Uma avaliação política da política de avaliação da educação superior brasileira

We had as the problem of analysis in this research: what are the assumptions, principles and general content that based the Sistema Nacional de Avaliação da Educação Superior (SINAES). We started from the hypothesis that the general content of SINAES is essentially based on the assumptions and principles of a control/regulatory perspective of evaluation and a summative epistemology, objectivist and quantitativist, constituted by members who prioritize testing and classification of courses and institutions based on market values. The overall goal was to make a political evaluation of SINAES and the specific objectives were: a) apply the concepts of politics evaluation and meta-evaluation, b) identify the role of international organizations in education reform in the 1990s and its impact on superior education in Brazil c) redeem the concept of evaluation, especially in the field of studies in education; and d) investigate the evaluation policies of Brazilian superior education leading to SINAES. As for the technical procedures for collecting and analyzing data, the research was made with bibliography and documents, considering that it was developed by bibliographic sources and official publications. It was developed by crossing sources: texts or documents remitted to others; it was also concentrated: on the role of international organizations in educational and State reforms (in the 1990s); on the policies of evaluation of the Brazilian superior education (1980s and 1990s); on the proposal of the Comissão Especial de Avaliação (CEA); on the Law No. 10.861/2004; on the documents of CONAES; on the Decree No. 5.773/2006, and the MEC Regulatory Ordinances No. 4/2008 and No. 12/2008. It did not stop in the so called purely technical aspects, but in the ideological field itself. The research found that international organizations, notably the World Bank, played a political, intellectual and financial role determinant to the field of education, a fact that reflects in the legal framework. It was also found that the politics of evaluation of the superior education is historically marked by conflict, represented by two distinct perspectives of different natures and emphases. On one hand, the focus is on control / regulation, favoring efficiency, productivity and competitiveness benchmarking and prioritizing the punctual performance and measurement. On the other, it seeks to transform academic perspective in primarily formative / emancipatory, in order to support more institutional improvement. It was concluded that the CEA presented a conception evaluation predominantly formative and emancipatory, which emphasized the idea of system, centered around the institution and repudiated the rankings practices. In the post-formulation period, however, some of its principles were fragmenting and, gradually, the institution was giving way to the courses and the Exame Nacional de Desempenho de Estudantes (ENADE) grew in prominence. With the creation of the Conceito Preliminar de Cursos superiores (CPC) and of the Índice Geral de Cursos da Instituição de Educação Superior (IGC), it was redemeed the practice of evaluation as measurement and control, under the principles of efficiency and productivity. So, SINAES that seemed like a progressive evaluation method has assumed a setting that close resembles the Exame Nacional de Cursos (ENC-Provão). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in dispute

Saturação em CO2 e regulação metabólica do bacterioplancton em ecossistemas aquáticos de baixa latitude

Conselho Nacional de Desenvolvimento Científico e Tecnológico

GPS receivers for georeferencing of spatial variability of soil attributes

A caracterização da variabilidade espacial dos atributos do solo é indispensável para subsidiar práticas agrícolas de maneira sustentável. A utilização da geoestatística para caracterizar a variabilidade espacial desses atributos, como a resistência mecânica do solo à penetração (RP) e a umidade gravimétrica do solo (UG), é, hoje, prática usual na agricultura de precisão. O resultado da análise geoestatística é dependente da densidade amostral e de outros fatores, como o método de georreferencimento utilizado. Desta forma, o presente trabalho teve como objetivo comparar dois métodos de georreferenciamento para a caracterização da variabilidade espacial da RP e da UG, bem como a correlação espacial dessas variáveis. Foi implantada uma malha amostral de 60 pontos, espaçados em 20 m. Para as medições da RP, utilizou-se de penetrógrafo eletrônico e, para a determinação da UG, utilizou-se de trado holandês (profundidade de 0,0-0,1 m). As amostras foram georreferenciadas, utilizando-se do método de Posicionamento por Ponto Simples (PPS), com de (retirar) receptor GPS de navegação, e Posicionamento Relativo Semicinemático, com receptor GPS geodésico L1. Os resultados indicaram que o georreferenciamento realizado pelo PPS não interferiu na caracterização da variabilidade espacial da RP e da UG, assim como na estrutura espacial da relação dos atributos.

Caracterização da água da microbacia do córrego rico avaliada pelo índice de qualidade de água e de estado trófico

A avaliação do índice de qualidade da água (IQA) e do índice de estado trófico médio (IETm) pode subsidiar a formulação de planos de manejo e gestão de sistemas aquáticos. Neste trabalho, foi avaliada a qualidade da água da microbacia do Córrego Rico, que abastece a cidade de Jaboticabal (SP), utilizando o IQA e IETm. As amostragens de água foram realizadas entre setembro-2007 e agosto-2008, em três pontos: a) em uma das nascentes; b) após a Estação de Tratamento de Esgoto de Monte Alto, e c) na captação de água para abastecimento público de Jaboticabal. As amostras foram analisadas quanto aos parâmetros físicos, químicos e microbiológicos: temperatura, oxigênio dissolvido, pH, DBO5, nitrogênio total, fósforo total, turbidez, resíduo total, ortofosfato, clorofila-a e Escherichia coli. de acordo com os resultados obtidos, concluiu-se que: a) as atividades antrópicas às margens do Córrego Rico reduzem a qualidade de sua água, durante os diferentes períodos do ano; b) os valores médios de IQA nos três pontos analisados apresentaram relação direta com os valores médios de IETm, porém ocorreu maior discriminação da qualidade da água pelo IETm, identificando diferentes graus de trofia para os pontos e períodos de amostragens; c) o IQA apresentou melhor diferenciação da qualidade da água entre pontos no período seco e o IETm diferenciou melhor no período chuvoso; d) o processo de autodepuração e/ou a confluência do Córrego Tijuco com o Córrego Rico contribuem para melhor qualidade da água, tornando-a adequada ao abastecimento urbano após tratamento convencional.

A transversalidade no currículo do ensino fundamental: as questões ambientais em foco

This thesis is the result of an investigation about the transversality of the environmental issues into the daily curriculum of High Schools (from first to eighth grade). The research field was the county of Santo Antonio de Jesus in the state of Bahia, Brazil. The investigation is related with the challenge that the present model of social development and organization has put to the school institution: to bring the regular discussion about Environmental Education (EE) to the school s daily life. Facing the complexity of the socio-environmental issues and the basic functions of Education, the object of study was restricted to the identification of the challenges and paradoxes of the EE inside the curriculum organization of Politic-Pedagogic Project of the schools and the teachers daily practices. About the methodology, we adopted different references for the qualitative research: sociology, history, economy, and education. As for the investigative procedures about the teacher s practices, we related the school s daily practices to the context of the community. We also adopted several investigative procedures, such as questionnaires, interviews, observations and formative intervention. The theoretical basis was organized based on references to curriculum organization, environmental culture, teacher education and also considering the pillars of a capitalistic system that is based on consumerism and that generates social exclusion. At the initial considerations, we contextualized the contemporary environmental issues in an attempt to interpret the conditions of the EE transversality into the school s daily practices, which are still oriented to the traditional Cartesian Education. Based on the collected data, we found the reasons for the teachers dilemma and reluctances to the insertion of the environmental issues into the organization of the work plan and into the management of a school. Nevertheless, the results also signed promising possibilities to the EE tranversality, in case the curriculum of the school could be more sensible towards the cultural and social-economical issues of a community. We especially questioned The National Curriculum Parameter s (PCN), which is considered highly insufficient to inform the teachers about the environmental issues, facing the actual local conditions of social and pedagogic work. The final considerations showed the role and the importance of this research as one strategy to organize the curriculum education into the perspective of the transversality of environmental issues inside the education of both teacher and student

Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA

For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions

Utilizando processos geométricos da história da matemática para o ensino de equações do 2º grau

The present work had as principal objective to analyze the, 9th grade students understanding about the solutions of an equation of the 2° degree, using geometric processes of the History of the Mathematics. To do so, the research had as base the elaboration and application of a group of teaching activities, based on Jean Piaget's construtivism. The research consisted of a methodological intervention, that has as subjects the students of a group of 9th grade of the State School José Martins de Vasconcelos, located in the municipal district of Mossoró, Rio Grande do Norte. The intervention was divided in three stages: application of an initial evaluation; development of activities‟ module with emphasis in constructive teaching; and the application of the final evaluation. The data presented in the initial evaluation revealed a low level of the students' understanding with relationship to the calculation of areas of rectangles, resolution of equations of the 1st and 2nd degrees, and they were to subsidize the elaboration of the teaching module. The data collected in the initial evaluation were commented and presented under descriptive statistics form. The results of the final evaluation were analyzed under the qualitative point of view, based on Richard Skemp's theory on the understanding of mathematical concepts. The general results showed a qualitative increase with relationship to the students' understanding on the mathematical concepts approached in the intervention. Such results indicate that a methodology using the previous student‟s knowledge and the development of teaching activities, learning in the construtivist theory, make possible an understanding on the part of the students concerning the thematic proposal

Ateliês de história e pedagogia da matemática: contribuições para a formação de professores que ensinam matemática nos anos iniciais

This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piauí. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school

Educação a distância e material didático: um estudo sobre o curso mídias na educação

The thesis Distance learning and didactic material: a study about the course Media in the education in Natal shows a research about the didactic material and its insertion in the distance training course to teachers. In this sense, this research aims to contribute to some universities with reflections about the way to elaborate the didactic material to the distance training course of teachers with the following specific objectives: a) identify some aspects in the didactic material in the extension course Media in the Education that difficult media usage by the teachers members of the course in the pedagogical practice; b) discuss about the way how didactic material to the distance training course to teachers has been created; c) stimulate teachers/members to integrate media in their teacher practice. For that reason, we have developed an action-research (THIOLLENT, 2011; FRANCO, 2005), based on it we elaborated a proposal do complement activities to the course Media in the Education that were applied to two classes during the fifth edition of this course. This research is presented in four steps: 1st) analyze of the course modules; 2nd) creation of a proposal to complement the activities; 3rd) applying the proposal to the students during the fifth edition to the course; 4th) analyze of forums and log books written by teachers/students. Data was analyzed by the contents perspective of Bardin (2011). As a theoretical support, we have Tardif (2012), about teachers knowledge; Dewey (1959; 2011) and Freire (2001; 2009; 2010a; 2010b; 2012) related to learning perspective; Candau (2002), Rays (2003) and Freire (2010a), about the relation theory x practice in the teacher training; Andrade (2003; 2009) and Belloni (2010) about distance teacher training; Bérvot; Belloni (2009), Neves; Medeiros (2005) and Prado (2005), related to Media integration. This research revealed the didactic material of the course Media in the Education has not a proposal to articulate theory and practice, due to this, this course opposed the Media integration. For that reason, teachers/members have real problems to integrate Media in their scholar routine. This research confirmed the way this didactic material was formulated did not help the teachers/students to integrate media in their pedagogical activities

A dinâmica do pensamento geométrico :aprendendo a enxergar meias verdades e a construir novos significados

This work is a case study to investigate the dynamics of the historians thought as they produce a knowledge about the history of the area measurement systems as forms of historical expressions and representations. We refer to some of the ideas of David Bohm (1989, 1992, 1994, 1996) to support our theoretical understanding about the operation of thought. We chose a period that is recognized by the theorists as the origin of the geometrical thought -embracing the knowledge developed by the Egyptians, Babylonians, Chinese, Hindus, Greeks and Romans- and is referred to as containing a cycle in the development of this knowledge, described as beginning, apogee and decline. We assume this history, as told by the theorists, as a version that we organize and tell with the help of three sets of categories. The first refers to the elements that take part in the measurement practices; the second refers to the historians understanding about the development of the scientific knowledge. This exercise allowed us to extract the theorists main beliefs, that we criticized in the light of the knowledge about Cubação (Dal Pian, 1990). We stress the importance of the methodological approach adopted in this study to the teaching of Geometry and its history

Análise de necessidades de formação: uma prática reveladora de objetivos da formação docente

In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs

Articulação ensino/serviço na visão de discentes de enfermagem

It is a descriptive study with a qualitative approach aimed at understanding the impact of the teaching / service between the Nursing College of University of Rio Grande do Norte (FAEN / UERN) and health services in the city of Mossoró / RN on student s learning process. Hence, it was inquired to rescue and over-elaborate the trajectories experienced by students who were graduating in the year of 2009 the Nursing graduation course. It was used, as guidance tool a questionary with both open and objective questions to support the data collection. The data analysis was accomplished based on the precepts proposed by Bardin. The research revealed a clear need of bond establishments with the involvement of the students on services as well as professionals inserted on Academy, in a way that knowledge can be built collectively and the difficulties can be eased.

Validação de protocolo de assistência para pessoas com úlcera venosa na atenção primária

People with venous ulcers constitute as an important public health problem, its treatment is onerous and require assistance provided by trained professionals, systematized through protocols, however what lies in the assistance is that the management of this group of people differs from that preconized in the scientific literature, interfering with wound healing and quality of life of affected. In this sense, the construction of a assistance protocol specific to people with venous ulcers (VU) can help professionals of the Family Health Strategy both in patient assessment as and in establishment of quality assistance. Thus, this study aimed to analyse the validity of a multiprofessional assistance protocol for people with venous ulcers in primary care by health professionals using Delphi technique. This is a quantitative study, the methodological type conducted in two steps: first step related to integrative literature review to subsidize the development of the protocol, then these aspects were organized and proposed to the judges of the study through the Delphi technique. The study was initiated after approval by the Research Ethics Committee. The first step was performed between August and September 2012, in the virtual library of health, in the page of the Coordination of Improvement of Higher Education Personnel, of Municipal Health Secretariat and international guidelines of associations and in the subsequent step carried out between September 2012 to January 2013, was performed search by Lattes platform of the National Council of Technological and Scientific Development, in order to identify health professionals in Brazil who act as judges of the instrument and then, via online, the form was submitted to them.The sample for the second step was 51 judges in the first round and 35 for the second round Delphi. The analysis was done by adopting Kappa index ≥ 0.81 and Content Validity Index (CVI)> 0.80. In the first submission for the judges, items that did not reach Kappa and CVI established were: request / realization / test results, demographic data, medical history, risk factors, verification of pain / vital signs / pulse / infection signs / lesion location/ edema and pain treatment. After removal of items which have not obtained Kappa or CVI index established, it was found achieving optimal levels of these index for the categories. In the next step was the ressubmissão of protocol to judges through the Delphi technique in it was found that, of the 15 categories of the protocol, 12 presented higher scores in Delphi 2 phase and the other three categories remained the same Kappa and IVC of the previous phase. As for the average of evaluation requirements of the protocol was found that the scores assigned by the judges were higher in the second phase in nine of the 10 items, remaining the same in only one of the items indicating validity of the instrument before the consensus of the judges. Thus, we accepted the alternative hypothesis in this study, as they were obtained in the second Delphi phase the validity index greater than or equal to the Delphi 1 phase. The formulation of this assistance protocol valid and reproducible will enable a reorganization and redesign of assistance, with standardization of actions and continuity of care for persons with venous ulcers in primary health care

Superfícies geomórficas e atributos de Latossolos em uma seqüência Arenítico-Basáltica da região de Jaboticabal (SP)

Em um segmento de vertente com substrato de arenito em contato com basalto, regionalmente muito freqüente, pretendeu-se não só relacionar as superfícies geomórficas com os atributos físicos, químicos e mineralógicos dos Latossolos nelas encontrados, mas também testar métodos geoestatísticos para localização de limites dessas superfícies. Usando critérios geomorfológicos, três superfícies foram identificadas e topograficamente caracterizadas. Os solos foram amostrados, a intervalos regulares de 25 m, na profundidade de 0,6 a 0,8 m (topo do horizonte B), em uma transeção de 1.700 m perfazendo 109 pontos. Nas amostras, foram analisados: densidade de partículas, granulometria, CTC do solo, CTC da argila, Fe total da argila (ataque por H2SO4) e óxidos de Fe livres (por dissolução seletiva). A fração argila desferrificada foi analisada por difração de raios X. Com base na estratigrafia e variações do relevo local, foram identificadas e diferenciadas, no campo, três superfícies geomórficas. Analisaram-se também o perfil altimétrico e o modelo de elevação digital do terreno. Observou-se que as três diferentes superfícies estão bem relacionadas com os atributos físicos, químicos e mineralógicos dos seus respectivos solos. Na parte inferior desta vertente, superfície mais recente e sobre basalto, em Latossolo Vermelho eutroférrico típico, foram encontradas as maiores variabilidades da declividade, da argila e de Fe. As variações da inclinação do terreno, quando analisadas sistematicamente pelo split moving windows dissimilarity analysis (análise estatística de dissimilaridade, em segmentos móveis), mostraram que este método estatístico pode ser usado para ajudar a localizar os limites entre superfícies geomórficas. As variações dos solos da transeção, e arredores, mostraram-se relacionadas com idade, inclinação do terreno e litologia. O trabalho geomórfico detalhado forneceu importantes informações para subsidiar os trabalhos de levantamento de solos e de pedogênese.

Validação de instrumentos para avaliação do conhecimento e da habilidade acerca da higienização simples das mãos

Conselho Nacional de Desenvolvimento Científico e Tecnológico