Cursos de formação em educação sexual que empregam as tecnologias digitais

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

Contribuições da pedagogia histórico-crítica para o ensino da geometria no ciclo de alfabetização

Pós-graduação em Docência para a Educação Básica - FC

A produção técnico-científica de James Precott Joule: uma leitura a partir da epistemologia de Ludwig Fleck

This paper aims an epistemologically analysis of the attempt of James Prescott Joule to replace the steam engine by the electric one. In this historical analysis, we use the epistemological categories: style of thinking, collective thinking, intercollective circulation of ideas and practices,Joule and other technicians in Machester received in that time financial incentives from governments and industry to replace the steam engine by the electric one, since it was in Manchester a culture of the technique of the accuracy and precision in which Joule was immersed, which allowed us to initially identify the styles of techniques thinking and experimental efficiency. However, Joule could not replace the steam engine by the electric; and the awareness of the problems faced by him, in the attempt to make such a substitution, led him to seek, through an intercollective circulation of ideas and practices, such as the studies of Faraday and Jacobi, a change of direction in his researches. According to our analysis, what happened was a change of style from a technical to a scientific thinking. In this sense, Joule began to investigate issues of a scientific nature, as the Joule’s effect and the mechanical equivalent of heat, which contributed significantly to the establishment of the principle of conservation of energy. We present here the contributions of this epistemological analysis to the discussion of questions of the nature of science in the basic education and for the training of physics teachers.

O tratamento de questões sociocientíficas na formação de futuros professores de ciências: possibilidades e desafios nas vozes dos licenciandos

The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, enables discussion of the nature of science and its implications for social and environmental issues. The present work aims to contribute to training of science teachers that approximates the current demands of contemporary society. Having as theoretical reasons the implications of STSE Movement in science teaching, we bring some considerations on pedagogical practices of undergraduates in Biological Sciences held within its Supervised. Through content analysis of the speeches of undergraduates, we can identify contributions and limitations that treatment of socio-scientific issues (SSI) revealed in the process, putting to discuss some aspects that are tangent training teachers committed to a contextualized view of science and scientific training. It discusses, among them, the relationship theory and practice in supervised training of future teachers’ conceptions about the implications of the STSE perspective in science teaching and science teacher positioning ahead controversial themes.

Evidências formativas da extensão universitária na docência em Educação Física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Análise dos conteúdos de língua portuguesa do “Programa Ler e Escrever” em uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

As dificuldades para a gestão do PIBID a partir do olhar de coordenadores e colaboradores em subprojetos na Faculdade de Ciências Bauru: limites e possibilidades

The Institutional Program of Initiation to Teaching, the PIBID, has by its nature the training of teachers. Focused on graduate students, the PIBID acts as a proposal for training beyond the mandatory classes, giving to the students that are entering the program, a great opportunity to improve their training as a teacher. Thus, this work focuses on a discussion of the PIBID at the Faculty of Sciences UNESP Bauru, aimed at subprojects of graduate students linked to the areas of Natural Sciences, Mathematics, Physics, Biology and Chemistry, working in an interdisciplinary way. I interviewed five teachers (three area coordinators and two contributors) seeking to verify, in their view, the understanding about the program and what were the major difficulties in the training of teachers. For contributors teachers and coordinators of the subprojects, interdisciplinarity has a very important role in the training of new teachers, and the PIBID allows to work this concept more broadly than just in the mandatory classes. However, a program so big like the PIBID comes with problems and it is in this context that this study was conducted. Coordinator teachers and contributors of the subprojects identified flaws in the program that may affect the activities proposed in the institutional design

Perspectivas críticas na pesquisa sobre formação de professores de Ciências

This text is in theoretical study, with consideration of the authors of the critical perspective of education and training of science teachers. We indicate a set of principles and concepts of some philosophers, like Habermas and Gramsci and theoretical education in a critical bias, as Freire, Saviani, Giroux and Duarte, which can enrich the discussions in the field of science teacher education. Some of these concepts: organic intellectual philosophy of praxis, inconclusiveness, incompleteness, dialogue and problematization, communicative action, critical pedagogies of learning to learn, dialectical relationship between theory, culture and depth psychology. Thus, we intend to explain the richness of the dialogue among this perspective and its implications for the training of science teachers.

A prática como componente curricular via Projeto Integrado de Prática Educativa (PIPE) no ensino de estatística na Universidade: implementação e implicações na Formação Inicial do Professor de Matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A relação entre a álgebra acadêmica e a álgebra escolar em um curso de licenciatura em matemática: concepções de alunos e professores

Pós-graduação em Educação - FCT

The initial formation of teachers in scholastic cartography: a report on a research experience

This paper is derived from the PhD research entitled "The initial training of Geography teacher in school cartography: a reflective analysis", developed by the program of Post-graduation in Geography of UNESP, campus of Rio Claro. The research is in the final phase, focused on data analysis and final writing of thesis. In this context, it may be stated that the research orientates in the problematic focused at the understanding of how the recent knowledge produced by the school cartography unfolds in the practices of Geography licentiate students. However, at this time, we will discuss about issues related to the research by the theoretical and practical point of view.

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].

Time course of training-induced microcirculatory changes and of vegf expression in skeletal muscles of spontaneously hypertensive female rats

Exercise-induced vessel changes modulate arterial pressure (AP) in male spontaneously hypertensive rats (SHR). Vascular endothelial growth factor (VEGF) is important for angiogenesis of skeletal muscle. The present study evaluated the time course of VEGF and angiogenesis after short- and long-term exercise training of female SHR and Wistar Kyoto (WKY) rats, 8-9 weeks (200-250 g). Rats were allocated to daily training or remained sedentary for 3 days (N = 23) or 13 weeks (N = 23). After training, the carotid artery was catheterized for AP measurements. Locomotor (tibialis anterior and gracilis) and non-locomotor skeletal muscles (temporalis) were harvested and prepared for histologic and protein expression analyses. Training increased treadmill performance by all groups (SHR = 28%, WKY = 64%, 3 days) and (SHR = 141%, WKY = 122%, 13 weeks). SHR had higher values of AP than WKY (174 ± 4 vs 111 ± 2 mmHg) that were not altered by training. Three days of running increased VEGF expression (SHR = 28%, WKY = 36%) simultaneously with an increase in capillary-to-fiber ratio in gracilis muscle (SHR = 19%, WKY = 15%). In contrast, 13 weeks of training increased gracilis capillary-to-fiber ratio (SHR = 18%, WKY = 19%), without simultaneous changes in VEGF expression. Training did not change VEGF expression and capillarity of temporalis muscle. We conclude that training stimulates time- and tissue-dependent VEGF protein expression, independent of pressure levels. VEGF triggers angiogenesis in locomotor skeletal muscle shortly after the exercise starts, but is not involved in the maintenance of capillarity after long-term exercise in female rats.

Effects of swim training on liver carcinogenesis in male Wistar rats fed a low-fat or high-fat diet

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

Beak trimming methods and their effect on the performance and egg quality of Japanese quails (Coturnix japonica) during lay

A total number of 720 Japanese quail females, reared under identical management conditions, and receiving feed and water ad libitum, was used. Quails were housed and reared from 1-35 days of age in litter pens in a rearing house, and then were transferred to a quail layer house. This study aimed at verifying if different beak trimming method could optimize egg production and quality by reducing stress and cannibalism among birds. A completely randomized experimental design was used, with six treatments in a 2x3 factorial arrangement, with two beak trimming ages (14 and 21 days) and three beak trimming variants (non-trimmed, 1/3 of the beak trimmed, or 1/2 of the beak trimmed), 6 replicates of 20 birds each. Performance was evaluated by feed intake, percentage of lay, egg mass, feed conversion ratio per dozen and per kg eggs, and mortality. Performance was influenced by trimming variant, with the best results obtained by birds with intact and those with 1/3 of the beak trimmed. Better specific gravity was in quails submitted to beak trimming at 21 days of age, whereas other egg quality parameters did not present significant results. Based the results obtained in the present study, it is recommended to submit to beak trimming either at 14 or 21 days of age.