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.

Perfil de uso de recursos ergogênicos em academias da cidade de Bauru/SP

The increasing number of gyms and their patrons increasingly concerned about the health, appearance and aesthetics propagated by the media and the supply of ergogenic both food as hormonal some without proof of its effects generated interest for the study of consumption of such ergogenic goers by academies of Bauru/SP; objective was also to assess whether the Physical Education professionals are prepared to guide properly, such as the use of these goers ergogenic. To this end, a questionnaire specific to each category was used, to be answered voluntarily and anonymously, with closed and open questions divided into two parts: one for socio demographic characterization and another in which were discussed issues regarding the use/orientation ergogenic. The research involved a sample of 12 academies and 205 attendees, including 152 men (74.15%) and 53 (25.85) women. Among men, 61.18% (n=93) did use ergogenic(s) food(s), while among women, this percentage was 33.96% (n=18). Regarding the use of hormonal resources, only 4.61% (n=7) of men said they used; there were no cases of women using hormonal resources. Were also interviewed 19 assessors/trainers/teachers, two which fifteen (15) men and four (4) women. Most consumers of ergogenic: (1) is understood in the age group 21-30 years and the socioeconomic classification bands called B1 and B2; (2) practice bodybuilding and consumption ergogenic resources with purpose of muscular hypertrophy; (3) practicing bodybuilding for a period between 1 and 5 years, consumes ergogenic(s) for a period less than one year, and perhaps the most significant event, starts the consumption of ergogenic(s) in a period of less than one year after starting the practice of bodybuilding, and that there are consumers who start consuming ergogenic as soon begin the practice of bodybuilding; (4) has as its main source of indication for the use of ergogenic, the gym instructor, among which, some respondents reported...

Dentistry teachers and the burnout syndrome

The Burnout Syndrome is considered a psychosocial problem to which teachers are routinely exposed. This study was conducted to estimate the prevalence of burnout in Dentistry teachers and its relation to relevant socio-demographic variables. The participants were 70 teachers from the undergraduate Dentistry Course, Faculty of Dentistry of Araraquara – UNESP. Oldenburg Burnout Inventory (OLBI) was used. The prevalence of burnout was estimated. In order to compare performed. Mean age of participants was 46.0 ± 6.1 and teaching experience was 19.6±7.6 years. The prevalence of burnout was 17.1%. Low mean scores for Exhaustion (2.11±0.61) and Disengagement (1.73±0.50) were observed. There reported taking medication due to work (p=0.008) and for those who have thought about quit teaching (p=0.001). There scores according to the habit of taking medication, the experience as a teacher and gender

Educational Journey on the Teachers' Narrative

Initial and continuous education for teachers has been studied at Group of Studies and Research on Language, Teaching and Teachers’ narrative (GEPLENP in Portuguese). In order to do so, we use teacher’s narratives from public schools in Assis/SP. Narrative researches have been very widely spread either in Brazil or in any other country. Meaningful papers have shown how important the topic is as well as the method used. This research tries to identify teachers’ social representations, which result from historic, cultural and time constitutions in order to get close to group of teachers’ representations about their initial and continuous education. The individual and singular narrative method gives us the opportunity to access the history told by the participants. The results point out that initial education promotes the opposition between theory and praxis and use of tool is highlighted in continuous education, which limits possibilities of teachers’ reflection on their own school role thus evidencing institutional interests.

O surgimento das práticas de assistência à saúde mental da criança inspiradas na psicanálise no início do século XX através da obra de Durval Bellegard Marcondes

Psychoanalysis was introduced in Brazil since 1920 contributing to the appearance of new practices of health care for the child. Therefore, the present article aims to discuss the link between psychoanalysis and practices focused on children's mental health that emerged from the 1930s through the work of Durval Marcondes, a pioneer in the dissemination and use of psychoanalysis in Brazil. A historical research was held from a survey on Durval Marcondes’s work and the team led by him confined in the epigraph theme. It was found from that work that the link between mental hygiene, new school and psychoanalysis developed a pioneering service of care to children with school problems based on the diagnostic evaluation and guidance of parents and teachers. It is concluded that this work introduced the differentiation between children with cognitive and emotional problems and provided the foundations of psychoeducational and psycodiagnostic interventions.

Biology Teachers'Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts

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

Voice disorders in teachers: clinical, videolaryngoscopical, and vocal aspects

Dysphonia is more prevalent in teachers than among the general population. The objective of this study was to analyze clinical, vocal, and videolaryngoscopical aspects in dysphonic teachers. Ninety dysphonic teachers were inquired about their voice, comorbidities, and work conditions. They underwent vocal auditory-perceptual evaluation (maximum phonation time and GRBASI scale), acoustic voice analysis, and videolaryngoscopy. The results were compared with a control group consisting of 90 dysphonic nonteachers, of similar gender and ages, and with professional activities excluding teaching and singing. In both groups, there were 85 women and five men (age range 31-50 years). In the controls, the majority of subjects worked in domestic activities, whereas the majority of teachers worked in primary (42.8%) and secondary school (37.7%). Teachers and controls reported, respectively: vocal abuse (76.7%; 37.8%), weekly hours of work between 21 and 40 years (72.2%; 80%), under 10 years of practice (36%; 23%), absenteeism (23%; 0%), sinonasal (66%; 20%) and gastroesophageal symptoms (44%; 22%), hoarseness (82%; 78%), throat clearing (70%; 62%), and phonatory effort (72%; 52%). In both groups, there were decreased values of maximum phonation time, impairment of the G parameter in the GRBASI scale (82%), decrease of F0 and increase of the rest of acoustic parameters. Nodules and laryngopharyngeal reflux were predominant in teachers; laryngopharyngeal reflux, polyps, and sulcus vocalis predominated in the controls. Vocal symptoms, comorbidities, and absenteeism were predominant among teachers. The vocal analyses were similar in both groups. Nodules and laryngopharyngeal reflux were predominant among teachers, whereas polyps, laryngopharyngeal reflux, and sulcus were predominant among controls.

The importance of the lifelike esthetic appearance of all-ceramic restorations on anterior teeth

The success of rehabilitation will not depend on just clinical procedures. A proper dental technique (ceramist) is required as well as the respect for some biomimetic principles to obtain the desired final result. This study has the purpose of describing a prosthetic rehabilitation with laminate veneers and all-ceramic crowns of a patient unsatisfied with a previous esthetic treatment because of the negligence of some biomimetic principles. A 45-year-old female patient was admitted to the dental clinic complaining about the lifelike appearance of her all-ceramic restorations. Before the fabrication of new restorations, a mock-up was conducted to verify the patient's satisfaction. A ceramist conducted all the fabrication process so that surface characterizations could be visually verified and the lifelike appearance of natural tooth could be reproduced. After the cementation procedure, the patient reported being satisfied with the lifelike appearance of the new restorations. Based on the clinical findings of the present case report, it can be concluded that the reproduction of the lifelike esthetic appearance of natural teeth and the visualization of the final results before definitive procedures are essential to obtain the clinical success.

Atividade docente e Educação Especial: dos encaminhamentos históricos ao contraponto Histórico-Cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Establishing common elements among some science education references as a resource to design a Didactics of Physics program for teachers initial education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Future Brazilian teachers imaginaries about physics teaching in adults education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.