O uso de softwares na prática profissional do professor de matemática

Este artigo apresenta uma pesquisa que é resultado de cursos online de formação continuada de professores, concebidos a partir de uma parceria entre a UNESP e uma rede nacional de escolas de Ensino Básico. Os cursos buscavam familiarizar os professores de Matemática com os recursos da tecnologia informática, especificamente dois softwares, o Geometricks e o Winplot, no que diz respeito à utilização destes na sala de aula. Após alguns anos da realização dos mesmos, na pesquisa aqui descrita, objetivamos identificar se e como os softwares foram incorporados à prática profissional, em um cenário em que os professores podem contar com laboratórios, formação continuada e suporte técnico. A partir de entrevistas online, pudemos mapear as diferentes escolhas dos professores: não-uso; uso de forma semelhante (ou não) à vivenciada no curso online, e o uso interdisciplinar, mostrando variadas formas pelas quais os professores retraduziram o curso para sua prática.

Educação de professores da universidade no contexto de interação universidade-escola

Este artigo apresenta resultados de uma pesquisa sobre a formação de professores da universidade que atuam em licenciaturas de Física, Biologia e Matemática, procurando compreendê-la a partir de sua participação em um projeto de formação continuada de professores da rede pública de ensino. O referencial teórico, apoiado em Pierre Bourdieu e Paulo Freire, possibilitou a constituição de instrumentos para caracterizar o processo de formação como construção coletiva de uma estrutura formativa. Para isso, foi necessário considerar tanto a interação de professores da universidade entre si como aquela entre eles e os professores da escola. Os resultados revelaram que o envolvimento dos professores da universidade no projeto possibilitou-lhes a produção de conhecimento em um domínio para o qual normalmente não são chamados a fazê-lo, na prática da vida universitária, a saber: a docência.

Valores na escola

Neste texto pretende-se discorrer sobre valores morais na escola e suas implicações para a formação de professores. Para tanto discutir-se-á, em primeiro lugar, e brevemente, o que são valores morais, ou éticos, e como a escola pode situar-se em relação a eles. em seguida, serão relatadas algumas observações a respeito de valores de professores e práticas daí decorrentes. São comentados resultados de pesquisa que ilustram a transmissão de valores de forma doutrinal e a educação moral e cívica tal como realizada na ditadura militar, e, por outro lado, a posição relativista e/ou de laissez-faire que certas escolas podem adotar, metodologicamente, sobre a educação em valores. Finalmente, defender-se-á a idéia de que é necessária uma discussão sobre valores pelos diversos membros da escola e uma opção por uma metodologia para ensiná-los, seja os professores, em sua formação inicial e continuada, seja os alunos. A teoria de desenvolvimento moral de Jean Piaget será apresentada como uma referência possível para a educação em valores. Exemplos de situações escolares de conflito de valores entre direção, pais e alunos são discutidas para ilustrar como uma escola pode adotar um procedimento democrático de educação em valores, que se apresenta como um terceiro caminho possível de educação moral nas escolas, além das posições doutrinárias ou relativistas.

Leituras profissionais docentes e apropriação de saberes acadêmico-educacionais

O artigo focaliza processos relacionados ao movimento atual de universitarizaçãoda docência, procurando caracterizar modos pelos quais professoras das quatro primeiras séries do ensino fundamental leram e se apropriaram de textos acadêmico-educacionais em um contexto de educação continuada. As análises apresentadas foram elaboradas no âmbito de uma investigação etnográfica, realizada em dois pólos do Programa de Educação Continuada - PEC - Formação Universitária (São Paulo). Observou-se que a atuação de diversos dispositivos em tais contextos, assim como nos textos lidos, favoreceu a instauração de um novo padrão de leituraentre as professoras. As posturas e os procedimentos por elas assumidos, por sua vez, sugeriram a existência de uma leitura profissional propriamente docente, caracterizada entre outros aspectos por uma racionalidade prática que possibilitava às professoras subvertera ordem dos discursos presente nos textos. A centralidade dossaberes e interesses práticos das docentes para a configuração de suas leituras de caráter profissional reafirma a importância da cultura pedagógica compartilhada no magistério como fonte de conhecimentos mais pertinentes para o ensino e como eixo da formação docente.

International recommendations for training future toxicologic pathologists participating in regulatory-type, nonclinical toxicity studies

The International Federation of Societies of Toxicologic Pathologists (IFSTP) proposes a common global framework for training future toxicologic pathologists who will support regulatory-type - nonclinical toxicology studies. Trainees optimally should undertake a scientific curriculum of at least 5 years at an accredited institution leading to a clinical degree (veterinary medicine or medicine). Trainees should then obtain 4 or more years of intensive pathology practice during a residency and/or on-the-job "apprenticeship," at least 2 years of which must be focused on regulatory-type toxicologic pathology topics. Possession of a recognized pathology qualification (i.e., certification) is highly recommended. A nonclinical pathway (e.g., a graduate degree in medical biology or pathology) may be possible if medically trained pathologists are scarce, but this option is not optimal. Regular, lifelong continuing education (peer review of nonclinical studies, professional meetings, reading, short courses) will be necessary to maintain and enhance one's understanding of current toxicologic pathology knowledge, skills, and tools. This framework should provide a rigorous yet flexible way to reliably train future toxicologic pathologists to generate, interpret, integrate, and communicate data in regulatory-type, nonclinical toxicology studies. (C) 2010 Reprinted by Permission of SAGE Publications Inc. Published by Elsevier GmbH. All rights reserved.

Training courses for teachers through the distance learning: practice reports used virtual environment TELEDUC

This paper describes the experiences of long-distance courses, it focused on the continuing education of basic education teachers in all Brazilian territory. Such courses were offered by CECEMCA (Center for Continuing Education in Mathematics Education, Science and Environment), linked to the Universidade Estadual Paulista Julio de Mesquita Filho - Campus de Rio Claro during 15/01/2009 to 30/11/2009. The subjects report to the theme of Education, Geography and Environment, it was organized in four courses: "Introduction to Cartography," Environment and climate change - thinking a new paradigm of sustainable green planet "," Remote Sensing in environmental studies Environment "and" Methodological Alternatives for Inclusive Classroom: Experimenting with visual and hearing impairments". So, we show here, the feasibility and importance of distance learning tools for education, specifically teacher training, based on the results obtained in these courses.

As diferentes “personalidades” do número racional trabalhadas através da resolução de problemas

We address the different "personalities" of the rational number and the concept of proportionality, analyzing the possibilities for using the Mathematics Teaching and Learning through Problem-solving Method. This method is based on the principle that knowledge can be constructed through the use of problems that generate new concepts and new contents. The different meanings of rational number - rational point, quotient, fraction, ratio, and operator - are constructs that depend on mathematical theories in which they are imbedded and the situations that evoke them in problem-solving. Some data will be presented from continuing education courses for teachers, aiming to contribute to understanding regarding the different "personalities" of the rational number. In general, these "personalities" are not easily identified by teachers and students, which is the reason for the many difficulties encountered during problem-solving involving rational numbers. One of these "personalities", the ratio, provides the basis for the concept of proportionality, which is relevant because it is a unifying idea in mathematics.

Static converter: didactic support software

Teaching a course of special electric loads in a continuing education program to power engineers is a difficult task because they are not familiarized with switching topology circuits. Normally, in a typical program, many hours are dedicated to explain the thyristors switching sequence and to draw the converter currents and terminal voltages waveforms for different operative conditions. This work presents teaching support software in order to optimize the time spent in this task and, mainly to benefit the assimilation of the proposed subjects, studying the static converter under different non-ideal operative conditions.

Influence of protein intake on weight loss in obese cats

The effects of two hypocaloric diets were evaluated, one with 29% and the other with 42% crude protein, on the body composition, nitrogen balance (NB), and some biochemical parameters of obese cats. A total of 16 castrated adult cats were used and divided into two groups of eight animals each. Body composition, determined by dual-energy x-ray absortiometry scanning, and biochemical examinations, were performed at the onset of the experiment (M0), at 10% of weight loss (M10), and at 20% of weight loss (M20) for each cat. The weekly weight loss (0.98 ± 0.37% for group 1; 0.94 ± 0.31% for group 2) and the ingestion of metabolizable energy (33.7 ±3.3 kcal/kg/day for group 1; 35.1 ±3.20 kcal/kg/day for group 2) did not differ between the groups. The NB was different at M0 (-70 ±110 mg/kg/day for group 1 ; 340 ±110 mg/kg/day for group 2) but roughly similar at M20 (140 ±170 mg/kg/day for group 1; 330 ± 410 mg/kg/day for group 2). The lean body mass (LM) loss was significant for group 1 (P < .05) in that it decreased from 2.789 ±198 g at M0 to 2.563 ±188 g at M20; for group 2, the changes in LM were not significant (P > .05). Reduction in body fat was significant between M0 and M20 for both diets (P < .05), without differences between treatments. The ingestion of digestible protein was greater (P < .05) for group 2 (3.20 ±0.29 g/kg/day) than for group 1 (2.21 ± 0.22 g/kg/day). There was a significant correlation between NB and ingestion of digestible protein at M0 (P < .05; r = 0.65), but this correlation was not observed at M20 (P > .05; r = 0.31). A significant reduction in plasma urea was observed for group 1 and in high-density lipoprotein cholesterol for group 2, but the other biochemical parameters did not change. The diet with higher protein content prevented LM loss. However, the lower-protein diet seems to maintain animal health and improve the cats' NB after weight loss.

Nutritional support and outcome in hospitalized dogs and cats

This study investigated the effect of assisted nutritional support on the outcome and time of hospitalization (TH) of dogs and cats. The study compared two groups of 400 hospitalized animals. The animals in group 1 did not receive assisted nutritional support because they were hospitalized before the clinical nutrition service was implemented; animals in group 2 were nutritionally managed. Animals in group 1 received a low-cost diet with no consumption control. Group 2 animals had their maintenance energy requirement (MER) calculated, received a high-protein and high-energy super-premium diet, had their caloric intake (CI) monitored, and received enteral and parenteral nutritional support when necessary. The statistical analysis of the results included the standard T test (group 1 versus group 2) and chisquare and Spearman's correlation to evaluate group 2 (CI and outcome, body condition score (BCS) and outcome, BCS and CI). For group 2, favorable outcome (FO), defined as the percent responding to therapy and dis-charged from the hospital, was 83%, and the TH was 8.59 days. These values were lower (P < .001) for group 1 (63.2% FO and TH of 5.7 days). For group 2, 65.5% of the animals received voluntary consumption (93.1% outcome), 14.5% received enterai support (67.9% FO), 6.5% received parenteral support (68% FO), and 6.17% did not eat (38.5% FO), demonstrating an association between the type of nutritional support and outcome (P < .01). Group 2 animals that received 0% to 33% of their MER had 62.9% FO, and those receiving more than 67% had 94.3% FO, which shows that lower mortality rates are associated with higher CI (P < .001). TH was higher for animals with higher CI (P < .001). The BCS did not correlate with Cl (P > .05) but did correlate with outcome (P < .01). FO was 68.7% for animals with low BCS, 85.7% for animals with ideal BCS, and 86.6% for overweight animals. Nutritional support could allow for longer therapies, thus increasing the TH and FO rate.

The effect of temperature on self-etching adhesive penetration.

The purpose of this study was to investigate the penetration of an aggressive self-etching adhesive system at refrigerated and room temperatures into ground and unground enamel surfaces. Thirty extracted human teeth were used to measure adhesive penetration into enamel by light microscopy analysis (x400). The unground enamel surfaces were cleaned with pumice and water using a rotary dental brush. For each specimen, part of the unground enamel was manually ground and part was kept intact. A self-etch adhesive was evaluated for its ability to penetrate ground and unground enamel surfaces at room temperature (25 degrees C), at 30 minutes after removal from the refrigerator, and immediately after removal from the refrigerator (6 degrees C). Data were analyzed using variance and the Tukey test, which revealed significant differences in length of penetration of this material when applied on ground and unground enamel surfaces and between the different temperatures used (P > .05). The self-etching system used in this study had significantly lower penetration into unground enamel and at 6 degrees C (P < .05). No statistical difference was found between the interactions of these factors. It was concluded that the self-etching system produced the best penetration into ground enamel surface at room temperature (25 degrees C) and at 30 minutes after removing the specimens from the refrigerator.

Botucatu, Brazil: A Regional Community Palliative Care Model

The Pain Management and Palliative Care Service in the Department of Anesthesia at Botucatu Medical School, UNESP is a pioneer in Brazil. Based on an interdisciplinary team that provides specialized inpatient, ambulatory outpatient, and home care to patients in Botucatu and the surrounding region, the service is also able to provide extensive educational opportunities in pain management and palliative care for medical students, anesthesia residents, practicing anesthetists, and nurses. © 2007 U.S. Cancer Pain Relief Committee.

Length of resin tags in pit-and-fissure sealants: all-in-one self-etching adhesive vs phosphoric acid etching.

PURPOSE: To investigate the penetration (tags) of adhesive materials into enamel etched with phosphoric acid or treated with a self-etching adhesive, before application of a pit-and-fissure sealant. MATERIALS AND METHODS: The sample comprised six study groups with six specimens each. Before pit-and-fissure sealing with the materials Clinpro SealantTM (Groups I and II), Vitro Seal ALPHA (Groups III and IV) and Fuji II LC (Groups V and VI), the teeth in Groups I, III, and V were etched with 35% phosphoric acid for 30 seconds. Teeth in Groups II, IV, and VI received application of the self-etching adhesive Adper Prompt L-Pop. The treated teeth were sectioned buccolingually, ground to 100-microm thickness, decalcified, and analyzed by conventional light microscopy at 400x magnification. RESULTS: The teeth etched with phosphoric acid exhibited significantly greater penetration than specimens treated with self-etching adhesive. CLINICAL SIGNIFICANCE: When compared with enamel treated with a self-etching adhesive, the penetration (tags) of adhesive materials into enamel was greater when applied on enamel etched with phosphoric acid.

Evaluación del impacto de una intervención educativa en atención farmacéutica y farmacia clínica

Introduction: The World Health Organization considers pharmaceutical care (PC) of fundamental importance for the patient and the community. Its exercise requires knowledge and skills, which can be acquired in academic and/or continuing educations, credited for effectiveness and impact evaluation. However, few manuscripts in the literature have showed the contribution of the educational interventions on the knowledge, skill and attitude of students and professionals who participate in scientifi c events related to PC. Objective: To evaluate the impact of an educational intervention (EI), and its degree of satisfaction, to pharmacists and pharmacy students. Method: A quasi-experimental study was performed, through an extension course with 40 hours of lectures approaching issues related to PC and clinical pharmacy (CP). Participants answered a survey which was handed out before and after the EI. The statistic tests of Sinais and Mann-Whitney were applied to evaluate the EI signifi cance. Results: Participants (n= 49) were mostly (n= 34) students and performing activities related to PC and CP (n= 20). Statistics differences, before and after the EI, were found in the scores of knowledge, skill and attitude (p <0.001). The evaluated item which showed the most improvement was the last one. Most (n= 30) had exceeded or met their expectations (n= 19). Conclusions: The analysis of the data led us to conclude that an EI of 40 h/week about knowledge, skill and attitude in PC using traditional methods, improves knowledge and problem-solving skills of participants. ©2012 Ediciones Mayo, S.A. All rights reserved.