Didática da física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Guia prático de medicina baseada em evidências

Neste livro são expostos, para uso de profissionais da área, os princípios básicos e conceitos fundamentais, além dos procedimentos necessários para a prática da Medicina Baseada em Evidências (MBE). A MBE é uma prática relativamente nova, criada em 1992, pelo cientista epidemiologista Gordon Guyatt, na canadense McMaster University. Trata-se da utilização e do desenvolvimento de métodos rigorosos que respondam a questões clinicas sobre efetividade, eficiência e segurança de determinado tratamento e prevenção, bem como sobre a sensibilidade e especificidade de testes diagnósticos de certa doença na área de saúde. A MBE propõe realizar pesquisas de boa qualidade metodológica e livres de vieses e conflitos de interesse, de forma que as respostas sejam adequadas para auxiliar na tomada de decisão clínica. Segundo a MBE, a melhor forma de saber se uma medicação específica é eficaz no tratamento de determinada doença é a revisão sistemática de ensaios clínicos randomizados, que mapeiam os estudos publicados e não publicados realizados mundialmente sobre o assunto. Tal revisão deve ainda contar com metodologia rigorosa que busque, por exemplo, explicar resultados contraditórios sobre a mesma questão e comparar estudos com diferentes amostras para detectar possível diferença estatística. De forma didática e detalhada, mas mantendo todo o rigor científico, esta obra tem caráter de manual. Ao longo dos capítulos, seus autores explicam conceitos e apresentam o passo a passo da utilização da MBE para os profissionais de saúde.

Formação profissional e mediação pedagógica na era digital: educar para os meios e os meios para educar

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Os limites e as possibilidades de uma sequência didática: o conceito de proporcionalidade e a aprendizagem de alunos do 5º ano do Ensino Fundamental

This study aimed to analyze the limits and possibilities of a didactic sequence, addressing the concept of proportionality in the learning of students in 5th year of elementary school. From the results of the Diagnostic Assessment Initial applied to students in a class of 5th grade of elementary school, we selected eight (8) students who participated in the constituent activities of that instructional sequence. For the development of this sequence were used theoretical elements of Genetic Epistemology (Piaget, 1990), the theory of fields of Conceptual Vergnaud (1996) and the definition of instructional sequence proposed by Zabala (1998). Finally, after 20 days of application of these activities, we applied the Diagnostic Assessment Final aimed at investigating which concepts related to proportionality were built by the participating students. By analyzing the collected data, it can be concluded the following about the possibilities of teaching sequence: 1) students who, in Diagnostica Home Assessment used the multiplication algorithm, but also did not indicate the comparison between quantities are now performing; 2) students who, in the Diagnostic Assessment Initial, used the addition algorithm, now gradually are using the multiplication algorithm; 3)students who, in the Diagnostic Assessment Initial, could not solve problems involving the idea of proportionality, are now resolving, however, still use, in large part, the addition operation as a strategy for this proportional thinking. Now, in relation to the limits of the sequence noted: 1)time sufficient to propose a higher number of problem conditions to be carried by students who may have been a trigger of construction have not through the proportional multiplication;2)the distant proposition situations of assimilation schemes (interpretation) of the students, which may have caused certain imbalance in them, preventing them from thinking about the problem situation;3)the rapid passage of...

O grupo psicoterapeutico além do imaginário: a psicanálise de Lacan, laços sociais e revoluções de discurso

In a preliminary communication, we intend to reflect on thepossibilities of group psychotherapy based on the theory of Lacan. We startedfrom the premise that it could apply to group psychotherapy the sametheoretical basis of individual psychotherapy in which the psychoanalysis ofJacques Lacan is applied, with some modifications. Introducing theoreticalelements and reporting fragments of the practice of caring for a group in thisreference, so that it gives an idea of how this psychotherapeutic group works.The application of Lacan s psychoanalysis to the practice of group therapy hasshown results that seem to justify the continuation of this exercise ofintercession and research, and at the same time seems to allow to the theory ofgroups to cross the boundaries of imaginary. The group practice in thisreference has been shown as effective as individual psychotherapy in the fieldof Psychosocial Care.

História e vida: o encontro epistemológico entre Didática da História e Educação Histórica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Nas trilhas do real: mais além da psicologia do espectador

This essay to discusses the relationship between psychoanalysis and aesthetic thinking, through the prism of Lacan’s theory on visuality, as perceived by the critic and art historian Hal Foster. In my opinion, this intersection would allow us to enlighten new ways of reading the work of art towards a paradigm of a non-applied psychoanalysis. Therefore, this paper intends to tackle aspects which concern the Lacanian concept of real in order to question some problems that concern the contemporary work of art.

Sangria aberta ou artéria do progresso: a emigração ibérica oitocentista nos debates sobre a colonização do além-mar

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O apoio institucional como uma das faces da função apoio no Núcleo de Apoio à Saúde da Família (NASF): para além das diretrizes

The aim of this study was to add to the debate about Family Health Support Centers (FHSCs), starting from reflections about the support function. Support is generally presented, in official documents from the Ministry of Health and in academic-scientific publications, accompanied by descriptors that characterize it. Differences in terminology are commonly encountered: “institutional support”, “managerial support”, “matrix support” and so on. With regard to FHSCs, published papers have highlighted the central role played by matrix support. However, we pose the question: what are the faces that the support function has been taking on in implementing such programs? To reflect on this and other issues, we developed a study of qualitative nature within a FHSC team in Paraná, outside of the state capital, using the methodological tools of participant observation, semi-structured interviews and discussion groups. We sought to demonstrate that the dynamics of the support function in FHSCs make it possible for both matrix support and institutional support to emerge.

Uma reflexão sobre didática na Educação Básica: o apostilamento no 4.º ano

This study describes how adult and teacher-centered rationale, which has been ruling school relations for a long time, might be a threat to didactics and its methodologies, especially when it comes to teaching and learning package. The theoretical framework of this study is based on Dewey and Peirce pragmatic views, founding the languages analysis, which are interwoven in the content design. Some tasks from a 4th grade elementary school package sold nationally, related to Geography and Mathematics subjects were examined. It is possible to assert that the child real life learning experiences was poorly considered, which partly explains the lack of interest of most children in pedagogical-scientific discourses as they are presented on their books. As a possible answer regarding that issue, the encounter between teacher and learner subjectivities is proposed.

Atividades com robótica educacional para as aulas de matemática do 6. ao 9. ano do ensino fundamental: utilização da metodologia LEGO® Zoom Education

Pós-graduação em Matemática - IBILCE

Métodos alternativos no ensino da técnica cirúrgica veterinária

Pós-graduação em Cirurgia Veterinária - FCAV

Uma proposta de sequência didática para o ensino de Programação Linear no Ensino Médio

Pós-graduação em Matemática em Rede Nacional - IBILCE

O poema em música e a música além do poema: estudo sobre a relação entre música e poesia em obras de Almeida Prado, Eduardo Guimarães Álvares e Harry Crowl

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Funções convexas e desigualdades: uma abordagem no ensino médio

Pós-graduação em Matemática - IBILCE