The current financial and economic crisis: empirical and methodological issues

In this paper we describe the main causes of the recent financial crisis as a result of many theoretical, methodological, and practical shortcomings mostly according to heterodox, but also including some important orthodox economists. At theoretical level, there are problems concerning teaching and using economic models with overly unrealistic assumptions. In the methodological front, we find the unsuspected shadow of Milton Friedman’s ‘unrealisticism of assumptions’ thesis lurking behind the construction of this kind of models and the widespread neglect of methodological issues. Of course, the most evident shortcomings are at the practical level: (i) huge interests of the participants in the financial markets (banks, central bankers, regulators, rating agencies mortgage brokers, politicians, governments, executives, economists, etc. mainly in the US, Canada and Europe, but also in Japan and the rest of the world), (ii) in an almost completely free financial and economic market, that is, one (almost) without any regulation or supervision, (iii) decision-taking upon some not well regarded qualities, like irresponsibility, ignorance, and inertia; and (iv) difficulties to understand the current crisis as well as some biases directing economic rescues by governments. Following many others, we propose that we take this episode as an opportunity to reflect on, and hopefully redirect, economic theory and practice.

Potencialidades das narrativas para a formação inicial de professores que ensinam matemática

Pós-graduação em Educação Matemática - IGCE

Leitura curricular da formação de professores de Geografia: Brasil, Espanha e Portugal

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estratégias para administração segura de antineoplásicos

Pós-graduação em Enfermagem - FMB

Prática como componente Curricular e estágio supervisionado na formação de professores de Educação Física

This study aims to investigate the main issues presented in the literature relating to teacher training during the period 2005/2014. Particular attention is paid to articles that address the Supervised Training and Practice as a Curriculum Component. For the analysis of the articles from the literature, the technique of Content Analysis was used. The results showed that the potential which is attributed to these curricular components depends on the ability to put the trainee teacher in touch with the experience of being a teacher, whilst enabling the approach of the training content to be consistent with professional practice. The technical and fragmented curriculum for training and the extensive content in the disciplines, limited by outmoded practices, is presented as a barrier against this occurring. This shows a discrepancy in the proposed training between the pedagogical design of the course and, what is actually designed as concrete action in its development.

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.

Mercadorização da educação: elementos que circunscrevem a formação inicial de professores

Pós-graduação em Educação - FFC

Dançando o ritmo do preconceito: uma análise do estido waacking com o enfoque no sexo masculino

Understanding dance in all its educational aspects, creative and liberating, this of course work completion back motivating information for new studies and reflections. This study did a literature review to contextualize and detail reach the story and how it perpetuates in practice the dance style Waacking, sought the understanding of how the body is inserted in our society, made notes on the Sport Psychology regarding the topic fear and shame, and pledged to address the conflicting issues of gender and sexuality, to then be possible to develop what has been objectified. This study sought to establish whether there are national publications on the Waacking dance style and what their contributions to the Brazilian context, verifying the presence of stereotypes and prejudices to males in it are inserted. As used method, the survey was conducted in online databases having the following sites as a source of scientific academic content to nationwide: Google Scholar (like the filter to search only in Portuguese language - as the focus of the research is to gather national publications); Journals Portal CAPES / MEC; and SciELO - (Scientific Electronic Library Online). The review process took place using the categorization model, which was essential to be able to extract the information that met relevant from the criteria that have been pre-established, thus enabling the completion of this work Completion of course

Estudos CTS e transgenia: análise de materiais didáticos do ensino médio

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)