Professores de arquitetura diante da questão do desenvolvimento humano e da inclusão social das pessoas com deficiência

Professors of Architecture on the Subject of Human Development and Social Inclusion of People With Disabilities Historical-Cultural Psychology believes that the people appropriate the culture and develop themselves by social interactions. The architect acts indirectly on human development by producing spaces that allow varying levels of interaction between individuals. To know if the Brazilian Architecture courses are graduating professionals who facilitate the social inclusion of people with disabilities, this research aimed to investigate the concepts of Architecture teachers of a public university about this theme. After the interviews, the reports obtained were submitted to the categorical-content analysis method. Technical concepts predominated over reflective ones, except for the architecture concept, classified as a knowledge area which brings gains to human life.

Formar professores de matemática no estado do Maranhão, Brasil: aspectos historiográficos

This paper intends to sketch some historical remarks on the formation of math teachers in undergraduate courses in Maranhão State, Brazil, since the 60’s, the decade in which the first of these courses was created. Its methodological approach is given by Oral History and, in order to collect data, some professors and students were interviewed. Such teachers are those responsible for the projects – and its implementation – of the first three undergraduate courses in Maranhão, and the students are part of the first team formed by them in those institutions.

Greening of the essential activities of an Engineering School: a case study in the Area/Department of Production Engineering

This article analyzes the inclusion of the issue of “environmental management” in the department of Production Engineering of the “Alfa” School of Engineering. For this, a case study was conducted at the School of "Alpha" Engineering, with a focus on the area of Production Engineering. Professors were interviewed; documents were reviewed as well as information collected from direct observations by of one of the authors of this article. It was observed that the department of Production Engineering at the Alpha School of Engineering has been developing activities covering all those aspects proposed by Jabbour [8]. "Environmental management" has been included in the curriculums of: (a) Teaching: in the creation of undergraduate courses (obligatory) and graduate Master's degree (optional), (b) Research: formalization of research groups in environmental management for the creation of master’s post graduation research, formalization of environmental management as one of the subjects that should be chosen by candidates for a Professorship in the area of production engineering; (c) Extension: Course in Environmental Management, Symposium (which in recent years has been focusing on environmental issues), creation of sustainability indicators for universities, (d) University Management: initiatives to raise awareness, distribution of reusable mugs and installation of special bins for selective collection in the Campus.

Intencionalidades detectadas no processo de elaboração e implementação de um projeto de formação inicial de professores de física

This article presents part of a PhD research that investigated what are the limiting factors to be overcome by an initial training program for teachers of physics in order to achieve the identity profile of your proposed course on Pedagogical Project Course (PPC). From the survey of the intended ideal, the actions taken by professors, coordinators and managers seeking its implementation were analyzed. Data were collected from official documents, field notes taken during meetings between professors and interviews with the subjects belonging to the faculty of the course. This is a research in action grounded in Habermas principles. For data analysis, we used analytical devices of discourse analysis, using the French perspective of Pêcheux. The outline presented here seeks to highlight the intentions identified through the analysis of discourses present in the texts, in the speech of different subjects involved and the actions undertaken by them during this process. What one can conclude is that the intentions of the involved professors are permeated of contractions, since in some aspects they intend to give the program teacher's an identity (licenciature) and in other ones they try to maintain the status quo, that means, a teachers program which a bachelor’s profile.

Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatórias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported by some French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogical action, as well as teachers’ education research critical referential. The discourses interpretations evidenced that these teachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Análise documental da produção acadêmica sobre o ensino de evolução (1990-2010): caracterizações e proposições

The quantitative and qualitative increasing of researches in Science teaching imposes the periodical mapping need of scientific production about the subject, with a view to identify its own characteristics and tendencies. In this context, researches such as “State of art”, given his executrix character, constitute in modality inquiring that allow us to outline historical scenes for a given area (or subarea) of knowledge. In this light, this work aims to outline the panorama of Brazilian academic production, represented by dissertations and thesis, in evolution teaching between 1990- 2010. The documents susceptible of analysis were raised in three online data basis and its selection happened from the reading of titles, abstracts and key-words with views to identify the dissertations and thesis that truly approached the Evolution Teaching. The found results evidence the predominance of dissertations related to the number of thesis and the concentration of academic production in Evolution Teaching in Brazil south-east region, especially in São Paulo state. In researches trends we verified the prevalence of investigations related to the previous conceptions of students and professors (in all teaching levels) and to teacher training.

Aportes teóricos e metodológicos para a constituição de um grupo de planejamento conjunto com docentes da licenciatura em física

We present in this paper parts of the results of a research that had the intention to promote a space of communicative interaction among teachers of an undergraduate Course of Physics Teaching so they could plan their courses together. From the theoretical recommendations of the Theory of Communicative Action , by Jürgen Habermas , it was possible to draw a way of rationality crisis in training degree in physics in Brazil and then propose the creation of a Joint Planning Group (JPG) with teachers of specific nature disciplines of physics and disciplines about physics teaching. They start a joint discussion about the relationship among the disciplines in delivering of a project for future high school teachers' training. All meetings developed over a school year in the GPC were recorded, transcribed and analyzed with a part of a methodological analysis feature of the intersubjective interactions. This methodology was developed specifically for the research. The conclusions are related to the joint constructions developed by the JPG, its local contexts and the possibility of extension of this group. The joint constructions undertaken in the group point to the defense of the formation of JPG in the formation of the professors who teach these courses.

PROFIX: método de avaliação on-line da proficiência digital

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Imagens e histórias em arte terapia: experiências nas interfaces da psicologia, da educação e da arte

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores de matemática da educação superior e as tecnologias digitais: aspectos do conhecimento revelados no contexto de uma comunidade de prática online

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

El papel de la institución en el escoger, acoger y acompañar al profesor universitario

Objective. To analyze the role of the institution in choosing, receiving and chaperone professors. Methodology. Qualitative study, which body analysis was composed of 32 participations in a thematic forum of a group of nine health professionals. Results. After professor hiring it is necessary to receive and chaperone him. Professors with longer time in the institution represent a more important role in the admission of the new professor. Chaperone process is an opportunity to change and redefine the rules, and should be supported by permanent evaluation. The university as a legitimate learning scenario, production and knowledge reconstitution, should accompany changes of contemporary science and support the interdisciplinary demands in the new knowledge construction. Conclusion. It is fundamental the role of the university receiving and chaperoning teachers from joining. As well university should favor the growth of the professor, not only by supporting the challenges of their pedagogic activity, but mainly through the respect of autonomy.

Um estudo sobre a falta de padronização no uso de grandezas físicas em um curso de Engenharia Elétrica e Eletrônica

Pós-graduação em Ensino de Física - FCT

Imaginário e estratégias didáticas: análise das atividades desenvolvidas por um licenciando em Física durante o Estágio Curricular Supervisionado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência pibid pedagogia e professora colaboradora: elementos formadores da atuação docente nos anos iniciais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Performatividade e gênero nas interações em teletandem

Pós-graduação em Estudos Linguísticos - IBILCE