A percepção dos professores cooperantes sobre os conhecimentos e as competências dos estudantes

The Cooperating Teacher (CT) areessentialfor skills development and knowledge of future physical education teachers. Through asemi-structured interview, the purpose of our studyis to understand the perspectives and view sof CT with respectto the Teachers Students (TS) preparationin their first contact with the school reality. We verified that the CT feel that TS start with knowledge, but they cannot put theminto practice. This difficultyis due to the fact that the current curriculum have few hoursof practical subjects for the TS developte aching skillsand learning. However, despitethe current curriculum does not meet all the requirements for the professionalization has Curricular Units(CU) importante for the development of values, ethics, ethics and citizenship TS.

Sentimentos de quem fracassa na escola: análise das representações de alunos com dificuldades de aprendizagem

This research aimed to examine the perceptions of students with learning about themselves and to analyze what their representations are about the judgments that their teachers have of them. The subjects of this study were twenty elementary school students with low academic achievement, of both sexes, from a municipal public school in the State of São Paulo in Brazil. A semi-structured interview containing ten questions was performed. Data was transcribed and processed through content analysis and described in relation to its absolute (N) and relative (%) frequencies. The results indicated that the students believe that their teacher has a negative representation of them, as well as nourish low expectations about their performance and academic progress. The study points to the need to consider social relationships established at school and to promote reflection on the importance of these relationships in the teaching-learning process.

Contexto escolar: práticas educativas do professor, comportamento e habilidades sociais infantis

Educational practices, behavior problems and children's social skills have been more studied in family context than in school context. This study aimed to compare, from the verbal report, educational practices of regular and special teacher in relation to children's behavior, concerning groups differentiated by reference indication of behavior problems in the classroom by the teacher and sex of the children. This study surveyed fifteen teachers and twenty-eight students (6-9 years), who were grouped in regular teaching (n = 18, kindergarten, elementary) and especial teaching (n = 10). The assessment with teachers was proceeded by using a questionnaire (Q-RSH-Pr) and a semi-structured interview (RE-HSE-Pr). We observed that there is a significant difference: boys as well as children with behavior problems presented more difficulties than others. Their teachers revealed that they use more negative

Mediação implícita da informação no discurso dos bibliotecários da biblioteca central da Universidade Estadual de Londrina (UEL)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A inclusão escolar das crianças com autismo do Ciclo I do Ensino Fundamental: ponto de vista do professor

Pós-graduação em Educação - FFC

A influência da demanda espontânia na (des)caracterização do processo de trabalho na estratégia saúde da família

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Competência em informação na UFPR TV: a inter-relaçâo entre informação, conhecimento e comunicação

Pós-graduação em Ciência da Informação - FFC

Resolução de problemas geométricos: um estudo sobre conhecimentos declarativos, desenvolvimento conceitual, gênero e atribuição de sucesso e fracasso de crianças dos anos iniciais do ensino fundamental

Pós-graduação em Educação para a Ciência - FC

Desvelando a família homoparental: um estudo sobre os relatos de casais homossexuais com filhos

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

Percepção de mães sobre vínculo e separação de seus bebês em uma unidade prisional feminina na cidade de São Paulo-SP

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

A afetividade nas práticas pedagógicas: atitudes e expressões verbais nas interações professora- crianças, sob a perspectiva de Henri Wallon

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Competência em informação na construção da inteligência competitiva nas organizações: o caso da empresa Mizumo

Pós-graduação em Ciência da Informação - FFC

Tornar-se pai na adolescência: vivências e representações

Pós-graduação em Saúde Coletiva - FMB

Expectativas prévias ao implante coclear e avaliação pós implante em adolescentes

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

O transtorno mental na percepção de agentes comunitários de saúde na estratégia saúde da família

The Family Health Strategy facilitates user access to mental health actions. This study aimed to verify the community health agents’ perceptions of the Family Health Strategy about mental disorder. A qualitative study was conducted with 26 randomly selected community health agents, among the professionals of 13 units, which constitute the Family Health Strategy of Itapeva (SP). The community health agents responded to a personal information questionnaire and a semi-structured interview. Data were checked through content analysis. Stigmatizing perception of the mentally disturbed persons, lack of knowledge about the process of falling ill and the mental disorder evolution, and the unpreparedness to act in this population were observed. Capacitating agents enable them to contribute in a positive way to the effective functioning of a care net in mental health in the city.