Autoconhecimento e práticas corporais: para uma educação transpessoal integradora do saber ao ser no processo de formação inicial dos alunos de educação física

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

A informática como uma ferramenta de apoio a inclusão do deficiente visual

An inclusive environment has its foundations in the belief that all people are entitled to participate, to live as normal a life as possible, without discrimination, especially in education. This is to ensure equal opportunities. For individuals with special needs, the use of computers and digital materials is not an alternative, but one of the only forms of access to information. For the visually impaired, they start from the beginning to enter the university, through the selection processes, not always accessible. For those who can, other difficulties arise, undermining the initial enthusiasm and generating a large rate of dropouts. In most cases, these students will depend on the goodwill of colleagues and volunteers for the reading of texts in the basic literature of the disciplines studied. The high cost of technology assisted allied to a lack of resources and knowledge of curricular adaptations, prevents many teachers help these students in an appropriate manner. This thesis seeks to contribute to the inclusion of the visually impaired student pointing alternatives that can help in caring education. The research was conducted specifically for the doctorate during the period 2001 to 2006, the cities of Natal, Salvador and Curitiba, and is based mainly on the methodology of action research. The objective was the construction of Virtual Teaching Support Center , structured in a Web portal that can serve as a resource to help support teachers, staff and other users concerned with the process of inclusion of people with needs special education, with the goal of assimilation of educational opportunities, with the support of resources and methods. The inclusion is for everyone because we are all different

O lugar pedagógico da educação física na educação infantil: saberes (re)construídos na formação continuada do PAIDÉIA/UFRN

The present study aimed to investigate the overview of teachers in continuing education program who work in kindergarten, about the continuing education developed by the Paideia/UFRN through the Course of Specialization in Art Teaching and Physical Education in Childhood, having as key focus, the knowing / doing related to physical education in Childhood. From this general goal, it was elected some specific objectives as: to know the interests and expectations that motivated the teachers to participate of that referred training; the evaluation by teachers on regard of the continuing education proposed: boosters factors for possible changes in teaching activities regarding the practice of teaching physical education in kindergarten. The methodology took the principles and techniques of qualitative research strategy and the characteristics of descriptive and interpretive strategy. The locus of this research was the Course of Specialization in Art Education and Physical Education in childhood, having as the citizens of this research twenty three teachers taking that specialization course. For building and systematization of the data, we used the following tools and procedures: a questionnaire, a semi structured interview and documents analysis. The data was constructed based on the technique of content analysis, focusing the reflections and speech of the teachers about the creation of new meanings and senses for the knowing / doing in Physical Education. It was found, among other results, the need and quest for improvement of teacher education, in order to improve educational practice. It was also evident that the situations of dialogues (interactions with peers, with their professors and other professionals in the related area or not) were mentioned by most teachers in the course as a relevant moment of redefinition of knowledge. In relation to Physical Education, it was found that participation in the course of specialization provided the recognition of teaching practice of physical education as part of the curriculum and the importance of inclusion of its specificities in their educational planning. From these elaborations, we come to the conclusion that knowing the perspectives of the teachers about continuing education can contribute to the theoretical and methodological discussions in teachers education and the creation of new actions - projects and programs of continuing education constructing increasingly ways towards a successful teacher formation, able to provide new forms of acting in the educational context

Círculo de ação-reflexão-ação: uma possibilidade praxiológica para a prática pedagógica da formação problematizadora de professores

Considering the dialogue as a gnosiological act and teachers as a researchers of their own practice, this thesis deals with the contribution of Paulo Freire thoughts to teacher s formation process. The study was made over an intervention carried out at a regular Pedagogy Course, however directed to teachers on duty inside a program called PROFOMAÇÃO (Special program for professional formation on Basic Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN). From Freire s ideas of problematizing education, action and reflection dialectics, conscientization and from the analysis of the course itself, I support the idea that the dynamics of collective construction of knowledge- three pedagogical moments (ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual reflection, provided by written register, permits the development of three important dimensions of knowledge about pedagogical practice; observation and selfobservation; understanding the theories witch grounds the action; and theorization. By these means, initial and permanent teacher s formation could materialize its political commitment in a concrete action of collective and participative act of conscientization and transformation of the reality of pedagogical practice at school ground, developing itself as a truly circle of action and reflection

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Simulador computacional do comportamento em regime de poços de petróleo equipados com gas-lift contínuo

Amongst the results of the AutPoc Project - Automation of Wells, established between UFRN and Petrobras with the support of the CNPq, FINEP, CTPETRO, FUNPEC, was developed a simulator for equipped wells of oil with the method of rise for continuous gas-lift. The gas-lift is a method of rise sufficiently used in production offshore (sea production), and its basic concept is to inject gas in the deep one of the producing well of oil transform it less dense in order to facilitate its displacement since the reservoir until the surface. Based in the use of tables and equations that condense the biggest number of information on characteristics of the reservoir, the well and the valves of gas injection, it is allowed, through successive interpolations, to simulate representative curves of the physical behavior of the existing characteristic variable. With a simulator that approaches a computer of real the physical conditions of an oil well is possible to analyze peculiar behaviors with very bigger speeds, since the constants of time of the system in question well are raised e, moreover, to optimize costs with assays in field. The simulator presents great versatility, with prominance the analysis of the influence of parameters, as the static pressure, relation gas-liquid, pressure in the head of the well, BSW (Relation Basic Sediments and Water) in curves of request in deep of the well and the attainment of the curve of performance of the well where it can be simulated rules of control and otimization. In moving the rules of control, the simulator allows the use in two ways of simulation: the application of the control saw software simulated enclosed in the proper simulator, as well as the use of external controllers. This implies that the simulator can be used as tool of validation of control algorithms. Through the potentialities above cited, of course one another powerful application for the simulator appears: the didactic use of the tool. It will be possible to use it in formation courses and recycling of engineers

Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes

This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.

Investigação do funcionamento cognitivo de pacientes pediátricos diagnosticados com leucemia linfóide aguda - LLA

The present work investigated the cognitive operation of children diagnosed with acute lymphoblastic leukaemia (ALL), accompanied at pediatric oncologic institutions at the city of Natal/RN. Had participated in this study twenty children, of both sexes, between six and twelve years old, with the ALL diagnostic, who were in treatment (n=10) and out of treatment for at least one year (n=10) and were submitted exclusively to chemotherapy as CNS prophylaxis. The utilized protocol of neuropsychological evaluation covered the following cognitive abilities: intellective capability, attentional and memory systems, and executive functions. Data was analyzed through descriptive and inferential measures, with the support of the Mann-Whitney U Test and T-test, considering the influence of the variables sex, age at diagnostic and the past time since the beginning of the treatment over children s performance. The intellective capability evaluation showed low score to the out-of-treatment groups, female and children under five years old to the diagnostic. In concern of attentional systems, groups showed the expected performance. In a relevant way, in the evaluation of executive functions, were found reduced scores within all groups, especially inside the in-treatment group. Memory evaluation pointed to reduced performance in items concerning to learning evolution and spontaneous evocation after interference to the several groups. It can be concluded, reffer to the occurrence of transitory and permanent impact associated to the intrusion of chemotherapic components during the maturational course of the CNS. It s expected that the present investigation and the development of similar studies enable major comprehension about the mode, extension and repercussion of these damages subsidizing the development of strategies which may minimize them and provide better xxiii life quality to this clinical subgroup

As relações afetivas na prática tutorial e sua relações com a aprendizagem no curso a distância de licenciatura plena em Química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

As relações afetivas na prática tutorial e sua relação com a aprendizagem no curso a distância de licenciatura plena em química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

A assistência estudantil e as cotas sociais nas universidades estaduais do nordeste: as faces do acesso ao direito

This paper discusses about the higher education in Brazilian society highlighting the struggle of the working class, as concerning the access to public universities, as well as highlights the contradictions implicit in social quotas adopted by Higher Education Institutions (HEIs) . The aim of this paper is on presenting the analysis of student assistance of the state universities in the Northeast that adopt quotas as social criteria of access for its students , presenting investigative locus as the following universities : UERN , UEPB , UPE and UNEAL . The paper presents the results of a qualitative study , based on a documentary analysis , based on dialectical and historical materialism in which she performed the reading of data from the following analytical categories: Higher Education, Social Quotas and Student Assistance. As main results, it is emphasized that the implementation of quotas as a means of access to higher education was not decisive for the form of planning and implementation of student assistance the university investigated; latent heterogeneity is that universities deal with actions to support student residence. And it is this heterogeneity and the variation in the conduct and understanding of student assistance , reflecting the lack of prioritization with the actions of the context of HEIs ; support programs are to stay focused on central campuses which are located the administrative offices of the universities, penalizing students enrolled in advanced units; also highlight that there is no link between the programs and projects related to student assistance with actions related to teaching, research and extension in universities investigated , which ultimately characterize the student assistance as an isolated action and punctual

Um novo jogo para o estudo do raciocínio combinatório e do cálculo de probabilidade

We present an educational proposal for the study of combinatorial reasoning and calculation of probabilities based on a game and problem solving methodology, aiming to support the teaching of mathematical content. A review of the literature related to the teaching and learning of the concepts of combinatorial reasoning and probability is presented. The game is original, using a board game similar to Tic-tac-toe, and the movements of its parts have some similarities, in particular those made with the rook and pawn pieces of the game of chess. We formulate various activities (problems) involving the game which, in the process of solving them, using the problem solving methodology and with the appropriate intervention of the teacher, encourage students to develop strategies for counting, an indispensable tool in the initial study of Combinatorial Analysis and Calculation of Probabilities.

The contribution of biofuels to the sustainability of development in Latin America and the Caribbean

Includes bibliography

Afinando diferenças: o processo de construção artística do Coral Cênico Cidadãos Cantantes - 1996-2004

Pós-graduação em Música - IA

O ensino de evolução biológica no nível médio: investigando concepções de professores de biologia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)