kit educacional para controle e supervisão aplicado a nível

PEREIRA, J. P. ; CASTRO, B. P. S. ; VALENTIM, R. A. M. . Kit Educacional para Controle e Supervisão Aplicado a Nível. Holos, Natal, v. 2, p. 68-72, 2009

Fatores Associados à Prevalência de Sintomas Osteomusculares em Professores

FERNANDES, Marcos Henrique; ROCHA, Vera Maria da; RONCALLI, Angelo Giuseppe. Fatores Associados à Prevalência de Sintomas Osteomusculares em Professores. Revista de salud pública, v. 11, n. 2, p. 256-267, 2009.

Projetos de letramento e formAÇÃO de professores de língua materna

O propósito do livro "Projetos de letramento e formAÇÃO de professores de língua materna" é contribuir para a compreensão dos projetos de letramento, entendendo-os como uma prática recontextualizada pelas atuais demandas sociais, ou seja, uma alternativa que promete priorizar a inclusão, a participação social e o reposicionamento identitário do professor e do aluno, e destacar a importância disso na formação docente e na ressignificação das práticas de leitura e de escrita no contexto escolar.

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Implementação de um Módulo de Supervisão para um Sistema de Detecção de Vazamentos em Dutos de Petróleo

The transport of fluids through pipes is used in the oil industry, being the pipelines an important link in the logistics flow of fluids. However, the pipelines suffer deterioration in their walls caused by several factors which may cause loss of fluids to the environment, justifying the investment in techniques and methods of leak detection to minimize fluid loss and environmental damage. This work presents the development of a supervisory module in order to inform to the operator the leakage in the pipeline monitored in the shortest time possible, in order that the operator log procedure that entails the end of the leak. This module is a component of a system designed to detect leaks in oil pipelines using sonic technology, wavelets and neural networks. The plant used in the development and testing of the module presented here was the system of tanks of LAMP, and its LAN, as monitoring network. The proposal consists of, basically, two stages. Initially, assess the performance of the communication infrastructure of the supervisory module. Later, simulate leaks so that the DSP sends information to the supervisory performs the calculation of the location of leaks and indicate to which sensor the leak is closer, and using the system of tanks of LAMP, capture the pressure in the pipeline monitored by piezoresistive sensors, this information being processed by the DSP and sent to the supervisory to be presented to the user in real time

Caracteristicas sodiodemogáficas, ocupacionais e de saúde na avaliação da qualidade de vida de professores da rede municipal de Natal/RN

Objetivo: Analisar as características sociodemográficas, ocupacionais e de saúde clínica/comportamental, e o impacto desses fatores na avaliação da qualidade de vida de professores da rede municipal de Natal/RN. Métodos: Estudo descritivo-analítico com corte transversal e amostra de 242 docentes. Foram utilizados os questionários Whoqol-breve e nórdico, além de questões referentes ao trabalho do Job Content Questionnaire (JCQ). Os dados foram submetidos à análise estatística com nível de significância p<0,05, sendo utilizada a regressão logística binária, para análise de fatores hierarquicamente agrupados. Resultados: O domínio físico apresentou maior comprometimento entre os professores com trabalho de alta exigência (p=0,043), com mais de 02 diagnósticos de doenças (p < 0,001), atividade física inadequada (p= 0,001) e com sintomas osteomusculares (p=0.025); o domínio psicológico entre os docentes com trabalho de alta exigência (p=0,043), com carga horária maior que 28 horas semanais (p=0,034), com mais de 02 doenças (p=0,012) e que praticavam atividade física inadequadamente (p< 0,001); o de relações sociais com tempo de trabalho inferior/igual a 18 anos (p=0,036) e que residiam em bairro diferente do que trabalhavam (p=0,027); e, por último, o domínio meio ambiente apresentou maior comprometimento entre os docentes com carga horária superior a 28 horas semanais (p=0,025), que exerciam a atividade com tempo inferior/igual a 18 anos (p=0,013) e com sintomas osteomusculares (p= 0,002). Conclusões: Os professores apresentaram uma avaliação comprometida da qualidade de vida e do seu estado de saúde, tendo as atividades laborais desenvolvidas por esse grupo de trabalhadores um impacto importante sobre os resultados demonstrados. Tais achados podem comprometer a efetivação da proposta das escolas promotora de saúde

Formação em odontologia: um estudo sobre as clínicas integradas em cursos do Brasil

Dental education is going through important changes in preparing workers to meet the needs of the society and the labor market. For that reason, we studied the offering of comprehensive dental care clinics in Brazil with the aim of encouraging future curriculum changes focused on the training of general dental practitioners. An email questionnaire on educational organization and comprehensive care clinics of undergraduate programs was sent to each academic dental affairs dean. Sixty-seven (41.6%) dental schools agreed to participate. We observed that curriculum changes have contributed to modify the format of comprehensive care clinics. This was felt mainly (88,1%) with regards to workload and course offerings in different levels of the dental curriculum, thereby creating a favorable environment for generalist training. Most schools shared the following characteristics: clinical procedures were being prioritized according to level of complexity (95,5%), students were having the chance to attend courses in other programs (37,3%), and attempt to diversify teaching methods was being challenged (58,2%). Although progress in combining teaching and clinical services was reported by 83,6% of schools, most clinical procedures were still being performed intramurally (50,7%) in partnership with public service. There was also improvement in clinical mentorship due to the hiring of instructors qualified to work in comprehensive care clinics and with aptitude to supervise a wider range of dental procedures (58,2%). Further changes to Brazilian comprehensive care clinics should hence be encouraged and intensified to ensure appropriate generalist training for dental practitioners

Prevalência e fatores associados à dor em professores de educação física em academias de ginástica da cidade do Salvador-BA

Physical Education professionals are usually exposed to excessive physical workloads that evolve into painful symptomatology and muscle and bone disorders that originate from the work-related exercises. Purposo: The goal of this study was to investigate the prevalence and factors associated with pain painful symptomatology in teachers in gymnastics academies. An analytical transversal cut study was performed involving 163 gymnastics teachers working in the main gyms in the city of Salvador-BA. For evaluation of pain, validated versions in Portuguese of the McGill Protocol and the Wisconsin Pain Inventory were used. For obtain results of descriptive statistical analysis of the collected data was performed, followed by TStudent, and Pearson and Spearman correlation tests to verify possible correlations between the presence of pain and other variables which were considered independent. Finally, for the identification of potential risk factors associated with pain, a binary logistic regression analysis was performed. For all statistical analysis, we cnsidered p< 0.05. Results: The painful symptoms was reported by 88.3% of the subjects surveyed. High pain levels were observed in 63.8% of the interviewed professionals, where the intensity varied from moderate to severe. Pain in the lumbar region was present in 55.2% of subjects. Positive correlations were found between the level of pain intensity and the variables related with the workload activity and daily life of the teachers in almost all body joints analyzed. Some factors had been verified associates to the painful sintomatologia as the age of the professionals, the daily hours load of labor work, and the lack of interval of rest between the lessons. Conclusions: We found a high prevalence in gym teachers working in the city of Salvador-BA, which interfered in various daily activities of their home and professional lives. The most affected region was the lumbar region, followed by the knees, neck, shoulders, ankles, hands, hips, feet, elbows and forearms. The factors associated with development of painful symptomatology were the age of the professionals, daily hours of work and the lack of rest intervals between lessons. The high prevalence of pain in Physical Education teachers can be regarded as a serious occupational health problem, which would demand the urgent deployment of preventive intervention programs to minimize the impact of pain among these professionals

A concepção de professores do ensino fundamental (1ª e 4ª) sobre a saúde do escolar

Com a criação dos Parâmetros Curriculares Nacional (PCNs), a saúde passou a ser um tema transversal que deve ser trabalhado por todos os níveis de ensino em toda a escola, principalmente pelos professores do ensino fundamental, os quais têm uma grande responsabilidade no processo de formação dos valores e de condutas dos escolares. Com o objetivo de investigar a concepção dos professores de ensino fundamental (1ª a 4ª séries) sobre a saúde do escolar, este estudo teve como amostra 45 professoras lotadas em 04 escolas públicas e 04 escolas privadas no município de Natal/RN. Para a coleta dos dados foi utilizado um questionário semi-estruturado, sendo os mesmos analisados por meio da análise temática. A faixa etária com maior prevalência foi a superior a 40 anos, com 58% de professoras. Com relação ao grau de formação acadêmica das docentes investigadas, 47% delas tem o terceiro grau completo e, 40% possuem apenas formação no magistério. No que se refere ao tema transversal saúde, 27% das professoras não realizaram estudos sobre o mesmo e, 40% das docentes não se sentiam preparadas para desenvolver esse conteúdo, apontando como principal fator limitante à falta de conhecimento mais profundo sobre saúde e a falta de material didático adequado. Sobre a importância em se trabalhar a saúde, 29% das respostas referiram-se aos cuidados com a saúde, e 20% em prevenir e conhecer doenças. Pode-se concluir que é necessária uma capacitação específica referente à temática em questão, o que deve ser acompanhada de políticas públicas que incentivem o profissional da educação e ofereça estrutura ao ambiente escolar

A transformação da Associação de Professores do Rio Grande do Norte (APRN) em Sindicato dos Trabalhadores em Educação (1986-1990)

El estudo que ahora apresentamos habla a respecto ala transformaçión de la Asociación de maestros del Rio Grande del Norte (APRN en sindicato de los trabajadores en educación (SINTE) en el período de 1986 1990. Tratase basicamiente de las razones que llebaran historicamente la APRN la reorganizar sus luchas, su cultura política y el su movimiento reivindicatório; que impulsionaran la construción del próprio sindicato el único de la categoria, após el regime militar em el país especialmente en el gobierno Sarney, y en el ánbito estadual com la resistência la política econômica y la repreción policial del gobierno Geraldo Melo, la época. El estudo también apunta algunas caraterísticas marcantes del contexto histórico de la educación nacional, enfatizando la asención de la escuela nueva en el Brasil en las décadas de 1920 y 1930, inclusive delante del movimiento sindical, controlado por el gobierno Vargas que tênia uma praetica corporativista. Es importante decir que esas características estavan juntas del contexto local, en el rato en que se percebia la primer gestan del prof Anfilóquio Cámara, como el primer presidente de la APRN, al partir de la su fundación (1920), y que tênia um relacionamento bastante estrecho com el poder público estadual de caráter liberal. Habia una discución sobre la abertura política y la atuación política de las clases médias brasileñas ya em 1979, y al mismo tiempo analisabase el desencandeamiento del nuevo sindicalismo en el ABC Paulista, mientras uno movimiento sindical, autônomo y democrático que tênia el objetivo de juntar lãs luchas de los operários dentro y fuera de las fábricas reivindicando basicamiente: la redución de la jornada del trabajo, reajuste de sueldo y condición del trabajo, bien como lãs sus consecuencias para el movimiento de los educadores potigurares. Al hacer en septembre de 1989, el sindicato de los trabajadores en educación del Rio Grande del Norte se desvincula definitivamiente de uma estructura sindical vertical (tradicional), que la ex-APRN herdo al longo de su História del gobierno Vargas, siempre controlada pelo Estado y que en las décadas de 1980 y 1990 fue fortalecido por la CNTE (Confederación Nacional de los Trabajadores en la, educación), principalmente, a partir del Congreso Nacional de Unificación de los Trabajadores en la Educación, realizado en Aracaju/SE em el período de 25 a 28 de enero de 1990 en el sentido tambien de las sus principais reivindicaciones: escuela pública, gratuita y de cualidades en todos los pasos, verbas públicas solamiente para las escuelas públicas, reposición de los reajustes de sueldo, condición del trabajo, sueldo unificado nacional y la eradicación del analfabetismo

Encurtando distâncias: uma experiência de formação de professores

La Educación a distancia (EAD) ha sido una realidad en la formación de profesores a través de la ofrenda de diversos cursos de licenciaturas por todo Brasil, posibilitando el crecimiento de ingresantes a la enseñanza superior por estudiantes de regiones más alejadas de las grandes capitales. A esa modalidad se atribuye un valor social al tiempo que posibilita la democratización de la enseñanza por medio de la inclusión a la ciudadanía. La vida de los alumnos del interior, que desean la formación superior en el área de enseñanza, es el objeto de estudio de esta pesquisa, a través de la cual será enfatizada la historia de vida de 76 alumnos, desde el período en que realizaron el ingreso a la universidad hasta la obtención del nivel superior a través de la EAD, una modalidad de gran valor social. Se reflejará sobre la enseñanza superior en el contexto de la globalización, la importancia de la acción de esta modalidad y la manifestación de ella a través del curso de Letras Portugués/ Español en la formación de esos 76 profesores, así como la visión de los alumnos que participaron de esta formación, especialmente en la interpretación de las etapas vividas en el curso por medio de los memoriales. El proyecto de pesquisa fue realizado en el Estado de Sergipe, en El interior de Porto da Folha, localizado a 190 km de la capital Aracaju, donde los alumnos cursaron Letras Portugués/ Español en la modalidad EAD, dentro de los cuales traen perfiles diferenciados. El acceso al curso ocurrió a través del convenio entre la Universidad Tiradentes (Unit) e la Secretaria de Estado de Educación (SEED) donde este financió 100% del curso para los alumnos, que quedaron exentos del pagamento desde el inicio hasta el término del curso. A través de la investigación, in loco, documental, bibliográfica e de los memoriales, se desarrollaron las observaciones, encuestas, talleres y declaraciones, donde se buscó conocer un poco más sobre el cotidiano de los alumnos y los temas abordados en esta pesquisa. Con eso se pude ver la contribución de la EAD, como forma de democratización y emancipación social de ciudadanos de regiones lejanas, como el sertón de Porto da Folha, la cual puede ayudar a comprender y valorar la inclusión a la diversidad a partir de los saberes construidos en esa experiencia

Jovens assentados, jovens estudantes, jovens professores: juventude em assentamentos rurais do RN

This work discusses how schooling processes can contribute to young settlers resignify their relationship with rural settlements where they live. We want to understand youngster s place, his relationship with local community, social movements and their acting, after formation, at their localities. Thereunto, we tracked a group of students of Land Teaching Course, developed through a partnership between UFRN, INCRA and MST in the years 2004 to 2007. We observed their trajectories, the learnings provided by the Course and how Formation Centre experiences contributed to their agent conditions, offering them choice opportunities on different fields. We understand that formation process enabled them to have individual gains, widening their range of choices, while have contributed to development of areas in which they live, from their collective action. Social practices experienced in collective environment, combined with education access, provided a set of knowledge. These learnings have enabled youngsters to assume positions in participation areas which have been opened at school, while teachers, at social movements and at associations that manage the settlements

A cor ausente: um estudo sobre a presença do negro na formação de professores - Pará, 1970 1989

The subject of study of this work is the teacher spawning of the Instituto de Educação do Pará in the decades of 1970 and 1980. It aims the enablement offered by the institute concerning the racial issue. The thesis highlights the inferior condition to which the black student is relegated and the discrimination it suffers. Our argument is to affirm the omission of the curriculum and the reference resources as far as the racial issue is concerned. Before the singularity of the Brazilian case a country with a slavish background, with serious social unbalance problems, many of them resulting from the racial segregation implemented by that slavish system , this work claims that the preparation of the teachers for dealing with this issue is crucial, since the absence of this preparation leads to the reproduction of the prejudice inside the classroom. This thesis is based on the theory of Pierre Bourdieu on the notion of habitus and symbolic power

O uso de modelos no ensino de química: uma investigação acerca dos saberes construídos durante a formação inicial de professores de Química da UFRN

In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization

Historiando a política de formação de professores em serviço da UFRN

Les préoccupations gérées par les changements de l éducation nationale poussés par les réformes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de connaître comment ces réformes ont été incorporées par l Université Fédérale de Rio Grande do Norte - UFRN, constituent les questions centrales développées par cette thèse. Cette étude propose à montrer, à partir d une approche socio-historique, la façon comment la législation éducationnelle brésilienne sur la formation de professeurs pour l éducation basique expresse la politique de l État brésilien et, en même temps, comment le PROBÁSICA signifie une réponse de l UFRN à cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privilégié plusieurs techniques et procédés de collectes des données conforme au modèle de la recherche participative, à savoir : enquête semi- structurée, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs pédagogiques et étudiants; repérage, systématisation et analyses de plusieurs documents. L analyse des données, qui a été faite d une façon fondamentalement qualitative, a révélé que le PROBÁSICA a sa genèse à l intérieur de l UFRN et représente, en même temps, une réponse de cette université à la demande de la catégorie et la politique de formation de professeurs. Nous espérons que cette étude suscite d autres recherches qui développent des discussions sur les relations entre l État brésilien, ses politiques éducationnelles et les pratiques pédagogiques de formation de professeurs