A abordagem de questões sociocientíficas na formação continuada de professores de ciências: contribuições e dificuldades

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A formação inicial de professoras de línguas para/em contexto mediado pelo computador (teletandem): um diálogo entre crenças, discurso e reflexão profissional

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

Formação Reflexiva do Professor em Contextos Virtuais: A Experiência do Projeto Teletandem Brasil

This article chiefly aims at discussing issues concerning reflective teacher education for and in virtual environments for language learning. Given the need for research on reflective practice in new virtual environments, we present the experience of pedagogical supervision through mediation in the virtual context for collaborative learning in teletandem. Some research results in this context, such as in Salomão (2008), Kfouri-Kaneoya (2008), Cândido (2010) and Silva (2010), show how favorable and conducive to the development of reflective pre-service teacher education it seems to be, as it emphasizes the co-construction of knowledge in a dynamic relationship between theory and practice.

Formação inicial de professores de ciências: reflexões a partir das abordagens das estratégias de ensino e aprendizagem em um curso de licenciatura

We developed a case study aimed to identify and to analyze how the approach to teaching and learning strategies occurs in a science teaching degree course and what are the possible influences of this formation on the pedagogical practice of these educators. The analysis focused on documents, questionnaires and interviews with lecturers and students. There is reduced diversity of strategies in the disciplines of the specific area, with prevalence of expository classes and of laboratory, and the lecturers seem to believe that a good knowledge of specific content is enough for teaching. Despite that pedagogical disciplines do explore diverse practices, many students incorporate the academic view prevailing in the course, repeating the model of their lecturers. We stress the need for initial teacher training to take into account both aspects, the domain of the specific contents and the best ways to mediate them, forming intellectuals able to discuss and to redraw their educative actions in a perspective of transformation of the reality.

A (re)construção da prática pedagógica de professores de língua inglesa

This papaer's main objective is to discuss partial data collected for an ongoing reserch wich aims at investigating the pedagogical pratice (re) construction process in Teaching Pratice as part of a pre-service teacher education course.

O trabalho de licenciandos em alemão e inglês no PIBID: a construção da prática docente a partir das crenças de alunos do Ensino Médio sobre língua e cultura estrangeira

For some time, researchers in teacher education (ZEICHNER; LISTON, 1996; GIMENEZ, 2005) have been drawing attention to the need to place undergraduates in contexts of practice that help them make sense of the theoretical training they receive in the graduation course. In this article, we discuss the intersection between school and university for initial foreign language teacher education through activities carried out under the Brazilian Institutional Program for Initiation to Teaching – Language and Literature of a state university. These activities were aimed, on the one hand, to promote reflection about the concept of culture and intercultural language teaching during initial teacher education and, secondly, to deconstruct stereotypes of high school students about German and English language and culture. Based on the analysis of data on the beliefs of students of the school and the support of theoretical studies such as Kramsch (2006, 2009), Bolognini (1993), among others, workshops were designed to expand the cultural universe of the high school students in the partner state school, the concept of culture and to deconstruct stereotypes. It was found that the activity contributed to the reflective education of the undergraduate students in relation to the treatment of the subject culture in language teaching.

As influências do trabalho docente feminino na cultura escolar do extremo oeste paulista (1932-1960)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Trägerkatalysatoren auf Polymerbasis für industrielle Olefinpolymerisationsprozesse

Im Rahmen dieser Arbeit werden Trägersysteme auf Basis von Polystyrol nach unterschiedlichen Konzepten hergestellt und in Propen-, Ethen- sowie Ethen-Hexen-Polymerisationengetestet. Eine universelle Einsetzbarkeit wird durch das Konzept der nichtkovalenten Metallocenbindung erreicht.Mit partiell reversibel vernetzten Trägern, die nicht mehr vollständig fragmentieren können, wird es möglich, harte, gleichmäßige Produktteilchen mit Schüttdichten über 400g/l zu erhalten. Diese Systeme erreichen bei Ethen-Hexen-Copolymerisationen Produktivitäten über 2500 Gramm Produkt pro Gramm Katalysator und Stunde bei einem sehr gleichmäßigen Aktivitätsverlauf.

An interdisciplinary analysis of obesity: theory and empirical evidence

The dissertation is structured in three parts. The first part compares US and EU agricultural policies since the end of WWII. There is not enough evidence for claiming that agricultural support has a negative impact on obesity trends. I discuss the possibility of an exchange in best practices to fight obesity. There are relevant economic, societal and legal differences between the US and the EU. However, partnerships against obesity are welcomed. The second part presents a socio-ecological model of the determinants of obesity. I employ an interdisciplinary model because it captures the simultaneous influence of several variables. Obesity is an interaction of pre-birth, primary and secondary socialization factors. To test the significance of each factor, I use data from the National Longitudinal Survey of Adolescent Health. I compare the average body mass index across different populations. Differences in means are statistically significant. In the last part I use the National Survey of Children Health. I analyze the effect that family characteristics, built environment, cultural norms and individual factors have on the body mass index (BMI). I use Ordered Probit models and I calculate the marginal effects. I use State and ethnicity fixed effects to control for unobserved heterogeneity. I find that southern US States tend have on average a higher probability of being obese. On the ethnicity side, White Americans have a lower BMI respect to Black Americans, Hispanics and American Indians Native Islanders; being Asian is associated with a lower probability of being obese. In neighborhoods where trust level and safety perception are higher, children are less overweight and obese. Similar results are shown for higher level of parental income and education. Breastfeeding has a negative impact. Higher values of measures of behavioral disorders have a positive and significant impact on obesity, as predicted by the theory.

Das strukturierte Portfolio zur Dokumentation des orientierenden Praktikums für Lehramtsstudierende

Die Kompetenzorientierung der Lehrerbildung bezieht sich nicht nur auf die universitären Ausbildungsabschnitte des Lehramtsstudiums, sondern auch auf die praktischen Phasen. Daher ist es von Interesse, diese praktischen Phasen genauer zu untersuchen. Bisherige Forschungsarbeiten konzentrierten sich dabei vor allem auf die Kompetenzentwicklung (Bach, 2013; Gröschner & Schmitt, 2012; Schubarth et al., 2012) und auf die Betreuung im Schulpraktikum (Bach, 2013; Hascher, 2012; Schubarth et al., 2011). Die Untersuchung dieser Arbeit stellt die Praktikumsdokumentation in den Fokus, da diese ebenfalls zur Kompetenzförderung im Schulpraktikum beitragen kann. Dazu werden zwei Formen von Praktikumsdokumentationen gegenübergestellt. Dies sind einerseits die Praktikumsaufgaben, die als offene Reflexionsaufgaben formuliert werden und andererseits ein strukturiertes Arbeitsheft mit dem Ziel, die Beobachtungskompetenz der Studierenden anzuleiten und die Dokumentation der Beobachtungen zu strukturieren. Diese beiden Formen der Praktikumsdokumentation werden hinsichtlich der Akzeptanz, der Entwicklung der Kompetenzen, der Selbstwirksamkeitserwartung und des pädagogisch-psychologischen Wissens miteinander verglichen. Die Angaben von n = 66 Studierenden, die das Arbeitsheft im Orientierenden Praktikum nutzten, wurden in einem prä-post-follow-up-Design untersucht und zwei Referenzgruppen gegenübergestellt. Die erste Referenzgruppe (n = 64) hatte das Orientierende Schulpraktikum noch nicht absolviert. Die zweite Referenzgruppe (n = 105) hatte dieses beendet und mit den Praktikumsaufgaben gearbeitet. Mit Hilfe von Online-Fragebögen wurden Daten zu Rahmenbedingungen des Schulpraktikums, die selbsteingeschätzte Kompetenz der Studierenden, die Relevanz und Anwendungshäufigkeit der Kompetenzen (adaptierte Skala nach Gröschner, 2009), die allgemeine Selbstwirksamkeitserwartung (Jerusalem & Schwarzer, 1999), das pädagogisch-psychologische Wissen sowie die Akzeptanz erfasst. Die Ergebnisse zeigen keine Unterschiede in der Kompetenz- und Relevanzeinschätzung sowie bei der Selbstwirksamkeitserwartung und dem Wissen zwischen den Gruppen. Signifikant besser schätzten die Studierenden mit dem Arbeitsheft die Anwendungshäufigkeit der Kompetenzen und die Akzeptanz der Praktikumsdokumentation ein. Das neu entwickelte Arbeitsheft und die Praktikumsaufgaben fördern die Kompetenzentwicklung wahrscheinlich in vergleichbarem Maß. Die Studierenden akzeptieren das Arbeitsheft jedoch mehr, was eine wichtige Implementationsbedingung ist. Das Design der Studie sowie die Selbstselektion der Gruppen schränken die Aussagekraft der Studie ein. Zu betonen ist jedoch, dass im Rahmen dieser Studie erstmalig versucht wurde, eine längsschnittliche Interventionsstudie mit Praktikumsdokumentationen umzusetzen sowie die Gelingensbedingungen von Schulpraktika und Kompetenzentwicklung im Lehramtsstudium zu untersuchen.

Long-term comparison of everolimus-eluting stents with sirolimus- and paclitaxel-eluting stents for percutaneous coronary intervention of saphenous vein grafts

Aims: Newer-generation everolimus-eluting stents (EES) have been shown to improve clinical outcomes compared with early-generation sirolimus-eluting (SES) and paclitaxel-eluting stents (PES) in patients undergoing percutaneous coronary intervention (PCI). Whether this benefit is maintained among patients with saphenous vein graft (SVG) disease remains controversial. Methods and results: We assessed cumulative incidence rates (CIR) per 100 patient years after inverse probability of treatment weighting to compare clinical outcomes. The pre-specified primary endpoint was the composite of cardiac death, myocardial infarction (MI), and target vessel revascularisation (TVR). Out of 12,339 consecutively treated patients, 288 patients (5.7%) underwent PCI of at least one SVG lesion with EES (n=127), SES (n=103) or PES (n=58). Up to four years, CIR of the primary endpoint were 58.7 for EES, 45.2 for SES and 45.6 for PES with similar adjusted risks between groups (EES vs. SES; HR 0.94, 95% CI: 0.55-1.60, EES vs. PES; HR 1.07, 95% CI: 0.60-1.91). Adjusted risks showed no significant differences between stent types for cardiac death, MI and TVR. Conclusions: Among patients undergoing PCI for SVG lesions, newer-generation EES have similar safety and efficacy to early-generation SES and PES during long-term follow-up to four years.

Coronary artery disease severity and aortic stenosis: clinical outcomes according to SYNTAX score in patients undergoing transcatheter aortic valve implantation.

AIM The aim of this study was to evaluate whether coronary artery disease (CAD) severity exerts a gradient of risk in patients with aortic stenosis (AS) undergoing transcatheter aortic valve implantation (TAVI). METHODS AND RESULTS A total of 445 patients with severe AS undergoing TAVI were included into a prospective registry between 2007 and 2012. The preoperative SYNTAX score (SS) was determined from baseline coronary angiograms. In case of revascularization prior to TAVI, residual SS (rSS) was also determined. Clinical outcomes were compared between patients without CAD (n = 158), patients with low SS (0-22, n = 207), and patients with high SS (SS >22, n = 80). The pre-specified primary endpoint was the composite of cardiovascular death, stroke, or myocardial infarction (MI). At 1 year, CAD severity was associated with higher rates of the primary endpoint (no CAD: 12.5%, low SS: 16.1%, high SS: 29.6%; P = 0.016). This was driven by differences in cardiovascular mortality (no CAD: 8.6%, low SS: 13.6%, high SS: 20.4%; P = 0.029), whereas the risk of stroke (no CAD: 5.1%, low SS: 3.3%, high SS: 6.7%; P = 0.79) and MI (no CAD: 1.5%, low SS: 1.1%, high SS: 4.0%; P = 0.54) was similar across the three groups. Patients with high SS received less complete revascularization as indicated by a higher rSS (21.2 ± 12.0 vs. 4.0 ± 4.4, P < 0.001) compared with patients with low SS. High rSS tertile (>14) was associated with higher rates of the primary endpoint at 1 year (no CAD: 12.5%, low rSS: 16.5%, high rSS: 26.3%, P = 0.043). CONCLUSIONS Severity of CAD appears to be associated with impaired clinical outcomes at 1 year after TAVI. Patients with SS >22 receive less complete revascularization and have a higher risk of cardiovascular death, stroke, or MI than patients without CAD or low SS.

Pedagogical field experiences in teacher education: Introduction to the research area

Research on pre-service teacher internships has become a dynamic area of investigation in teacher education whose growth seems to correspond with increased activity at the institutional level over the past two decades. Introducing or expanding field experiences has been a common strategy in nearly all teacher education programs for the last twenty years, and reforming teacher education with a focus on its practical aspects still ranks near the top of education policy agendas. This article provides an introduction to the research field, addressing five basic issues: (1) precision in the definition of the construct, (2) main sources of research literature, (3) elaboration of the construct in terms of effects and mediating variables, (4) the methodological challenges of empirical research, and (5) major areas of future research. Emphasis is placed on the often ignored aspect that internships elicit both intended and unintended effects, including not only positive but also adverse side effects.

Metamizole-associated adverse events: a systematic review and meta-analysis.

BACKGROUND Metamizole is used to treat pain in many parts of the world. Information on the safety profile of metamizole is scarce; no conclusive summary of the literature exists. OBJECTIVE To determine whether metamizole is clinically safe compared to placebo and other analgesics. METHODS We searched CENTRAL, MEDLINE, EMBASE, CINAHL, and several clinical trial registries. We screened the reference lists of included trials and previous systematic reviews. We included randomized controlled trials that compared the effects of metamizole, administered to adults in any form and for any indication, to other analgesics or to placebo. Two authors extracted data regarding trial design and size, indications for pain medication, patient characteristics, treatment regimens, and methodological characteristics. Adverse events (AEs), serious adverse events (SAEs), and dropouts were assessed. We conducted separate meta-analyses for each metamizole comparator, using standard inverse-variance random effects meta-analysis to pool the estimates across trials, reported as risk ratios (RRs). We calculated the DerSimonian and Laird variance estimate T2 to measure heterogeneity between trials. The pre-specified primary end point was any AE during the trial period. RESULTS Of the 696 potentially eligible trials, 79 trials including almost 4000 patients with short-term metamizole use of less than two weeks met our inclusion criteria. Fewer AEs were reported for metamizole compared to opioids, RR = 0.79 (confidence interval 0.79 to 0.96). We found no differences between metamizole and placebo, paracetamol and NSAIDs. Only a few SAEs were reported, with no difference between metamizole and other analgesics. No agranulocytosis or deaths were reported. Our results were limited by the mediocre overall quality of the reports. CONCLUSION For short-term use in the hospital setting, metamizole seems to be a safe choice when compared to other widely used analgesics. High-quality, adequately sized trials assessing the intermediate- and long-term safety of metamizole are needed.

Processo de reflexão orientada na formação de professores dos anos iniciais: concepções e práticas sobre o ensino de ciências

Esta investigação, de natureza qualitativa, visou conhecer as concepções e práticas de professores dos anos iniciais sobre o ensino de ciências e promover reflexões sobre tal ensino. O trabalho teve como base o Processo de Reflexão Orientada (PRO), uma estratégia para o desenvolvimento profissional a partir do enfoque de questões da prática docente. As questões de investigação foram: Como professores dos anos iniciais concebem, refletem, planejam e realizam o ensino de Ciências? E como refletem e realizam o ensino de Ciências a partir de um Processo de Reflexão Orientado (PRO)? E, ainda, como, a partir de um Processo de Reflexão Orientado (PRO) para professores dos anos iniciais do Ensino Fundamental avaliam o seu próprio desenvolvimento profissional? Os dados foram obtidos a partir de questionários, entrevistas, planejamentos escritos e de vídeogravações dos encontros e de aulas ministradas. A análise dos dados foi feita a partir da análise de conteúdo. As ideias manifestadas pelas professoras sobre ensino de ciências foram classificadas dentro de uma abordagem oscilando entre cognitivista e sócio-cultural. Seus modelos didáticos revelaram ideias pouco consistentes sobre o processo de ensino e aprendizagem, com pouca coerência em relação a modelos de orientação construtivista. Cada professora propôs uma sequência de ensino visando alcançar graus mais complexos. As sequências foram discutidas, novas reflexões foram realizadas e reelaborações foram propostas. As aulas desenvolvidas evidenciaram um progresso de Lívia com relação à participação dos alunos, com a proposição de uma situação-problema, da consideração das ideias prévias dos alunos, embora apresentasse ainda dificuldade de promover uma discussão orientada, que pudesse favorecer a argumentação dos alunos e a compreensão do fenômeno. Já, nas aulas de Roberta observaram-se atividades que privilegiaram a participação dos alunos. Nas aulas das duas professoras ficaram evidentes a proposição de um problema e a sistematização do conhecimento, a partir da elaboração de sínteses orais e escritas e da apresentação para outras classes. Embora as professoras valorizassem o ensino de ciências e a participação ativa das crianças, havia dificuldades para a realização de aulas de ciências por investigação, pois não consideravam a problematização, a exploração das ideias dos alunos, a sistematização do conhecimento e as explicações científicas. O processo de reflexão orientada (PRO) mostrou ser uma estratégia importante para o desenvolvimento profissional dessas professoras, possibilitando reflexões significativas sobre a própria prática, bem como a tomada de consciência de uma nova sistematização das ações docentes, com vistas a uma atuação mais eficaz para promover o ensino de Ciências por investigação.