O ensino de ciências naturais nos anos iniciais: concepções e práticas pedagógicas dos docentes em formação pelo PARFOR/Pedagogia/UFPA

O estudo apresentou como objetivo geral compreender o Ensino de Ciências Naturais em escolas públicas da região metropolitana de Belém, a partir das concepções e das práticas pedagógicas dos docentes em formação pelo PARFOR que atuam nos anos iniciais do Ensino Fundamental. Os objetivos específicos se resumem em analisar as concepções de ciências naturais dos docentes em formação que atuam nos anos iniciais; descrever as práticas pedagógicas que são adotadas pelos docentes ao ensinarem Ciências Naturais e avaliar se há influência dos Parâmetros Curriculares Nacionais de Ciências Naturais na concepção e na prática pedagógica adotadas por estes professores em formação (que são alunos do PARFOR/UFPA). Como objeto de estudo, centrou-se no Ensino de Ciências em escolas públicas da região metropolitana de Belém, a partir da perspectiva dos docentes em formação no curso de Pedagogia da UFPA. Trata-se de uma pesquisa de caráter qualitativo. A técnica de coleta de dados foi feita por meio de análise documental e de campo, cuja amostra composta por 20 professores da rede pública de ensino que atualmente estão em formação pelo PARFOR no Curso de Licenciatura em Pedagogia do Campus de Belém-Pa. Na coleta de dados, utilizou-se documentos oficiais como os PCN de Ciências Naturais, Relatório de Gestão PARFOR/UFPA e o Projeto Político Pedagógico do Curso de Pedagogia/PARFOR. Aplicou-se um questionário com perguntas abertas e fechadas para investigar as variáveis: socioeconômica, formação profissional, mercado de trabalho, concepções de ciências e práticas pedagógicas. Adotou-se a análise de dados de conteúdo. Por fim, nas considerações finais discorreu-se sobre os aspectos centrais e relevantes da pesquisa, apresentando os resultados e análises mais significativos. O lócus da pesquisa ocorreu no Instituto de Ciências da Educação – Faculdade de Educação – Campus Silveira Neto – Belém-Pará- Brasil. Acredita-se que esse estudo subsidiará outras pesquisas sobre o Ensino de Ciências nos anos iniciais, pois nas bases de dados dos eventos e revistas indexadas da área em questão, ainda não existe nenhum trabalho que reporte a esta temática aqui no estado do Pará. Poderá, também, servir como fonte de pesquisa para outros estudos que surgirem na linha de Educação: Currículo, Epistemologia e História.

Gestão escolar e formação do pedagogo: relações e implicações a partir da análise de projetos político-pedagógicos de universidades públicas

The literature has pointed out the educational deficits of Brazilian public schools, the complexity of school management, and the need for better qualification for the exercise of this function. Considering this perspective, the present research questions: How is school management being contemplated within the initial pedagogical training in the state of Paraná? In this sense, this article aims to survey and analyze how school management in professional training in public universities Educator of Paraná is being contemplated after the publication of the National Curriculum Guidelines for the Education Course (DCNP). The study works with a qualitative approach to carry out, in the one hand, the bibliographic survey and systematization and, on the other hand, the survey, systematization and analysis of some elements in the political-pedagogical projects of different public universities. The data collected in six public universities show a significant oscillation between the workload aimed at the knowledge of School Administration and a variety of covered contents. Such differences may reflect the scope of the National Curriculum Guidelines as well as the present theoretical dispersion regarding the current knowledge on School Administration.

O processo de construção da Unesp Corporativa

The article presents São Paulo State University Corporate Education Program – UNESPCorp – whose target is to evolve the staff of institution in order of their professional improvement, using distance education technologies (D-learning). The UNESPCorp pilot project started with the Improvement in Bidding and Public Employment curse. The curse was taught on the second semester of 2012 and received 130 employees representing all UNESP campuses. The text was divided in two parts, the first part recovers historical context which introduces the Corporate University. The second part presents challenges and advances represented for the first version of course, even as its pedagogical structure of operation.

O estágio supervisionado na formação docente

The aim of this article is to study the supervised apprenticeship in a bachelor degree, more specifically the Literature and Language degree in São Paulo State University (UNESP), in Araraquara. Many students conclude their courses with no idea about what they’ll face in public schools. The reality has shown us that our bachelor degrees aren’t reaching their objectives. Looking for a theoretical support, it’s possible to infer this is not a recent problem, but an ancient one that has been discussed for a long time. In a wide context that involves the depreciation of bachelor degree, the aim of this article is to study the supervised apprenticeship in a bachelor degree, considering the opinion of the undergraduates, teachers from public school, who receive the undergraduates in their classroom and professors who are responsible for training them at the university. The supervised apprenticeship will receive more emphasis in the context it’s insert, with the intent of centralize the study in a very important part of the teacher training. Meanwhile, it’s the only responsible for the faults on pedagogical training of the teacher. It’s necessary to rethink the bachelor degree, not only as a project in the pedagogical area, but as responsibility of all the professors involved. Undergraduate a Language teacher is a project that must involve every area.

Um estudo sobre licenciatura de matemática oferecida na modalidade à distância

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

Formação acadêmica inicial em educação física: perfis profissionais, objetivos e fluxos curriculares de uma instituição privada de ensino superior do interior do Estado de São Paulo

The present study represents a qualitative thesis, characterized as a case study, which uses the method of the present approach. In addressing the academic home in physical education, there is the constancy of the discussions regarding the curriculum and professional formatting. In view of the curriculum modifications to fit the new legislation, and the fact they are few studies related to private institutions that offer such courses, which offer even greater number of courses when compared to public institutions aimed to investigate and analyze the professional profiles, curricular goals and flows contained in the pedagogical projects of courses bachelor degree in physical education and a private institution of higher education of the State of São Paulo, as well as verifying the existence and adequacy of articulation to the institutional educational project and the institutional development plan. Compounding the literature review discussed the key historical facts relating to courses in physical education in our country, and its path to the current model. Also presented was the law of physical education courses in force in Brazil and some concepts about teaching course projects and their relationship to other institutional documents. Techniques were used to review and document analysis, with primary source documents of their own and other government institution. It found a lack of interest of some private institutions of higher education in official documents available for this type of research, which is bad since there are more courses offered by them compared to public institutions. As for the degree course for training teachers of physical education, found lack of specificity regarding the differentiation between content and the bachelor, which ends up deviating from the expectations contained in the course to the one presented in the curriculum. Thus, it becomes a need for greater collaboration of private institutions of higher education...

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

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação a distância e a formação continuada de professores de matemática: contribuições de um contexto formativo para a base de conhecimento docente

Pós-graduação em Educação - FCT

Projeto pedagógico e estrutura curricular de um curso de odontologia: análise crítica fundamentada na percepção acadêmica

Considering that the current pedagogical project for the Dentistry course at FOA-Unesp was structured in 2001, a year before the national resolution that introduced the new curricular guidelines for the dental field, the aim of this study was to analyze critically this document and assess the academic perception of the pedagogical project, as well as the current curricular structure. A previously tested and validated semi-structured questionnaire was used to obtain the needed information, and a documentary analysis was conducted. The questionnaire was drafted based on data from the National Curricular Guidelines (DCN) and Unified Health System (SUS) guidelines. The sample consisted of almost all the graduating students of 2007 (n = 61). Of these, 95% had no knowledge of the pedagogical project for the undergraduate course; 53% found the integration between the disciplines offered by the course insufficient; 66% pointed out that there was duplication of the revised contents; 41% said that the interdisciplinary relation was unsatisfactory, and 67.2% said they preferred the modular system of teaching. Furthermore, 55.7% of the students said that that the course does not fully cover the principles of completeness and resolution of actions, and 37.7% pointed out that clinical care was not humanized. As for the competence and skills needed to exercise the profession, the students admitted feeling secure about carrying out preventivecurative clinical actions, and feeling insecure about developing broad ranging actions, like managing and planning. Analysis of the documents showed a certain disagreement in the organization of the pedagogical project and the curricular structure, when confronted with the course of action set down by the National Curricular Guidelines. The data prove the urgent need to restructure the FOA-Unesp curriculum and confirm the importance of a continuous evaluation in higher education.

Discussão do projeto pedagógico de um curso avaliado no provão com conceito 'A' por cinco vezes consecutivas

This paper presents the drafting process of a pedagogical project developed and implemented in the Electrical Engineering Course at Faculty of Engineering, Campus Guaratinguetá UNESP. Applying the project in this course resulted in "A" concept classification in the old National Examination Course, known as MEC General Test (Provão), for five consecutive times. The text presents pre-existing scenario which culminated with the preparation of this new project, the points that guided its construction, the deployment strategy adopted, changing paradigms implemented and results obtained. The text also emphasizes the reasons which led it to be adopted as a starting point for the development of educational projects which resulted in the deployment of two new courses: Electrical Engineering from the Universidade Estadual de Londrina – UEL, and Engineering course control and Automation of Experimental Campus Sorocaba – UNESP.

Intencionalidades detectadas no processo de elaboração e implementação de um projeto de formação inicial de professores de física

This article presents part of a PhD research that investigated what are the limiting factors to be overcome by an initial training program for teachers of physics in order to achieve the identity profile of your proposed course on Pedagogical Project Course (PPC). From the survey of the intended ideal, the actions taken by professors, coordinators and managers seeking its implementation were analyzed. Data were collected from official documents, field notes taken during meetings between professors and interviews with the subjects belonging to the faculty of the course. This is a research in action grounded in Habermas principles. For data analysis, we used analytical devices of discourse analysis, using the French perspective of Pêcheux. The outline presented here seeks to highlight the intentions identified through the analysis of discourses present in the texts, in the speech of different subjects involved and the actions undertaken by them during this process. What one can conclude is that the intentions of the involved professors are permeated of contractions, since in some aspects they intend to give the program teacher's an identity (licenciature) and in other ones they try to maintain the status quo, that means, a teachers program which a bachelor’s profile.

Formação de professores das séries iniciais: o pedagogo em questão

Pós-graduação em Educação para a Ciência - FC

The role of dendritic cells (DC) in Friend retrovirus-induced immunosuppression and immunotherapeutic applications of functionalized nanoparticles

Friend murine leukemia Virus (FV) infection of immunocompetent mice is a well- established model to acquire further knowledge about viral immune suppression mechanisms, with the aim to develop therapeutics against retrovirus-induced diseases. Interestingly, BALB/c mice are infected by low doses of FV and die from FV-induced erythroleukemia, while C57/BL6 mice are infected by FV only at high viral dose, and remain persistently infected for their whole life. Due to the central role of dendritic cells (DC) in the induction of anti-viral responses, we asked for their functional role in the genotype-dependent sensitivity towards FV infection. In my PhD study I showed that bone marrow (BM)-derived DC differentiated from FV-infected BM cells obtained from FV-inoculated BALB/c (FV susceptible) and C57BL/6 (FV resistant) mice showed an increased endocytotic activity and lowered expression of MHCII and of costimulatory receptors as compared with non-infected control BMDC. FV-infected BMDC from either mouse strain were partially resistant towards stimulation-induced upregulation of MHCII and costimulators, and accordingly were poor T cell stimulators in vitro and in vivo. In addition, FV-infected BMDC displayed an altered expression profile of proinflammator cytokines and favoured Th2 polarization. Ongoing work is focussed on elucidating the functional role of proteins identified as differentially expressed in FV-infected DC in a genotype-dependent manner, which therefore may contribute to the differential course of FV infection in vivo in BALB/c versus C57BL/6 mice. So far, more than 300 proteins have been identified which are differently regulated in FV-infected vs. uninfected DC from both mouse strains. One of these proteins, S100A9, was strongly upregulated specifically in BMDC derived from FV-infected C57BL/6 BM cells. S100A9-/- mice were more sensitive towards inoculation with FV than corresponding wild type (WT) mice (both C57BL/6 background), which suggests a decisive role of this factor for anti-viral defense. In addition, FV-infected S100A9-/- BMDC showed lower motility than WT DC. The future work is aimed to further elucidate the functional importance of S100A9 for DC functions. To exploit the potential of DC for immunotherapeutic applications, in another project of this PhD study the usability of different types of functionalized nanoparticles

A Robust Parser of Czech

Mr. Kubon's project was inspired by the growing need for an automatic, syntactic analyser (parser) of Czech, which could be used in the syntactic processing of large amounts of texts. Mr. Kubon notes that such a tool would be very useful, especially in the field of corpus linguistics, where creating a large-scale "tree bank" (a collection of syntactic representations of natural language sentences) is a very important step towards the investigation of the properties of a given language. The work involved in syntactically parsing a whole corpus in order to get a representative set of syntactic structures would be almost inconceivable without the help of some kind of robust (semi)automatic parser. The need for the automatic natural language parser to be robust increases with the size of the linguistic data in the corpus or in any other kind of text which is going to be parsed. Practical experience shows that apart from syntactically correct sentences, there are many sentences which contain a "real" grammatical error. These sentences may be corrected in small-scale texts, but not generally in the whole corpus. In order to be able to complete the overall project, it was necessary to address a number of smaller problems. These were; 1. the adaptation of a suitable formalism able to describe the formal grammar of the system; 2. the definition of the structure of the system's dictionary containing all relevant lexico-syntactic information, and the development of a formal grammar able to robustly parse Czech sentences from the test suite; 3. filling the syntactic dictionary with sample data allowing the system to be tested and debugged during its development (about 1000 words); 4. the development of a set of sample sentences containing a reasonable amount of grammatical and ungrammatical phenomena covering some of the most typical syntactic constructions being used in Czech. Number 3, building a formal grammar, was the main task of the project. The grammar is of course far from complete (Mr. Kubon notes that it is debatable whether any formal grammar describing a natural language may ever be complete), but it covers the most frequent syntactic phenomena, allowing for the representation of a syntactic structure of simple clauses and also the structure of certain types of complex sentences. The stress was not so much on building a wide coverage grammar, but on the description and demonstration of a method. This method uses a similar approach as that of grammar-based grammar checking. The problem of reconstructing the "correct" form of the syntactic representation of a sentence is closely related to the problem of localisation and identification of syntactic errors. Without a precise knowledge of the nature and location of syntactic errors it is not possible to build a reliable estimation of a "correct" syntactic tree. The incremental way of building the grammar used in this project is also an important methodological issue. Experience from previous projects showed that building a grammar by creating a huge block of metarules is more complicated than the incremental method, which begins with the metarules covering most common syntactic phenomena first, and adds less important ones later, especially from the point of view of testing and debugging the grammar. The sample of the syntactic dictionary containing lexico-syntactical information (task 4) now has slightly more than 1000 lexical items representing all classes of words. During the creation of the dictionary it turned out that the task of assigning complete and correct lexico-syntactic information to verbs is a very complicated and time-consuming process which would itself be worth a separate project. The final task undertaken in this project was the development of a method allowing effective testing and debugging of the grammar during the process of its development. The problem of the consistency of new and modified rules of the formal grammar with the rules already existing is one of the crucial problems of every project aiming at the development of a large-scale formal grammar of a natural language. This method allows for the detection of any discrepancy or inconsistency of the grammar with respect to a test-bed of sentences containing all syntactic phenomena covered by the grammar. This is not only the first robust parser of Czech, but also one of the first robust parsers of a Slavic language. Since Slavic languages display a wide range of common features, it is reasonable to claim that this system may serve as a pattern for similar systems in other languages. To transfer the system into any other language it is only necessary to revise the grammar and to change the data contained in the dictionary (but not necessarily the structure of primary lexico-syntactic information). The formalism and methods used in this project can be used in other Slavic languages without substantial changes.

Populist Communication in the Context of European Parliament Elections 2014

Over the last decade European democracies have been facing a challenge by the rising force of new populist movements. The emergence of the financial and sovereign debt crisis in Europe created new fertile soil for the strengthening of old-established – and the development of new – populist parties in several EU-member states. José Manuel Barroso, president of the European Commission, emphasized his increased unease concerning these developments when he was speaking at the annual Brussels Think Tank Forum on 22. April 2013: “I am deeply concerned about the divisions that we see emerging: political extremes and populism tearing apart the political support and the social fabric that we need to deal with the crisis; […]” (Barroso 2013). Indeed, European elites seem to be increasingly worried by these recent developments which are perceived as an impending stress test of the Union and the project of European integration as a whole (Hartleb 2013). Sure enough, the results of the recent European Parliament Elections 2014 revealed a great support for populist political parties in many societies of EU-member countries. To understand the success of populist parties in Europe it is crucial to first shed light on the nature of populist party communication itself. Significant communicative differences may explain the varying success of populist parties between and within countries, while a pure demand-side approach (i.e. a focus on the preferences of the electorate) often fails to do so (Mudde 2010). The aim of this study is therefore to analyse what different types of populist communication styles emerge during the EP election campaign 2014 and under which conditions populist communication styles are selected by political parties. So far, the empirical measurement of populism has received only scarce attention (Rooduijn & Pauwels 2011). Besides, most of the existing empirical investigations of populism are single case studies (Albertazzi & McDonnell 2008) and scholars have not yet developed systematic methods to measure populism in a comparative way (Rooduijn & Pauwels 2011). This is a consequence of a lack of conceptual clarity which goes along with populism (Taggart 2000; Barr 2009; Canovan 1999) due to its contextual sensitivity. Hence, populism in Europe should be analysed in a way that clarifies the concept of populism and moreover takes into account that the Europeanization of politics has an influence on the type of populist party communication, which is intended in the course of that study.