A formação do professor investigador na escola e as possibilidades da pesquisa colaborativa: um retrato sem retoques

The focus of our research is on how teachers construct their knowledge. We also intend to depth our understanding of the factors that regulate teachers' action - either to maintain, either to modify their professional practice. In order to investigate the means by which teachers learn and the reasons that make them change or resist transforming their practice, we accomplished a task aiming teachers' formation, in a manner similar to a collaborative research design, which involved part of the staff of a school chosen among others which were part of a sample of a previous exploratory study. The subjects were ten teachers of elementary teaching (first stage) and three school administrators. The intervention occurred through our constant presence in the school's daily life, for we believe that empowerment and professional development must be a choice of teachers themselves, based on their own expressed needs toward the construction of their autonomy. A preliminary analysis of data shows that teachers sometimes resist to changes; so these are slow and difficult. Nevertheless, our intervention based on a collaborative research design enabled us to deal with these difficulties, contributing to form a kind of teacher who investigates its own practice.

Proposta de questionário para caracterização da prevalência de sintomas digestivos nas doenças difusas do tecido conjuntivo

RACIONAL: As doenças difusas do tecido conjuntivo afetam vários sistemas orgânicos, inclusive o digestório. Neste, as lesões variam em intensidade e freqüência na dependência da doença envolvida. A descrição das diferentes manifestações digestivas tem sido pouco freqüente, pouco detalhada e, não raro, baseada em experiências individuais e levantamentos retrospectivos. Tais formas de registro de dados produzem resultados muitas vezes conflitantes entre as diferentes casuísticas. OBJETIVO: Estabelecer de forma mais consistente, por intermédio de entrevista e questionário predefinido de sintomas, o conjunto e freqüência dos sintomas digestivos observados na esclerose sistêmica progressiva, artrite reumatóide, polimiosite/dermatomiosite, doença mista do tecido conjuntivo e lúpus eritematoso sistêmico. PACIENTES E MÉTODO: Estudaram-se 99 pacientes, 90% mulheres, com idade média de 45 anos. do total, 35 tinham artrite reumatóide, 26 esclerose sistêmica progressiva, 21 lúpus eritematoso sistêmico, 12 dermatomiosite/polimiosite e 5 doença mista do tecido conjuntivo. Todos foram submetidos, por investigador treinado, a entrevista e preenchimento de um questionário de sintomas digestivos, composto de 17 itens, previamente definidos. RESULTADOS: O estudo revelou elevada prevalência de sintomas gastrointestinais nas cinco doenças investigadas, muitas vezes afetando mais de 50% dos casos. Chamou a atenção a presença significativa de sintomas negligenciados pela literatura como a incontinência fecal. Discordante de trabalhos anteriores, os pacientes desta série com artrite reumatóide apresentaram variadas queixas digestivas, surpreendendo o achado de disfagia em 1/3 deles. CONCLUSÕES: As doenças difusas do tecido conjuntivo são causas de freqüentes e numerosos sintomas digestivos. O uso de questionários predefinidos mostrou-se instrumento válido na identificação de substancial número de sintomas, alguns deles ainda não referidos pela literatura. Por fim, foi constatada escassez de trabalhos passados e atuais relativos às manifestações gastrointestinais das doenças difusas do tecido conjuntivo, o que prejudicou análises comparativas mais amplas.

Formação inicial em artes: reflexões sobre a habilitação em Artes Plásticas e os subsídios para o ensino da arte

Pós-graduação em Artes - IA

Poder, ruptura e lutas autônomas em Portugal

Pós-graduação em Ciências Sociais - FFC

A linguagem cinematográfica na escola: o processo de produção de filmes na sala de aula como prática pedagógica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Tempo, espaço e corpo na representação espacial: contribuições para a educação infantil

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

Gestão da escola, qualidade do ensino e avaliação externa: desafios na escola

Pós-graduação em Educação - FFC

Imaginários e representações da morte: caminhando sobre o fio da navalha

Pós-graduação em Serviço Social - FCHS

Vidas precarizadas: um estudo sobre o cotidiano de famílias sob a ótica feminina

Pós-graduação em Serviço Social - FCHS

Leituras sobre processo de implantação de uma licenciatura em ciências naturais e matemática por área do conhecimento

Pós-graduação em Educação Matemática - IGCE

A bacia hidrográfica do Rio São Domingos no município de Dom Aquino / MT: uma perspectiva socioambiental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O papel regulador da linguagem no jogo de papéis: alunos na escola, crianças na vida

Pós-graduação em Educação - FFC

Avaliação de língua portuguesa em provas escolares do século XX (1935 e 1963)

The article analyses three school exams of Elementary School, two belonging to a mother and one of her son, which were kept and provided to the researcher by the mother. The first two exams were dated March 30 and November 13, 1935 of the 3rd grade of Grupo Escolar Fernando Lobo in Juiz de Fora, Minas Gerais. The third one was produced at Grupo Escolar Coronel Amâncio Bueno in Jaguariúna, São Paulo in March 28, 1963 in a 4th grade class. The analysed data all together point out school products which are the result of the relationship between teacher, student and school culture. School exams are as important documents as the notebooks in order to understand the school culture, and as this paper tries to indicate, they are the means for the insertion into the world of written culture. The methodology based on the microanalysis of these documents reveals records about the structure of the exams and the Brazilian school curriculum in the teaching of Portuguese as a mother tongue in 1935 e 1963.

Influência das representações sociais do pesquisador na análise de dados de entrevistas: um estudo no campo da educação especial

Social representations are values and ideas shared and transmitted by a group of individuals. This article aims to investigate how researchers’ social representations can influence their analysis of an interview. Data were collected from 28 students participating in a course on interview analysis. Students were divided into three groups. Each group received the same excerpt of a transcript, but with different characterizations of the interviewee: for Group 1, it was a young man who had studied in a public school; for Group 2, the subject had attended a special education school for people with intellectual disabilities; for Group 3, he had studied at a private school. The three groups were asked to analyze the interview and submit a written document describing their analysis. The data revealed that the students carried out interpretive synthesis, descriptive synthesis, and thematic analysis. Interpretations of content data indicated that participants in Groups 1 and 3 attributed negative representations to the interviewee and/or to public or private school. In contrast, participants in Group 2, which was told that the interviewee had intellectual disabilities, attributed positive representations to the interviewee and to the special education school. The conclusion indicates the urgency for theoretical and practical training of young researchers regarding analysis of interviews so that the representations do not lead to biased results. The comparison of the results with an earlier similar study points to a probable change in representations of people with intellectual disabilities.

Jogo de papéis e linguagem: diálogos possíveis entre Vigotski e Bakhtin

In this paper we present ongoing research in which we approach the regulatory role of language in role play in children aged six and seven. In research, we seek an understanding of the relationship between language, ownership and complexity of the children's game. The hypothesis guiding the research is that the dialogical relations between children and adults and among children, while playing, contribute to children's learning game. Procedures are being used interpretive ethnographic research that focuses on the human meaning of social relations, waged by the subjects in a particular historical context and its elucidation and exposition by one researcher. This approach allows closer studies of Vygotsky and Bakhtin scholars of language that emphasize the regulatory role of language in human relationships and value the dialogic exchange between researcher and researched; active subjects of the research process. The data were produced by means of observation and interview, in a field diary records, photographs and audio recordings. They are being screened in thematic groups and analyzed using interpretative narration. The participants were two teachers and two classes of the first year of an Elementary school (EMEF) School of Municipal Elementary School Crane, State of Sao Paulo, totaling 45 subjects. Bearing in mind the above assumptions, are presented and analyzed data that allow to anticipate some results.