Planning nursing teaching: Educational purposes and clinical competence

Thinking about nursing education implies articulating this issue with the expressions of theoretical frameworks, from the perspective of a pedagogical aspect that includes both constructivism and competencies. The objective was to characterize, from a longitudinal view, the construction of care competencies that exist in the teaching plans of nursing undergraduate programs. This exploratory-descriptive study used a qualitative approach. Documentary analysis was performed on the nine teaching plans of undergraduate care subjects. The ethical-legal aspects were guaranteed, so that data was collected only after the study had been approved by the Research Ethics Committee. The data evidenced a curriculum organization centered on subjects, maintaining internal rationales that seem to resist summative organizations. Signs emerge of hardly substantial links between any previous knowledge and the strengthening of critical judgment and clinical reasoning. As proposed, the study contributed with reconsiderations for the teachinglearning process and showed the influence of constructivism on the proposal of clinical competencies.

O ensino de matemática nos cursos de ciências biológicas: uma proposta de conteúdos adequados

Pós-graduação em Educação para a Ciência - FC

Formação inicial de professores de física: fatores limitantes e possibilidades de avanços

Pós-graduação em Educação para a Ciência - FC

Educação Ambiental e água: concepções e práticas educativas em escolas municipais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Oficina “Hora da Leitura” na Escola de Tempo Integral: contribuições para a formação do leitor

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação e demanda profissional em tratamento temático da informação no Brasil: uma análise comparativa de conteúdos programáticos universitários e de concursos públicos em biblioteconomia

Pós-graduação em Ciência da Informação - FFC

Análise descritiva dos planos de ensino de literatura das escolas de ensino médio de Umuarama-PR

Pós-graduação em Educação - FFC

Disciplina de didática: um estudo exploratório a partir dos planos de ensino

The present investigation intended to understand how Didatic has been interpreted by teachers who work with this discipline in undergraduate courses. We assume that there are still many controversies and contradictions in consideration of the epistemological status of didactics, and that this knowledge object is on constant review by professionals. Initially we were seeking evidence in the plans of courses, however, this search has put us in a situation of confusion, of uncertainty and highlighted structural problems which, at first, prevented us from using pure and simple of the contents of the plans. We analyzed 76 lesson plans, allocated to institutions in different Brazilian states, different types of institutions and the diversity was so great that led us to characterize this study as exploratory and tell us the relevance of analyzing them in the perspective of "facets". To deepen the understanding we were interviewing teachers and two focus groups conducted with teachers of Teaching. Triangulating the analysis of plans, with the reflections from the interviews, the speeches and also in the focus group data, observation of teaching practice, we put some insights on issues, even though preliminary and will require further research.

O papel da gramática numa proposta pedagógica baseada em gêneros discursivos

In the last decade, pedagogical proposals for language teaching that aimed at developing the students’ literacy have raised an important question regarding the elaboration of language teaching plans concerning the role of grammar. How should we treat the relationship grammar-text in this new perspective? The aim of this paper is to propose a way of integrating text and grammar in an English course plan for Information Technology (IT) students which gives priority to the reading ability. We have based our proposal on concepts from English for Specific Purpose (ESP) by focusing on reading and also on literacy and text gender studies.

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

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cursos de licenciatura na área de ciências: a temática inclusão escolar de alunos com necessidades educacionais especiais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Conhecimentos presentes na disciplina de análise nos cursos de licenciatura em Matemática no Brasil

Pós-graduação em Educação Matemática - IGCE