Pol��ticas acad��micas y reconocimiento social en universitarios de Educaci��n F��sica de la UNLP : El dise��o de la investigaci��n

Este trabajo se propone socializar e intercambiar con la comunidad acad��mica de la Facultad de Humanidades y Ciencias de la Educaci��n (FaHCE) la construcci��n del proyecto de tesis de maestr��a. Dicho proyecto busca comprender la construcci��n del reconocimiento social de un grupo de universitarios de Educaci��n F��sica (EF) de la Universidad Nacional de La Plata (UNLP) a partir de su participaci��n en pol��ticas acad��micas entre 1992 y 2004. La investigaci��n se focaliza en las pr��cticas, estrategias y formas de sociabilidad vinculadas a la legitimaci��n de su campo disciplinar y su carrera en la FaHCE, en un per��odo hist��rico particularmente intenso en cuanto al dise��o y desarrollo de pol��ticas acad��micas ligadas a la revisi��n curricular, la formaci��n acad��mica y la producci��n cient��fica. El trabajo se plantea analizar, desde la perspectiva de los actores, las formas de apropiaci��n y resignificaci��n actual de esas pol��ticas, pr��cticas, estrategias y formas de sociabilidad con relaci��n a la configuraci��n identitaria de la EF como disciplina acad��mica. El enfoque te��rico y metodol��gico de la investigaci��n localiza a los actores objeto de estudio a partir de su participaci��n en una compleja y cambiante trama de relaciones y pr��cticas sociales diversas (disciplinares, corporativas, profesionales, pol��ticas y personales). Asimismo, se indagan los sentidos que construyeron en cuanto al reconocimiento social logrado en el presente, tanto de su campo disciplinar como carrera en la FaHCE-UNLP

La investigaci��n en Bibliometr��a en la Argentina : Qui��nes son y qu�� producen los autores argentinos que realizan estudios bibliom��tricos

Trabajo que tiene por objetivo observar y describir el panorama de la investigaci��n bibliom��trica en la Argentina en el per��odo comprendido entre los a��os 1984 y 2012, a partir del an��lisis de las publicaciones de autores de instituciones argentinas localizadas en buscadores web, repositorios tem��ticos y bases de datos regionales e internacionales. Interpreta las formas que revisten los ��tems estudiados enfocando la atenci��n en el volumen y evoluci��n de la producci��n, tipo de literatura, idioma, temas y unidades de an��lisis. Calcula el ��ndice de coautor��a y tasas de colaboraci��n nacional e internacional. Identifica los autores m��s productivos y las instituciones de afiliaci��n m��s frecuentes. Determina la existencia de algunos grupos de investigaci��n, caracterizando sus tem��ticas de investigaci��n, las revistas donde publican y los congresos m��s frecuentes en los que participan

RELIGI��O E FRONTEIRA: EM DI��LOGO COM PAUL TILLICH NO BRASIL

Nosso objetivo nesta pesquisa �� investigar os estudos em di��logo com o pensamento de Paul Tillich no Brasil nos ��ltimos anos, buscando mapear a sua tend��ncia, a partir da religi��o. Para isso, foi necess��rio verificar a produ����o cient��fica feita no ��mbito da Associa����o Paul Tillich do Brasil, atrav��s da revista Correlatio, tendo em mente o referencial te��rico de religi��o e fronteira. Utilizamos estes temas, religi��o e fronteira, cujos significados foram tomados da pr��pria teoria tillichiana, como principais categorias de an��lise do nosso trabalho. Apontamos a contribui����o que pesquisadores brasileiros interessados nas ideias de Tillich t��m apresentado para os estudos de religi��o. Al��m disso, observamos, sobretudo, que o pensamento tillichiano est�� em uma situa����o fronteiri��a no Brasil entre aquilo que ele disse e a maneira segundo a qual ele �� interpretado no pa��s, onde a religi��o no sentido estrito preocupa os estudiosos brasileiros mais do que a religi��o no sentido amplo. A disserta����o est�� estruturada em tr��s momentos: mostrar como a fronteira pode ser visualizada como espa��o hermen��utico da religi��o, apresentar algumas aberturas com que Tillich lida com o tema religi��o, e analisar os estudos em di��logo com Tillich no Brasil, atrav��s das categorias religi��o e fronteira.(AU)

PADR��ES DE PRODUTIVIDADE EM PESQUISA NA LITERATURA DE FINAN��AS: UM ESTUDO BIBLIOM��TRICO NOS PRINCIPAIS PERI��DICOS CIENT��FICOS NACIONAIS NO PER��ODO DE 2005 A 2014

A Administra����o Financeira surge no in��cio do s��culo XIX juntamente com o movimento de consolida����o das grandes empresas e a forma����o dos mercados nacionais americano enquanto que no Brasil os primeiros estudos ocorrem a partir da segunda metade do s��culo XX. Desde ent��oo pa��s conseguiu consolidar alguns centros de excel��ncia em pesquisa, formar grupo significativo de pesquisadores seniores e expandir as ��reas de pesquisa no campo, contudo, ainda s��o poucos os trabalhos que buscam retratar as caracter��sticas da produtividade cient��fica em Finan��as. Buscando contribuir para a melhor compreens��o do comportamento produtivo dessa ��rea a presente pesquisa estuda sua produ����o cient��fica, materializada na forma de artigos digitais, publicados em 24 conceituados peri��dicos nacionais classificados nos estratos Qualis/CAPES A2, B1 e B2 da ��rea de Administra����o, Ci��ncias Cont��beis e Turismo. Para tanto s��o aplicadas a Lei de Bradford, Lei do Elitismo de Price e Lei de Lotka. Pela Lei de Bradford s��o identificadas tr��s zonas de produtividade sendo o n��cleo formado por tr��s revistas, estando uma delas classificada no estrato Qualis/CAPES B2, o que evidencia a limita����o de um recorte tendo como ��nico crit��rio a classifica����o Qualis/CAPES. Para a Lei do Elitismo de Price, seja pela contagem direta ou completa, n��o identificamos comportamento de uma elite semelhante ao apontado pela teoria e que conta com grande n��mero de autores com apenas uma publica����o.Aplicando-se o modelo do Poder Inverso Generalizado, calculado por M��nimos Quadrados Ordin��rios (MQO), verificamos que produtividade dos pesquisadores, quando feita pela contagem direta, se adequa ��quela definida pela Lei de Lotka ao n��vel de �� = 0,01 de signific��ncia, contudo, pela contagem completa n��o podemos confirmar a hip��tese de homogeneidade das distribui����es, al��m do fato de que nas duas contagens a produtividade analisada pelo par��metro n �� maior que 2 e, portanto, a produtividade do pesquisadores de finan��as �� menor que a defendida pela teoria.

A produ����o cient��fica de psicologia e o debate sobre pol��tica social

Postgraduate studies in Psychology have passed through intense process of growth and consolidation, attested by current high levels of scientific production. It is questionable, however, the return that psychological science has given to a society that has made large investments. Considering the increasing integration of Psychology in the social welfare area, a form of possible and necessary contribution is by the expansion of social policy debate. This work aimed to discuss how Psychology postgraduate studies can contribute to understand the issue of social policy. The object were academic theses defended in the 2007/2009 triennium related to one of the five thematic criteria, which resulted in 105 theses of 824 defended in the period. The main results point to the existence of the issue in Psychology programs in a sprayed way, predominantly, albeit for a limited set of researchers and programs, "social policy" appears as a priority object of research, indicating incipient systematization of these studies. Moreover, it was found that while the majority of theses can be characterized by fragility of the theoretical frameworks in relation to the subject, with most research in a strictly technical perspective, some proportion of the studies reveals concern about putting the social policy debate into a broader social context, which represents the essential condition to construct a reasoned and robust theoretical critic. In conclusion, this thesis defends that psychological science can only contribute effectively to the society development if academic community promotes a structured articulation around the theme, deepens the theoretical debate and transforms the knowledge built into organized political practice

A forma����o do nutricionista para atua����o no SUS: um olhar sobre a produ����o cient��fica obrigat��ria dos cursos do Rio Grande do Norte

The National Curricular Guidelines for nutrition course predict training directed to the work in the Unified Health System (SUS) and the mandatory completion of course work. The aim of this study was to analyze the formation of dieticians in Rio Grande do Norte state/Brazil to work in the SUS, from the compulsory scientific production provided for training. This is a bibliometric study, quantitative approach, performed with completion of course works of five nutrition undergraduate courses in Rio Grande do Norte state in the years 2013/2013. From the reading of the works, the following variables were collected: nature of the institution, institution administrative category, location, work title, number of authors, work format, titration of the teacher advisor, study type, area of interest, scenery of accomplishment, submission to the ethics committee, suitability of descriptors and, as pertaining to the field of public health, the subfield of public health and the theme. The pedagogical projects of the courses were read and were identified opportunities to develop research in the graduation. For detection of significant categories we applied the Pearson chisquare test. We analyzed 195 works, coming mostly belonging to universities courses (79.0%) and private institutions (56.4%). A higher frequency of articles (68.2%), developed by one student (65.6%), guided by master teachers (57.9%), with cross-sectional study design (49.2%), conducted in laboratory (25%) and without submission to the ethics committee in research (49.2%) was find. The median adequacy of descriptors was 50%. As for the interest of the study, there was a higher frequency of work in the field of public health (p <0.001), within this subfield highlighting the nutritional epidemiology (63.0%) (p <0.001) and the subject nutrition assessment (57, 4%) (p <0.001). In cut on three major areas of dietician performance, was significant performing work in the field of public health in public institutions (p <0.05). The presence of complementary activities was unanimous in the pedagogical projects of the courses. The results of the study showed some methodological weaknesses in the research approaches, as well as a hegemonic positivist training. Despite the emphasis on public health, it was noticed little approximation of policies and nutrition programs in the context of the mandatory recearch of Rio Grande do Norte state nutrition courses.

A escrita no Ensino Fundamental II: uma an��lise dos desvios ortogr��ficos e sugest��es de estrat��gias de interven����o

This paper presents a reflection on the written language, a social practice that is increasingly strengthened in everyday life. Unveiling its nature, organization and function must be the first step for teachers to change their posture towards the teaching of this linguistic mode, helping students use it more effectively and securely. Considering these principles, this dissertation seeks to understand on the light of contemporary linguistic theories, the factors that influence the writing deviations were found in the text production of students of the 8th grade of elementary school II, enrolled in a public school in Rio Grande do Norte, whereas those deviations reveal the beginning of learning of this communication tool, representing the first hypotheses raised by students to dominate it. To analyze the data we used the works done by Lemle (1995), Cagliari (2009), Carraher (1985), Zorzi (1998), Guimar��es (2005), Miller (2008), Ve��ossi (2010), among others, starting from of which, the scientific production on reading and writing learning come developing. The results of this analysis showed that the writing deviations present in the texts of the students are motivated not only by lack of knowledge of standard orthographic of the Portuguese language, but, also, stem from phonetic, phonological and grammatical factors. Thus, we seek to present new teaching and learning strategies of writing that might lead students to reflect on the use of the same, developing this ability more critically and creatively. We believe that the activities presented can minimize writing with orthographic deviations or linguistic variation practiced by students. Keywords: Variances writing, spelling, teaching strategies and students

Epidemiologia e sa��de bucal coletiva: um caminhar compartilhado.

The public health dentistry is a way to bring oral health to Brazilian National Health System (SUS) and vice-versa. Thus, the epidemiology, in this context, it is one of the most important allies. In this article we intend to discuss the "shared walkway" between epidemiology and public health dentistry, through two views: first, we analyzed the efforts to establish methodological models for oral health sectional studies and the possibilities to construct a national data base. Second, we discussed how this knowledge has been transformed in a qualified scientific production presented in meetings and papers, which reflects, at the same time, about the contribution of this process in the consolidation of public health dentistry field. We concluded that this "shared walkway" was (and still is), influenced by political aspects, which, in different moments, leads to an improvement of public health dentistry. The oral health epidemiology has been established as a knowledge area, with regard to the scientific production in Brazil. At the same time, provide a tool that contributes to make oral health care models more appropriate to National Health System principles and, in other hand, make better the discussions about the social determinants of oral diseases.

Epidemiologia e sa��de bucal coletiva: um caminhar compartilhado.

The public health dentistry is a way to bring oral health to Brazilian National Health System (SUS) and vice-versa. Thus, the epidemiology, in this context, it is one of the most important allies. In this article we intend to discuss the "shared walkway" between epidemiology and public health dentistry, through two views: first, we analyzed the efforts to establish methodological models for oral health sectional studies and the possibilities to construct a national data base. Second, we discussed how this knowledge has been transformed in a qualified scientific production presented in meetings and papers, which reflects, at the same time, about the contribution of this process in the consolidation of public health dentistry field. We concluded that this "shared walkway" was (and still is), influenced by political aspects, which, in different moments, leads to an improvement of public health dentistry. The oral health epidemiology has been established as a knowledge area, with regard to the scientific production in Brazil. At the same time, provide a tool that contributes to make oral health care models more appropriate to National Health System principles and, in other hand, make better the discussions about the social determinants of oral diseases.

Educa����o ambiental como estrat��gia para inser����o da sustentabilidade na forma����o em odontologia

This thesis proposes environmental education as a strategy for the inclusion of sustainability in the academic education of higher level. The dentistry course has been the object of study, which is justified by the recognition of the need for reflection on environmental issues in the dental academia, initially based on professional experience of the author as a dental surgeon. The aim of this study is to investigate the scientific production of dentistry and its content related to environmental issues, in addition to expanding discussions and reflections on the need to insert environmental education as academic content. With the specific purpose of verifying the amount and analyze the content of scientific articles involving issues related to sustainability in dentistry, Chapter 01 presents research in leading journals portals available on the internet. Works were surveyed where sustainability and related issues were present and placed in a theoretical framework that analyzes the dental service inclusion in the dominant economic model. These procedures are intended to prove the hypothesis that the dental profession does not produce significant scientific content that relates the profession to the environment and sustainability. A literature review was conducted with the statement of dentistry changes from its origins to the front position to the dominant development model and exemplification of the deleterious effects of this model on the environment. In addition, there was a scientific research in journals portals available on the internet and investigated the amount and content of scientific articles involving issues related to sustainability in dentistry. Chapter 02 has the specific purpose of providing content to expand discussions and reflections on the need to insert environmental education in undergraduate courses in dentistry, such as insertion strategy into a new development model guided by sustainability. In this, students questionnaires were given the 8th dentistry course of the period the Federal University of Rio Grande do Norte (UFRN), to be understood environmental perception of learners and were obtained grants for proof of the thesis that environmental education applied dentistry has the potential to make people aware and willing to act practicing and propagating sustainability in their conduct. The overall results indicate little scientific production, as the research and work that relates to dentistry to sustainability and the issues related to the environment have not significantly been present in the syllabus of the undergraduate courses in dentistry, despite the interest shown by survey respondents When such issues are addressed. In this context, it is proposed fostering actions to environmental education, so that dental professionals are engaged in the construction of a new development model based on sustainability, as despite the environmental theme seems to be little explored in the academic and scientific world of dentistry, there interest from students and great potential multiplier for appropriate environmental behavior. After proving the hypothesis that the environment-related content are poorly explored in the academic and scientific world of dentistry, the main conclusions were recognizing the importance of environmental education as an interdisciplinary tool for environmental thematic approach in undergraduate courses dentistry, in addition to implementing this new pedagogical proposal in the professional practice of dentists, given their potential multiplier for environmental knowledge.

Processos de imita����o-cria����o como constituidores da pr��xis pedag��gica: uma interven����o did��tico-formativa com o formador de professores

The research deals with the constitution of the pedagogical praxis of a teacher trainer, understood as objectification of theoretical and practical unity in the teaching field. It was achieved by means of a didactic-training intervention. The research problem: as a teacher trainer in a continuous training process is a pedagogical praxis, outlined to the overall objective: investigate the establishment of the pedagogical praxis of teacher trainer in a continuous formation process. The specific objectives were: 1) outline principles and foundations theoretical-methodological course of intervention research on appropriate teaching assumptions of historical-cultural theory; 2) systematic principles of constitution of the pedagogical praxis of a teacher trainer and 3) synthesize foundations of continued training of teacher trainers in view of the historical-cultural theory, to collaborate with design of institutional policies for continuing training of university teachers. The research was developed at the Federal University of Tri��ngulo Mineiro University - UFTM, with teachers who work in their degree courses. It was developed in three stages: diagnosis, didactic-formative intervention and analysis of data. In the diagnostic step attended five teacher educators of degrees in: history, geography, physics, chemistry and letters. At this stage were used identification questionnaires, interviews, classroom observation and document analysis. In the next stage, with participation of a trainer, it was held educational-training intervention understood as the collective research-training process that is involved intervening in teaching with the development of interdependent and simultaneous actions trainings, planning and implementation of educational activities and study, classroom observation and evaluation from the perspective of dialectical unity in order to contribute to the integral development of teachers and students. The intervention were also held interviews and document analysis. The last stage of the research was the analysis of the data. In the diagnosis of education, among other analyzes, three references were found of the trainer's training-action: memorized references, empirical and praxis. It was the analysis of the references of the trainer's training-action that guided referrals ways of teaching-training intervention. As a result, it was concluded that the teacher educator is their pedagogical praxis in the dialectical units theoretical and practical appropriation of concepts and imitation-creation. Were the two principles analyzed in the research. It was also systematized some essential elements of the formation of the teacher educator: the needs of trainers are decisive in the choice of concepts that will be appropriate; the organization of the training process should take place hand in hand with planning and development classes; the theory need to be experienced in training so that appropriation/objectification of education come true, and also, participants must be strengthened as a collective studies, since we have not learned by linearity but connections. It is hoped that the research will create opportunities to deepen the debate on the continuing education of teacher educators and contribute to scientific production in the area.

P��S-GRADUA����O, PRODU����O ACAD��MICA, INTERDISCIPLINARIDADE E SOCIALIZA����O DO CONHECIMENTO: A PRODU����O CIENT��FICA DO GRANDE ABC �� LUZ DO PNPG 2011-2020

O objetivo desta investiga����o foi verificar se, diante da autonomia e voca����o que possuem, bem como da possibilidade de receber amparo e incentivos governamentais, as universidades pertencentes �� regi��o do Grande ABC atenderam as recomenda����es feitas pelo PNPG vigente. Para tanto, foram analisadas cinquenta e sete disserta����es e duas teses da ��rea de ci��ncias sociais aplicadas, publicadas no per��odo entre 2011 e 2014, pelas seguintes institui����es: Universidade Metodista de S��o Paulo (UMESP); Universidade Municipal de S��o Caetano do Sul (USCS); Universidade Federal do ABC (UFABC) e Faculdade de Engenharia Industrial (FEI). Essa averigua����o se deu ao redor de dois eixos organizadores do PNPG 2011-2014: o terceiro eixo ��� o aperfei��oamento da avalia����o e sua expans��o para outros segmentos do sistema de CT&I (forma����o de p��s-graduados voltados para atividades extra-acad��micas/setor empresarial) e o quarto eixo ��� a multi e a interdisciplinaridade entre as principais caracter��sticas da p��s-gradua����o e importantes temas da pesquisa (promover, por meio de programas, ��reas de concentra����o e linhas de pesquisa, a converg��ncia de temas e compartilhamento de problemas em oposi����o �� sua mera associa����o ou sobreposi����o). Este estudo ��� qualitativo, bibliogr��fico, documental, explorat��rio, descritivo, tipo estado do conhecimento ��� se desenvolveu por meio de pesquisa documental e de an��lise de conte��do tem��tico categorial. A coleta de dados foi feita por meio dos reposit��rios digitais de teses e disserta����es mantidos na internet pelas Universidades, cuja produ����o cient��fica foi investigada. Ap��s a an��lise dos dados ficou demonstrado que aproximadamente 68,96% da produ����o cient��fica da ��rea de ci��ncias sociais aplicadas, publicada pelas universidades do Grande ABC, no per��odo entre 2011 e 2014, corresponde ��s expectativas do PNPG atual no que diz respeito ��s recomenda����es constantes no terceiro eixo. Em rela����o ��s recomenda����es feitas no texto do quarto eixo, vemos que aproximadamente 31,03% dos trabalhos selecionados atendem ��s expectativas do Plano, apresentando em sua estrutura, segundo a fundamenta����o te��rica utilizada neste trabalho, caracter��sticas de interdisciplinaridade.

Doc��ncia Universit��ria: o professor agr��nomo na constru����o de sua professoralidade

The aim of this study was to understand how does the teaching learning process of the agronomy professor from Universidade Federal de Uberl��ndia occurs, analyzing the relationship among training, knowledge and these professors professional identity. The questions which guided the research were: How does the professional identity of these professors are developed in the teaching learning process? Which are the main formation factors that influences this process? Which are the agronomy professors knowledge and how were them built and learned by these professionals in college? This is a research with a qualitative approach, in which most of the data was collected with the professors, through two questionnaires, a simplified and an in-depth one, as well as documents that depict the history of the institute and of the Agronomy department. To guide analysis, we have used, more than the scientific production in the area, the authors Cunha (2008), Tardif (2002), Pimenta (2005), Melo (2009, 2012), Malus�� (2005), Pachane (2009), Magalh��es (2012), Dubar (2005), Imbern��n (2002),Nunez andRamalho (2008), Almeida andPimenta (2012) PimentaandAnastasiou (2002), Cavallet (1999) Pachane (2006), Behrens (2007) Isaia (2008), Malus�� (2012) and N��voa (1999). The analysis indicated that the teaching learning process of the agronomy professor occurs since college, with the option of been a professor, and throughout their teaching career. Their challenges are related to work conditions, although, the dilemmas between the practices related to the conceptions of traditional and progressive pedagogy can be seen in their class, teaching and teaching learning process conception. Classes are considered by professors as an interaction place but also as a knowledge transference place. This research identifies the necessity of promote cooperation between teachers, so that, the collective and integrated work in formative spaces teachers will have the opportunity to develop the knowledge necessary for teaching. The implementation of institutional initial and continuous formation, through direct dialogue between undergraduate, graduate and training and professional development programs for teachers, with better work conditions will reflect in the constant improvement of training development within universities.

Aportaci��n cient��fica de los congresos de la AE-IC (2008-2014): rese��a hist��rica y estado actual de la investigaci��n en Comunicaci��n

Esta investigaci��n analiza la producci��n cient��fica presentada en los congresos de la Asociaci��n Espa��ola de Investigaci��n de la Comunicaci��n con el fin de comprender su desarrollo y su estado actual. Para ello, se han analizado 715 comunicaciones con veintid��s variables, entre las que se encuentran: el autor, el g��nero, la vinculaci��n institucional, la nacionalidad, el tipo de comunicaci��n, la metodolog��a empleada, la r��plica de contenidos, la tipolog��a descriptiva y la finalidad de las comunicaciones. Entre otros hallazgos, los resultados muestran una mayor��a femenina en la contribuci��n acad��mica, pero no entre los cargos acad��micos de mayor rango; la preferencia de los objetos de estudio empresariales, pero no profesionales o laborales; una tendencia hacia la mayor participaci��n de doctorandos; y una elevada concentraci��n de la producci��n cient��fica en cuanto a la tem��tica y la distribuci��n territorial.

An��lisis de la producci��n cient��fica de los arquitectos t��cnicos docentes universitarios en Espa��a. 1980-2015. Estudio de revistas indizadas en WOS-SCOPUS-CSIC (ICYT-ISOC)

Se estudia la producci��n cient��fica de los Arquitectos T��cnicos docentes universitarios en Espa��a en los ��ltimos 35 a��os ya que el cambio del t��tulo acad��mico al de Grado, el aumento del n��mero de doctores y el desarrollo de una pol��tica acad��mica que ha convertido en par��metro especial para medir la calidad de la Universidad la cantidad y calidad de los art��culos publicados han propiciado un cambio sustancial en esta ��rea del conocimiento. Se determina la investigaci��n producida a trav��s del an��lisis de las bases de datos WOS-SCOPUS-CSIC(ICYT-ISOC) y las revistas m��s utilizadas por esta disciplina y se analiza el n��mero de publicaciones de este colectivo por Universidades y revistas. El estudio llevado a cabo evidencia un cambio sustancial en la producci��n cient��fica de los arquitectos t��cnicos en Espa��a.