A representação social de disciplinas didático-pedagógicas no contexto da formação inicial docente: um entremear de saberes

We seek, through this study, to analyze about social representation that the students of licentiate degree course of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN - have about didactic-pedagogical subjects. We utilize the Social Representations Theory (MOSCOVICI, 2009; 2012; JODELET, 2001) as a theoretical and methodological contribution and as aim, we identify this social representation and understand how it is influenced by the formation of these undergraduates. So we developed the research under the seven undergraduate classroom courses offered by IFRN, namely: Biology, Spanish, Physics, Geography, Computer Science, Mathematics and Chemistry, covering units located both in the capital and in the countryside. While methodological approach we used the Procedure of Multiple Classification (PMC) - (ROAZZI, 1995), whose realization requires a set of words achieved through of Free Technique of Words Association - FTWA - (ABRIC, 1998). For this realization we have a total of one hundred twenty (120) participants, with thirty (30) in FTWA and other stage in the realization of free classification and directed that correspond to the MPR. Achieved the empirical data, we use the analysis of content (BARDIN, 2011; FRANCO, 2007) and multidimensional (ROAZZI, 1995) for the course of his interpretation. Finally, we identify the social representation of didactic and pedagogical subjects centered around the idea that it is through these subjects that can achieve the profile of "good professional" as one who gathers knowledge and attributes required for the full development of teaching involving capabilities it and characteristics that mark the sense of professionalism. Furthermore, we found that the anchoring social representation on the understanding that these disciplines "teach the teacher to be" in the image and its objectification of the "good teacher", ie, one that reaches through the training process and experiences, qualities that make it unique and able to carry full professional. Still see that the actions of the teacher trainer affects the way students perceive, assume and engage in the study of teaching and pedagogical subjects and it reflects significantly the social representation then created

Contribuições para verificação automática de applets javacard

The widespread growth in the use of smart cards (by banks, transport services, and cell phones, etc) has brought an important fact that must be addressed: the need of tools that can be used to verify such cards, so to guarantee the correctness of their software. As the vast majority of cards that are being developed nowadays use the JavaCard technology as they software layer, the use of the Java Modeling Language (JML) to specify their programs appear as a natural solution. JML is a formal language tailored to Java. It has been inspired by methodologies from Larch and Eiffel, and has been widely adopted as the de facto language when dealing with specification of any Java related program. Various tools that make use of JML have already been developed, covering a wide range of functionalities, such as run time and static checking. But the tools existent so far for static checking are not fully automated, and, those that are, do not offer an adequate level of soundness and completeness. Our objective is to contribute to a series of techniques, that can be used to accomplish a fully automated and confident verification of JavaCard applets. In this work we present the first steps to this. With the use of a software platform comprised by Krakatoa, Why and haRVey, we developed a set of techniques to reduce the size of the theory necessary to verify the specifications. Such techniques have yielded very good results, with gains of almost 100% in all tested cases, and has proved as a valuable technique to be used, not only in this, but in most real world problems related to automatic verification