A perspectiva sociocultural e a formação de professores de línguas

This article aims to trace a historical development of language teacher education in Brazil and abroad, as well as to discuss the tenets of Vygotsky’s sociocultural perspective as a theoretical basis on which teacher development can be anchored in the contemporary world. Since learning to teach is now understood as a complex and long process of development, which results from the participation in social practices and contexts associated with teaching and learning, we intend to discuss how such a theory is in line with an interpretive view of reality and provides elements for the (re)construction and transformation of teaching practices. In this view, knowledge is understood as intimate and dynamically linked to experience, highlighting the role of human agency in our own development.

O trabalho de licenciandos em alemão e inglês no PIBID: a construção da prática docente a partir das crenças de alunos do Ensino Médio sobre língua e cultura estrangeira

For some time, researchers in teacher education (ZEICHNER; LISTON, 1996; GIMENEZ, 2005) have been drawing attention to the need to place undergraduates in contexts of practice that help them make sense of the theoretical training they receive in the graduation course. In this article, we discuss the intersection between school and university for initial foreign language teacher education through activities carried out under the Brazilian Institutional Program for Initiation to Teaching – Language and Literature of a state university. These activities were aimed, on the one hand, to promote reflection about the concept of culture and intercultural language teaching during initial teacher education and, secondly, to deconstruct stereotypes of high school students about German and English language and culture. Based on the analysis of data on the beliefs of students of the school and the support of theoretical studies such as Kramsch (2006, 2009), Bolognini (1993), among others, workshops were designed to expand the cultural universe of the high school students in the partner state school, the concept of culture and to deconstruct stereotypes. It was found that the activity contributed to the reflective education of the undergraduate students in relation to the treatment of the subject culture in language teaching.

Difusão de objetos de aprendizagem multiplataforma por transmissão de televisão digital: um estudo de viabilidade técnica e pedagógica

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Idéias fora do lugar na aula de História: historiografia e conceitos dos alunos sobre escravidão no Brasil

This article makes a historiography discussion about slavery, indicates the advances in combats for an afro-brasilian history and, in view of cultural re-sense shows a need to consider the student’s prior knowledge and content of teaching History. These knowledges are essential to move beyond the denunciation of the violence of slavery and lead to the classroom buildings of the recent historiography on slavery in Brazil in view of breaking of stereotypes and changing attitudes.

Lewis Carroll, a educação e o ensino de geometria na Inglaterra vitoriana

Research partly motivated by Lewis Carroll's Euclid and his modern rivals (1879) portuguese translation, this paper presents some hermeneutical remarks taken as necessary to understand the context in which such book was produced. The paper focuses particularly on education, in general, and on the teaching of mathematics and Geometry in victorian England.

Subsídios teórico-metodológicos para a elaboração de um curso de inglês para a área jurídica na modalidade EaD

Pós-graduação em Estudos Linguísticos - IBILCE

O ensino de geometria através da pavimentação do plano

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Métodos alternativos no ensino da técnica cirúrgica veterinária

Pós-graduação em Cirurgia Veterinária - FCAV

Influence of alternative drying aids on water sorption of spray dried mango mix powders: a thermodynamic approach

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

Educação em saúde para atenção à gestante: paralelo de experiências entre Brasil e Portugal

Care practices have raised some questions concerning the attention given to women, specifically when it comes to issues of extreme importance in Public Health's approach of pre-natal care. The present study intends to discuss the scope and challenges of the integral care in maternal health, taking into consideration the experiences of one of the authors in the health scenarios from both Brazil and Portugal. A comparative analysis was conducted on the format of the pre-natal classes offered to groups of pregnant women, a frequent practice of Primary Care in both countries. The method of participant observation of two groups of pregnant women, one in each country was used. The organization of each group is presented and evaluated regarding its methodological and practical settings. The analysis of the experiences indicates that both groups can be considered as informative or educative, since the chosen methodology and structure was formed by lectures with predefined themes; there was reduced reflection and empowerment possibilities, due to the fragmented presentation form, and this could also mean diminished reflection on the changes of the feminine role. It is thus concluded that the need for offering care for women in different periods of their lives should include a continuous fight for an amplified and integral approach, with emphasis in the care network and in health promotion.

Protein-energy malnutrition as a consequence of the hospitalization of gastroenterologic patients

The effects of the clinical and dietetics in patient managements on the protein-energy status of hospitalized patients were retrospectively (four yr) investigated in 243 adult (49 +/- 16 yr), male (168) and female (75) patients suffering from chronic liver diseases (42%), intestinal diseases with diarrhea (14%), digestive cancers (11%), chronic pancreatitis (10%), stomach and duodenum diseases (7%), acute pancreatitis (7%), primary protein-energy malnutrition (3%), esophagus diseases (3%), intestinal diseases with constipation 14 (2%) and chronic alcoholism (2%). The protein-energy nutritional status assessed by combinations of anthropometric and blood parameters showed 75% of protein energy malnutrition at the hospital entry mostly (4/5) in severe and moderate grades. The overall average of hospitalization was 20 +/- 15 days being the shortest (13 +/- 5,7 days) for esophagus diseases and the longest (28 +/- 21 days) for the intestinal diseases with diarrhea patients which also received mostly (42%) of the enteral and/or parenteral feedings followed by acute pacreatitis (41%) and digestive cancers (31%) patients. When compared to the entry the protein-energy malnutrition rate at the discharge decreased only 5% despite the increasing of 30% found on the protein-energy intake. The main improvement of the protein-energy nutritional status were attained to those patients showing protein-energy malnutrition milder degrees at the entry which belonged mostly to primary protein-energy malnutrition, acute pancreatitis and intestinal diseases with diarrhea diseases. The later two groups showed protein-energy nutritional status improvement only after the second week of hospitalization. The digestive cancers patients had their protein-energy nutritional status worsened throughout the hospitalization whereas it happened only in the first week for the intestinal diseases with diarrhea and chronic liver diseases patients, improving thereafter up to the discharge. The protein-energy nutritional status improvement found in few patients could be attributed to some complementary factors such as theirs mild degree of protein-energy malnutrition at entry and/or non-invasive propedeutics and/or enteral-parenteral feddings and/or longer hospitalization staying. The institutional causes for the unexpected lack of nutritional responses by the patients were probably the high demand for the few available beds which favour the hospitalization of the most severed patients and the university-teaching pressure for the high rotation of the available beds. Both often resulting in early discharging. In persisting the current physical area and attendance demand one could suggest an aggressive support early at the entry preceding and/or accompanying the more invasive propedeutical procedures.

A temática afro brasileira no contexto da Educação Física escolar

The choice Brazilian african study theme in the general education, and particularly in physical education has not advanced as to be themed with the subject matter. Even open to this issue, in 2003 a law was passed introducing an obligation of racial ethnic correlations in Brazil. Law 10.639, changed the LDB (Guidelines and Framework Act, 1996) and establishing the obligation both in elementary school as high school, public and private, the teaching of history and African Culture and African Brazilian. As the main objective of disseminating the importance of valuing the African culture and its legacy, expanding the looks and the knowledge about the culture and history of a people who often are discriminated against and excluded by society. The questions that arise are the following: The physical education teacher know that prerogative? Incorporates the Brazilian african discussion in their classes? Discusses with students these subjects related to corporal practices? Have difficulty in dealing with this issue? What? Thus the aim of this study was to detect whether and how a group of physical education teachers is the Brazilian african theme in their classes, for the fulfillment of the Law 10.639 / 03. The methodology of this study was qualitative descriptive type. Were used for data collection semi-structured interviews and non-participant observation. The data obtained through interviews with teachers were transcribed, reviewed and classified according to the content analysis. It is concluded that the racial ethnic theme is not systematically addressed in physical education classes when they are treated, is superficially when proposed by the curriculum of

Síntese estendida: uma investigação histórico-filosófica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Manuais pedagógicos e programas de ensino: interpretações da Escola Nova sobre a prática de ensino na formação de professores (1946-1961)

Pós-graduação em Educação - IBRC

O cotidiano escolar na Revista Brasileira de Estudos Pedagógicos (1984-2014)

Pós-graduação em Educação - IBRC