NS5). The NS3 is a multifunctional protein, that besides to promote the polyprotein precursor cleavage, also have NTPase, helicase and RTPase activity. The NS3 needs a hydrophilic segment of 40 residues from the transmembrane NS2B protein (who acts like cofator) to realize this functions. Actually, there's no vacines available on the market, and the treatment are just symptomatic. The tetrapeptide inhibitor Bz-Nle-Lys-Arg-Arg-H (Ki de 5,8-7,0 M) was showed as a potent inhibitor μ for NS3prot in Dengue virus. That is a inteligent alternative to treat the dengue desease. The present work aimed analyse the interactions of the ligand bounded to the activity site to provid a clear and depth vision of that interaction. For this purpouse, it was conducted an in silico study, by using quantum mechanical calculations based on Density Functional Theory (DFT), with Generalized Gradient approximation (GGA) to describe the effects of exchange and correlation. The interaction energy of each amino acid belonging to the binding site to the ligand was calculated the using the method of molecular fragmentation with conjugated caps (MFCC). Besides energy, we calculated the distances, types of molecular interactions and atomic groups involved. The theoretical models used were satisfactory and show a more accurate description when the dielectric constant = 20 ε and 80 was used. The results demonstrate that the interaction energy of the system reached convergence at 13.5 A. Within a radius of 13,5A the most important residues were identified. Met49, Met84 and Asp81 perform interactions of hydrogen with the ligant. The Asp79 and Asp75 residues present high energy of attraction. Arg54, Arg85 and Lys 131 perform hydrogen interactions with the ligand, however, appear in BIRD graph having high repulsion energy with the inhibitor. The data also emphasizes the importance of residue Tyr161 and the involvement of the catalytic triad composed by Asp75, His51 and Ser135