Artefoto : a ênfase fotográfica

Pós-graduação em Artes - IA

Psicologia do trânsito e competência moral: uma intervenção junto a alunos de um curso de especialização

Pós-graduação em Educação - FFC

A formação inicial de professores de inglês como espaço para a (re)construção de identidades

Pós-graduação em Estudos Linguísticos - IBILCE

Competences in the classroom in the perspectives of foreign language teachers

In this article we raise some considerations about teachers’ competences, from the perspective of teachers in the Brazilian public sector. The theoretical framework includes articles by Paulo Freire (2001), Philippe Perrenoud (2012), Edgar Morin (2003) and Maurice Tardif (2002) and, based on these authors, we reflect upon issues concerning teachers’ competences taking answers provided by the Brazilian language teachers as a departing point. In a teachers’ course, followed by the same teachers, we posed the main question in our study: Which competences are necessary for a teacher to be considered a good professional at present? From the answers given individually and group discussions we proceeded to a comparative analysis with the adopted framework, and other issues concerning teachers’ competences were considered as well. All the participants mentioned the same two competences, the use of technology and sound knowledge of the course content, and other competences were pointed out by the various teachers as well. Such procedure, besides providing data for our study, also helped as a self-reflexive activity for the teachers involved, about their own professional performance. Given the issues raised in the theoretical texts and the answers provided by the teachers, we expect to revisit the competences necessary for foreign language teacher efficient performance.

Supervisão de ensino: estudo descritivo de atos normativos e discussão de termos de visita/acompanhamento

Pós-graduação em Educação Escolar - FCLAR

Chemical reduction of carboxyl groups in heparin abolishes its vasodilatory activity

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A internet e a prática da leitura: o uso da rede por acadêmicos do sexto período do curso superior em Tecnologia em Alimentos

Pós-graduação em Educação - FFC

Formação continuada de professores de matemática com enfoque colaborativo: contribuições para o uso reflexivo dos recursos da Web 2.0 na prática pedagógica

Pós-graduação em Educação - FCT

Formação de professores à luz de Meirieu: interação reflexiva sobre a prática educativa

Action-research conducted in a a Brazilian public elementary school. Using the tools provided by Meirieu, the point was to offer teachers the possibility of improving their perception of their own knowledge and practice. The process consisted in filming classes and watching the films together for reflexive interaction. When given the chance to look at themselves, their practice and their students, the teachers started to do build a new perspective of the learning process and to deconstruct certain truths regarding their interventions, which brought in new outlooks, new discourse and new practices.

Tamanho é documento? uma análise da sexualidade, relações de gênero e formação docente através de desenhos infantis

The authors worked in a 4th grade room of elementary school and usedchildren's drawings in which the students have shown their impressions andunderstandings with sexuality and gender relations. The article reflect about themanifestations of sexuality, behaviors gender and sexual attitudes at the school andrelates to the necessity of sex education in a critical and reflexive approach, which,however, can only happen with the improvement of teacher training in sex education.

Autonomia e reflexão nas práticas telecolaborativas em teletandem

New technologies have been playing an important role in providing access to foreign languages and cultures and to authentic communication. Telecollaborative practice can enrich foreign languages teaching and learning and the teachers’ formation processes. This paper focuses on the possibilities that emerge in teletandem for learners to practice autonomy and reflection. Teletandem is a distance tandem modality performed by audio and video conferences with tools such as Windows Live Messenger, Skype or ooVoo. This modality is presented by Teletandem Brasil Project: foreign languages for all. Based on a qualitative ethnographic study with Brazilian and foreign students, the results have shown that teletandem provides and encourages reflexive and autonomous attitudes.

Paralisia cerebral, extensão universitária e trabalho voluntário: práticas da reflexividade

Report of voluntary work with youngsters suffering from cerebral palsy syndrome. Objective is to highlight information about this syndrome and possibilities of their treatment, especially referred to the method of conductive education. It aims to promote a training experience of a reflexive identity of mother and family of these patients.

O emprego da literatura na educação infantil: a investigação e intervenção com professores de pré-escola

INTRODUCTION: The children's schools are expanded spaces of education and care for infants. The educator's role as mediator in learning is crucial to child development, and the use of children's books can act as an important methodological and pedagogical resource in this process. METHODS: This paper describes a psychoeducational intervention performed with the educators of a public pre-school with the following objectives: (a) register the collection of children's books of the school, (b) investigate the acquisition and use of children's books by the teachers and (c) offer an intervention to teachers regarding the educational use of children's books. The participants were seven educators who worked with children from 2 to 6 years old. RESULTS: The results indicate that among the 315 books in the school, the majority was about animal stories (75 books), fantasy and mystery (38), fairy tales and fables (34), formal learning (33), learning rules (33) and about nature and environment (22). The educators reported that the choice of books was made mainly considering the age group to which the books were directed, and also from the themes found in texts and/ or illustrations. Although the teachers believe that the books can encourage reading among children, they don't describe their use in planned activities and they report lack of knowledge about their use. CONCLUSION: The proposed intervention to the teachers allowed them to rethink the use of books in pre-school, instructing them to the utilization of the books aiming to stimulate the imagination and creativity, improving the critical and reflexive capability of the children.

Comparison of epinephrine and felypressin pressure effects in 1K1C hypertensive rats treated or not with atenolol

Epinephrine is considered the gold standard vasoconstrictor for hypertensive patients, but few studies report felypressin’s effects. The present study aimed to analyze and compare the effects of these two vasoconstrictors, injected by the intravenous route, on the arterial pressure of normotensive, hypertensive and atenolol-treated hypertensive rats. Method The hypertension model was one-kidney-one-clip (1K1C): the main left renal artery was partially constricted and the right kidney was surgically removed in 45-day-old male Wistar rats. 1K1C hypertensive rats received atenolol (90 mg/kg/day) by gavage for 2 weeks. 28–35 days after hypertension induction, a catheter was inserted into the left carotid artery to record direct blood pressure values. The following parameters were recorded: minimal hypotensive response, maximal hypertensive response, response duration and heart rate. Results Epinephrine, but not felypressin, exerted an important hypotensive action; non-treated hypertensive rats showed more pronounced vasodilation. Treated and non-treated rats showed hypertensive responses of the same magnitudes in all groups; 1K1C atenolol rats showed reduced hypertensive responses to both vasoconstrictors. Felypressin’s response duration was longer than that of epinephrine in all groups. Epinephrine increased heart rate while felypressin reduced this parameter only in the normotensive group. Conclusions Our results suggest that felypressin has equipotent pressure responses when compared with epinephrine, showing a greater extent of action. Atenolol’s reduction of hypertensive effects surprisingly suggests that atenolol β-blockade may also be important for felypressin’s cardiovascular effect, as is widely known for epinephrine. Our data suggest that felypressin is safe for hypertensive subjects, in particular those receiving atenolol.

Ergonomia de tablets em uso ocupacional: atividade visual e biomecânica postural sob a influência de ofuscamentos reflexivos causados pela iluminação

Pós-graduação em Design - FAAC