Metodologia de an��lise da efici��ncia e da efic��cia do ensino do Instituto Federal de Educação, Ci��ncia e Tecnologia do Cear�� (IFCE) com suporte de geotecnologias

P��s-gradua����o em Geografia - IGCE

Dor lombar, comportamentos de risco e qualidade do sono entre graduandos de Educação F��sica da Faculdade de Ci��ncias e Tecnologia de Presidente Prudente: ocorr��ncia e fatores relacionados

P��s-gradua����o em Fisioterapia - FCT

Tecnologia da Informa����o: computador e tablet no contexto da educação especial

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

Educação infantil inclusiva no Brasil e na Espanha: uma an��lise comparada de percep����es de diretores(as) e de suas equipes

P��s-gradua����o em Educação Escolar - FCLAR

A concep����o de trabalho na educação b��sica: caminhos para a forma����o da juventude no Instituto Federal de Educação, Ci��ncia e Tecnologia do Cear��

In 2008 two laws that changed the didactic- pedagogic and administrative organization of vocational schools were enacted: the Law 11.741/2008, which incorporated the Technical Professional Education for the Middle Level to Basic Education; and Law 11.892/2008,which has transformed Agrotechnical Schools, the CEFET 's and some technical schools linked to universities into Colleges of Education, Science and Technology (IFs). These institutions have been operating at all levels and types of education provided in the Law of Directives and Bases of National Education number 9394/1996, with the exception of Early Childhood Education. Vocational and training schools, which gave origin to the IFs,have historically restricted youth education to teaching professional techniques, but due to the reformist laws, they were led to revise their conceptions of work and education. Thus, the goal of this article is to analyze the concepts of Basic Education and work that permeate these laws and the organization of educational work at IFCE. Have these laws been promoting a rupture with the history of vocational education in the country? Have the IFs been accomplishing a teaching job in addition to technical training? The choice for these questions was motivated by two main reasons: a) Vocational Education in the aforementioned institutions have traditionally been restricted to the quali���cation of the labor force for learning a technical profession, without relating it to issues that concern basic education; b) The Reform of Basic Education, from 1990 to 2013, was conducted in the context of capital's structural crisis and aimed to adapt the educational system to the demands of productive sectors. Thus, the main objective of this paper is to explain the contradictions that exist in project of formation of the working class, in the context of a con���ictual society divided into classes, a situation that alienates the youth to live this time forever.

A classifica����o bibliogr��fica no contexto do tratamento tem��tico da informa����o: um estudo com o protocolo verbal individual em bibliotecas do Instituto Federal de Educação, Ci��ncia e Tecnologia (IF��s)

The discussions that underpin the process of bibliographic classification in documentaries systems should be designed with scientific basis and theoretical, rather than only be based on professional practice. The theoretical approaches, however, attention should also be involved in professional practice. From this, the present study seeks to demonstrate through the perception of catalogers professional, the importance of reflections on the activity of Thematic Treatment of Information, especially the bibliographic classification in order to engender the strengthening of the area and improvements in product quality and services resulting from libraries. In this context, was carried out a study in the libraries of two Federal Institutes of Education, Science and Technology (IF���s) located in two different states of southeastern Brazil. Technique was employed introspective data collection Verbal Protocol in Individual mode, having qualitative character.

Forma����o de professores de educação f��sica para inclus��o educacional usando tecnologia assistiva

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Forma����o continuada do professor de educação f��sica em tecnologia assistiva visando a inclus��o

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Curso de pedagogia da Faculdade de Educação da Universidade de Salamanca/Espanha (2010): uma chave para reflex��es

This was part of the post-doctorate study developed at the Faculty of Eucation in the University of Salamanca - Spain in 2010 with the Professor Jos�� Maria Hern��ndez D��az, who teaches the subject ���History of Education��� at the Pedagogy course provided by the institution. The objective of this reflection is to present some characteristics of that course, in order to highlight some of its peculiarities, and also indicate some similar issues when compared to Brazilian courses, thus producing a research useful for comparison and deepening of teacher���s training. The method was based on quali-quantitative nature (WOODS, 1996; BESSON, 1995): participant observation (EZPELETA; ROCKWELL, 1986; KETELE; ROEGIERS, 1993) and a questionnaire application (HEGENBERG, 1976; BOOTH; COLOMB; WILLIAMS, 1995) to the first and third classes in 2010, which resulted in a total of 99 students: 17 male and 82 female. This comparative information evinces the feminisation in that course, establishing direct relationship with Brazilian research. Another data, which has not yet been duly checked in Brazil, concerns the intellectual/social role of women in the classroom. Although this data is especific from that school environment, it is an important key-point for teachers��� training and teaching. The potentiality of this reflexition is exactly on this point.

Atua����o do Terapeuta Ocupacional no contexto escolar: o uso da tecnologia assistiva para o aluno com paralisia cerebral na educação infantil

A tecnologia assistiva favorece a participa����o do aluno com paralisia cerebral nas diferentes atividades do contexto escolar, pois possibilita que a crian��a atue de modo construtivo no seu processo de ensino e aprendizagem. O objetivo deste estudo foi operacionalizar as etapas de confec����o de recursos da tecnologia assistiva para crian��as com paralisia cerebral no contexto da Educação Infantil. Para contemplar este objetivo geral foram estabelecidos os seguintes objetivos espec��fi cos: caracterizar os alunos que participaram do estudo, os seus professores e o contexto escolar que estavam inseridos. O estudo foi realizado em escolas municipais de Educação Infantil, sendo que seus participantes foram dois alunos com paralisia cerebral e seus respectivos professores. A coleta de dados ocorreu por meio da atua����o colaborativa entre o terapeuta ocupacional e o professor e foi dividida em cinco etapas: entender a situa����o, gerar ideias, escolher as alternativas vi��veis, representar a ideia e construir o recurso de tecnologia assistiva. Os procedimentos foram registrados por meio de fi lmagem, di��rio cont��nuo, grava����o das entrevistas e protocolo de registro, ap��s a organiza����o do material coletado foi realizada a triangula����o dos dados e em sequ��ncia a an��lise de seu conte��do. Foi poss��vel concluir que para a prescri����o e confec����o do recurso de tecnologia assistiva �� necess��rio �� implementa����o de um programa de interven����o por meio da atua����o do terapeuta ocupacional e do professor durante as atividades na sala de aula em que o aluno esta inserido.

Proposta de gest��o ambiental para o Instituto Federal de Educação, Ci��ncia e Tecnologia do Piau��, campus Teresina Central

P��s-gradua����o em Geografia - IGCE

Nanotecnologia e nanoci��ncia em livros did��ticos de f��sica do n��vel m��dio: discursos sobre a tecnologia e a educação cient��fica e tecnol��gica

In this contribution, we analyze conceptual approaches to nanotechnology and nanoscience in recent issues of secondary education of Brazilian physics textbooks. We analyzed fifteen collections of Physics textbooks of recent editions, however, only two books, belonging to different collections incorporate considerations about nanotechnology and nanoscience in their approaches. We focus our analysis on three aspects, namely: the place dedicated to approaches to nanoscience and nanotechnology, notions about technology and its contributions to critical scientific education. This is a qualitative research; it was used as conceptual approaches the Philosophy of Technology, The Discourse Analysis (DA) and Science, Technology, Society (STS) concepts. We found that in two examined textbooks the approaches to nanoscience and nanotechnology is a complementary description of modern physics, associated with quantum theory. In this context, the concepts of nanoscience and nanotechnology focus superficially in the genesis of the field and some possible areas of applications. It was not identified in all textbooks warnings about the potential risks to human health and the environment from the use of nanotechnology and nanoscience. We understand that textbooks approaches about nanotechnology and nanoscience round a instrumental technological perspective, however keep away from the scientific and technological critical education.

Estrat��gias de preven����o e conten����o do bullying nas escolas: as propostas governamentais e de pesquisa no Brasil e na Espanha

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O papel da burocracia no processo de implanta����o dos Institutos Federais de Educação, Ci��ncia e Tecnologia (IFs): o caso do IF de Passos (MG)

P��s-gradua����o em Planejamento e An��lise de Pol��ticas P��blicas - FCHS