Pensamento teórico e formação docente: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

PENSAMENTO TEÓRICO E FORMAÇÃO DOCENTE: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

Análise conceitual e pensamento crítico: uma relação complementar na enfermagem

ENDERS, Bertha Cruz ; BRITO RS ; MONTEIRO, Akemi Ywata. Analise conceitual e pensamento critico: uma relacao complementar na enfermagem. Rev Gaucha Enferm, Porto Alegre (RS) 2004 dez;25(3):295-305.

Análise conceitual e pensamento crítico: uma relação complementar na enfermagem

O propósito deste trabalho é mostrar a relação entre o processo de análise conceitual e as habilidades de pensamento crítico na enfermagem. Utilizando uma abordagem de ensaio discursivo, argumenta-se que a técnica de análise conceitual promove a criticidade em alunos de enfermagem. Os passos da atividade de análise são examinados quanto às operações cognitivas neles inseridas e que representam habilidades de raciocínio crítico. Reflete-se sobre a análise conceitual como atividade didática na promoção do pensamento crítico em uma experiência com alunos de graduação. Conclui-se que os dois processos se complementam no repensar e no enfrentamento de desafios na enfermagem

Sobre (vivência) e mortalidade de pequenos negócios: o caso de mercados varejistas potiguares

This paper‟s starting point was the objective of understanding the relation between the reasons pointed out by small businesses owners for the continuity or shutdown of their businesses, and the reasons presented by the Environmental Theories. The paper discusses the Environmental Theories understand that it is supported by a systemic metaphor speech, discussing the theme in terms of organizational survival and mortality . The text reviews the literature showing the changes in the administrative thinking regarding the organization versus environment relation, and presenting general ideas about the micro and small businesses. In methodological terms, the qualitative approach was used in the research. Regarding the data collection technique, an in-depth thematic interview was used. It was carried out considering the elements of the techniques of life history and oral history, always giving priority to real world related narratives told by the interviewed subjects. The empirical corpus of the research was made up of seven owners of small retail businesses in two Potiguar cities: Natal and Mossoró. The interpretative and analytical process focused, at first, on the reflexive dialogue with each one of the owners‟ professional life history and business management experience, constituting the first level of analysis: reflections on individual narratives; and, afterwards, the interpretative process was developed through the analysis of all the subjects‟ statements, identifying the recurring themes and constituting the second level of analysis: reflection on the totalizing narrative. The themes identified in the totalizing narrative, that refer to the continuity of the businesses are: evolution, control, fidelity, liking what one does for a living. The themes that came up as reasons for shutdown are: lack of empathy with the business, lack of evolution, competition problems, suppliers and the government. The text synthesizes its comprehensions affirming that the reasons associated with continuity and shutdown of small markets, for this group of owners specifically, come up as a permanent tension between the volunteerism (quite human) and the determinism (systemic). The tension is shown in testimonies that at the same time evoke the organicist systemic logic through the themes evolution/no evolution, and also counterpoints with themes related to the interested human action, based on desires, feelings and personal convictions such as: liking what one does/ lack of empathy. As for the reflexive dialogue between the postulates of the Environmental Theories and the narratives, the results make it possible to affirm that, differently from the tension expressed by the subjects while talking about their reasons, the reasons associated with survival and mortality of businesses according to the Environmental Theories are theoretically polarized, seeming to preach options that are stagnated and shaping towards the subjects involved in the organization-environment relation

Avaliação demográfica, clinico-laboratorial e genética de indivíduos com lupus eritematoso sistêmico e artrite reumatóide residentes em região tropical

The aetiology of autoimmunes disease is multifactorial and involves interactions among environmental, hormonal and genetic factors. Many different genes may contribute to autoimmunes disease susceptibility. The major histocompatibility complex (MHC) genes have been extensively studied, however many non-polymorphic MHC genes have also been reported to contribute to autoimmune diseases susceptibility. The aim of the present study was to evaluate the influence of SLC11A1 gene in systemic lupus erythematosus (SLE) and rheumatoid arthritis (RA). Ninety-six patients with SLE, 37 with RA and 202 controls enrolled in this case-control study, were evaluated with regard to demographic, genetic, laboratorial and clinical data. SLE mainly affects females in the ratio of 18 women for each man, 88,3% of the patients aged from 15 to 45 years old and it occurs with similar frequency in whites and mulattos. The rate of RA between women and men was 11:1, with 77,1% of the cases occurring from 31 to 60 years. The genetic analysis of the point mutation -236 of the SLC11A1 gene by SSCP did not show significant differences between alleles/genotypes in patients with SLE or RA when compared to controls. The most frequent clinical manifestations in patients with SLE were cutaneous (87%) and joint (84.9%). In patients with RA, the most frequent out-joint clinical manifestation were rheumatoid nodules (13,5%). Antinuclear antibodies were present in 100% of the patients with SLE. There was no significant relation between activity of disease and presence of rheumatoid factor in patients with RA, however 55,6% of patients with active disease presented positive rheumatoid factor. Significant association between alleles/genotypes of point mutation -236 and clinical manifestations was not found

Resiliência e adesão ao tratamento em pacientes com lúpus eritematoso sistêmico

Universidade Federal do Rio Grande do Norte

Ensaio clínico duplo-cego controlado e randômico, comparando a eficácia da Clofazimina com a Cloroquina, no tratamento das lesões cutâneas do Lúpus Eritematoso Sistêmico

PURPOSE: To evaluate the capacity of clofazimine (CFZ) to control cutaneous activity of systemic lupus erythematosus (SLE), compared with chloroquine diphosphate (CDP). METHODS: A prospective, randomized, controlled, double blind clinical trial was carried out in thirty-three patients with SLE and cutaneous lesions (malar rash and/or discoid lupus and/or subacute cutaneous lupus), after approval by the respective Ethics Committee. Sixteen patients received clofazimine - 100mg/day (CFZ group) and 17 received chloroquine diphosphate - 250mg/day (CDP group), during six months. Both groups applied broad-spectrum sunscreens twice a day. The dose of prednisone was kept stable during the study. Cutaneous lesions were evaluated by 2 blinded observers and photographed at baseline and at months 1, 2, 4 and 6. RESULTS: Thirty-three patients began and 27 completed the 6 months of treatment. The groups were homogeneous and comparable in terms of demographic and clinical characteristics. Five CFZ-patients and one CDP-patients dropped out due to severe flare of disease requiring other treatment. At the end of the study, 12 CFZ-patients (75%) and 14 CDP-patients (82,4%) presented complete or near-complete remission of skin lesions; intention-to-treat analysis showed no significant difference in the response rates between groups. Side effects in both groups were frequent, but patients didn t have to discontinue the drugs. CONCLUSIONS: Clofazimine and chloroquine were effective in controlling cutaneous lesions in SLE patients

As aulas régias da Capitania da Bahia (1759 1827): pensamento, vida e trabalho de nobres professores

Simultanément à l' expulsion des jésuites du contrôles de l' éducaton formeI du royaume portugais, l'Ordre du 28 juin 1759 a décrété une reforme générale aux études, comme une des partie d'un ensemble de mesures modernisatoires qui ont été établisent dans le Royaume et dans ses domaines à la période comprise entre 1750 et 1777, pendant le royaume de D. José I et sous la direction de son principal ministre, Sebastião José Carvalho e MeIo, plus connu par le titre de noblesse de Marquis de Pombal. Notre thèse, locaIisée notament à la Capitanie de Bahia (Capitanie - division politique administrative du Brésil Colonie) entre les années de 1759 à 1827, a comme objet d'études les singularités du magistère bahianais et comme objectif, à partir de Ia référence théorique de l'histoire sociale des idées, comprendre comment les membres de cette nouvelle catégorie professionelle, crée pour préparés des cadres professionels mais bien qualifiés pour exercer leurs fonctions de burocratie de l'État, ont pris contact avec la pensée reforniste ilustré portugais du siècle XVIII, ont été véhiculé autant par des étrangérisés, comme par la législation pombalina (du Marquis de Pombal) et comme cet ensembIe théorique rapporté à la pensée, la vie et le travail d'enseignant de ces premiers représentants du magistère bahianais. L' analyse de la documentation (des lettres, et des ordres royals, des licences officielles pour exercer la fonction, et des serments des professeurs royal pour les plusieurs villages et capitanies; registres de correspondence reçues et envoyées par les chambres des villages; registres et correspondences expédiées par plusieurs autorités; provisions; tous les types de licences et autorisations; désignation; testament et inventaires) montre que les professeurs royals, malgré la quantité pas très nombreuses de membres, ont été extremement actifs sur les décisions les plus importantes de la période de celle qui est connue comme la crise du système colonial, qui, en Bahia, a eu ses particularités dans un mouvement d' émancipation politique seulement au mois de juillet 1823. Finallement, on a le but, dans le contenu de cette thèse de doctorat, d'offrir une connaissance sur l'histoire de l'éducation brésilienne et bahianaise qu' on retrouve encore entouré de doutes, préjugements et imterpretations équivoques qui insistent d'anaIyser le Brésil sous un stigmate du retard du royaume portugais, malgré sa production récente dans l'historiographie

Uma reavaliação do pensamento lógico de George Boole à luz da história da matemática

The aim of the present study is to reevaluate the logical thought of the English mathematician George Boole (1815 - 1864). Thus, our research centers on the mathematical analysis of logic in the context of the history of mathematics. In order to do so, we present various biographical considerations about Boole in the light of events that happened in the 19th century and their consequences for mathematical production. We briefly describe Boole's innovations in the areas of differential equations and invariant theory and undertake an analysis of Boole's logic, especially as formulated in the book The Mathematical Analysis of Logic, comparing it not only with the traditional Aristotelian logic, but also with modern symbolic logic. We conclude that Boole, as he intended, expanded logic both in terms of its content and also in terms of its methods and formal elaboration. We further conclude that his purpose was the mathematical modeling of deductive reasoning, which led him to present an innovative formalism for logic and, because the different ways it can be interpreted, a new conception of mathematics

O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

Um estudo sobre a concepção de paradoxo segundo o pensamento de Augustus de Morgan

This work aims to analyze the concept of "paradox" posed in the work of The Budget Paradox (1872) of mathematical and logical English Augustus De Morgan (1806-1871). Here it is important to note that a large part of this book consists of re-prints of a series of writings by the author in journal Athenaeum, where its performance as auditor of literature. The tests refer to some scientific work produced between the years 1489 and 1866 and the rules of selection for the composition of the work is, basically, the methodological aspects used in the completion or disclosed by such scholars. The concept of paradox is presented in two distinct moments. At first, we found a study of definitions for the term in a philosophical approach, characterizing it as something that requires further investigation; which was complemented with the classic examples of a scientific context. In the second, we present a concept advocated by De Morgan and, under this perspective, that he conceptualized the "paradox" is directly related to the non-usual methods employed in the formulation of new scientific theories. In this study some of these scientific concepts are detailed, where, through the redemption history, engaging in issues of our study Mathematics, Physics, of Logic, among others. Possession of the preliminary analysis and comparison with the design of De Morgan, it became possible to diagnose some limitations in the conceptualization suggested by the author. Further, evidenced, in front of the cases, the nonlinearity of the process of production of knowledge and hence the progress of science

Estudos da relação entre fromaçãodocente e desenvolvimento do pensamento: redimensionando o olhares

Este trabajo trata de un estudio sobre la relación entre la formación continuada de los profesores y el desarrollo del pensamiento teórico. Es nuestro objetivo comprender la relación entre la formación profesional de los profesores de los años iniciales de la Enseñanza Primaria y el desarrollo de su pensamiento. En términos específicos pretendemos reconstruir los procesos formativos de las profesoras, identificando sus necesidades y los elementos que interfieren en su práctica pedagógica; diagnosticar la fase del desenvolvimiento del pensamiento y dar inicio al proceso formativo de desenvolvimiento del pensamiento; además de analizar la conexión entre ese proceso y la elaboración conceptual, tomando como referencia el concepto de pensamiento. La referencia empírica se constituye de profesoras de la Escuela Municipal Professor Arnaldo Monteiro Natal/RN, que actúan en los grados iniciales de la Enseñanza Primaria y da Educación Infantil. Para desencadenar el proceso investigativo utilizamos como referencial teórico el materialismo histórico-dialéctico como método para análisis de los fenómenos, por entender que a través de esa lógica es que podremos buscar los elementos que nos darán sustentación a una mediación pedagógica que puede posibilitar mayor eficacia en la comprensión de los fenómenos. Recorreremos a pesquisa colaborativa, una vez que es nuestra intención desenvolver una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas que la práctica pedagógica nos impone. La investigación colaborativa posibilita al sujeto partícipe reflexionar, ser investigador y co-constructor da su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiésemos alcanzar los resultados deseados, como Reuniones, Sondeado Diagnóstica, Ciclos de Estudios Reflexivos, Sesiones Reflexivas y la Autobiografía de Formación. Ni todas las profesoras están en el nivel de elaboración conceptual, en función del proceso vivido a lo largo de nuestras vidas, aún así, toda a trayectoria de la pesquisa posibilitó la descubierta de aspectos significativa sobre nuestro objeto de investigación. Para hacer el análisis de ese proceso nos utilizamos de las teorías de Vigotski, Guetmanova, Kopnin, Rubinstein. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva mirada del profesor sobre su proceso de formación, el desenvolvimiento de su pensamiento y la acción desarrollada con su alumno. No fue posible verificar, en la práctica, los resultados de nuestro trabajo, ya que, ese no era nuestro objetivo, mas nuestras fallas presentan mudanzas teóricas significativas. Entretanto, resaltamos que las conclusiones a que llegamos están lejos que se acaben , una vez que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas pesquisas, de nuevos conocimientos

Pensando e agindo: estudo da relação entre o dsenvolvimento do pensamento e prática pedagógica

Este trabajo, intitulado pensando y actuando: estudio da le relación entre el desarrollo del pensamiento y la práctica pedagógica del profesor, tiene como objetivo investigar la relación entre el desarrollo del pensamiento teórico y la práctica pedagógica de una profesora de la educación pre primaria que actúa en una escuela pública de Natal / RN, con niños de edades variables de cuatro a cinco años. En términos específicos, pretendemos propiciar la continuidad de un proceso de formación que le permita elaborar el significado de los conceptos que componen los conocimientos curriculares, específicamente, el concepto de familia; tener el dominio de los procesos y procedimientos lógicos inherentes al desarrollo del pensamiento y la formación del concepto; mediar de forma consciente y planeada las etapas necesarias para que se efectiven los procesos de elaboración conceptual propicios al desarrollo del pensamiento. Para desencadenar el proceso investigativo, utilizamos los principios del materialismo histórico-dialéctico mientras que para el método de análisis, porque comprendemos que, a través de esta lógica, es que podremos buscar los elementos que darán sustentación a una mediación pedagógica que permita mayor eficacia en la comprensión de los fenómenos. Recurriremos a la investigación colaborativa, una vez que era nuestra intención desarrollar una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas de la práctica pedagógica. La investigación colaborativa posibilita al sujeto participante reflexionar, ser investigador, coadjutor-constructor de su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiéramos alcanzar los resultados deseados, como Reuniones, Planeamientos, Ciclos de Estudios Reflexivos, Observación Colaborativa, y Sesiones Reflexivas. Utilizamos la metodología conceptual de Ferreira (2009) como soporte para el análisis del concepto de familia elaborado. Para hacer el análisis de ese proceso nos utilizamos de las teorizaciones de Vigotski (2009, 1998), Rubinstein (, Liublinskaia, Ferreira, Freire, entre otros. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva visión del profesor sobre su práctica pedagógica y el desarrollo del pensamiento de su alumno. Los resultados obtenidos nos muestran que este fue un trabajo bien sucedido en el sentido de que percibimos una relación estrecha entre lo que la profesora realizó y los aprendizajes adquiridos por los alumnos. El sentido que la participante da a su hacer posibilitó la abertura de caminos para el desarrollo del pensamiento, a partir del trabajo con la metodología conceptual, revelando la conciencia del significado de su acción, y dialogando con las necesidades del alumno y trabajando las. Destacamos la importancia de la colaboración y del proceso reflexivo para la formación y la práctica del profesional profesor y los aprendizajes adquiridos con relación al reflexionar crítico y colaborativamente, en la argumentación y en la reformulación de nuestras ideas. Afirmamos que lo que realizamos es apenas el comienzo de nuevos caminos que surgirán por la necesidad que tenemos de busca, de descubiertas, y por las ganas de desarrollar acciones productivas, propicias de condiciones para la expansión de la formación profesional y de la práctica pedagógica del profesor. Las conclusiones a que llegamos están lejos de que se acaben, ya que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas investigaciones, de nuevos conocimientos

A dinâmica do pensamento geométrico :aprendendo a enxergar meias verdades e a construir novos significados

This work is a case study to investigate the dynamics of the historians thought as they produce a knowledge about the history of the area measurement systems as forms of historical expressions and representations. We refer to some of the ideas of David Bohm (1989, 1992, 1994, 1996) to support our theoretical understanding about the operation of thought. We chose a period that is recognized by the theorists as the origin of the geometrical thought -embracing the knowledge developed by the Egyptians, Babylonians, Chinese, Hindus, Greeks and Romans- and is referred to as containing a cycle in the development of this knowledge, described as beginning, apogee and decline. We assume this history, as told by the theorists, as a version that we organize and tell with the help of three sets of categories. The first refers to the elements that take part in the measurement practices; the second refers to the historians understanding about the development of the scientific knowledge. This exercise allowed us to extract the theorists main beliefs, that we criticized in the light of the knowledge about Cubação (Dal Pian, 1990). We stress the importance of the methodological approach adopted in this study to the teaching of Geometry and its history