Análise da produção acadêmica constante no banco de teses da Capes segundo o assunto educação de surdos (2005-2009)

Pós-graduação em Educação Escolar - FCLAR

Mapeamento das revistas científicas de medicina disponíveis no Portal de Periódicos da Capes que publicam revisões sistemáticas

Pós-graduação em Bases Gerais da Cirurgia - FMB

A constituição da profissionalização docente em creche: narrativas autobiográficas

Pós-graduação em Educação - FCT

Mito, história e memória em Órfãos do Eldorado de Milton Hatoum

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Remodeling of cortical and corticocancellous fresh-frozen allogeneic block bone grafts - a radiographic and histomorphometric comparison to autologous bone grafts

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

Dynamics of biofilm formation and the interaction between candida albicans and methicillin-susceptible (MSSA) and -resistant staphylococcus aureus (MRSA)

Coordenação de Aperfeicoamento de Pessoal de Nivel Superior (CAPES)

Effect of different light-curing techniques on hardness of a microhybrid dental composite resin

Coordenação de Aperfeicoamento de Pessoal de Nivel Superior (CAPES)

Dysautonomias in parkinson's disease: cardiovascular changes and autonomic modulation in conscious rats after infusion of bilateral 6-OHDA in substantia nigra

Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES)

Niobium pentoxide as radiopacifying agent of calcium silicate-based material: evaluation of physicochemical and biological properties

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Erosive potencial of energy drinks on the dentine surface

Coordenação de Aperfeicoamento de Pessoal de Nivel Superior (CAPES)

Preventive effect of a high fluoride toothpaste and arginine-carbonate toothpaste on dentinal tubules exposure followed by acid challenge: a dentine permeability evaluation

Coordenação de Aperfeicoamento de Pessoal de Nivel Superior (CAPES)

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...