Tramas de subjetivação: analítica da fabricação do PARFOR-Pedagogia-Campus de Bragança/UFPA

O modelo de formação de professores brasileiro refere-se à democratização do país e as mudanças sociais alavancadas na década de 1980, tendo como marco legal a Constituição de 1988 e as reformas educacionais e curriculares que a sucederam. Este trabalho constitui-se em uma análise arqueogenealógica foucaultiana das práticas discursivas arquitetadas sobre o curso de Pedagogia do Plano Nacional de Formação de Professores da Educação Básica (PARFOR) do Campus Universitário de Bragança – Universidade Federal do Pará (UFPA). Partimos do estudo arqueológico das emergências históricas da formação de professores para localizarmos e darmos visibilidade a arena da formação docente como contingência contemporânea advinda de forças capilares que objetivam e, ao mesmo tempo, subjetivam o professor em formação. Sustentamo-nos na hipótese de que habitam, nesse jogo de saber-poder, tramas de subjetivação corporificadas no currículo sob em práticas de governamentalização. Tais tramas, por sua vez, culminam na produção de documentos dentre os quais alguns foram escolhidos para compor a análise crítica desse trabalho. Desse modo, objetivamos problematizar a formação enquanto fabricação do aluno PARFOR-Pedagogia, com ênfase no currículo elaborado pelo Campus de Bragança/UFPA visando percebê-lo em sua articulação com determinadas urgências de formação e regulação de professores. A pesquisa teve como fonte documentos que instalam a política de formação de professores no país, encarando-os como monumentos com efeitos na objetivação e subjetivação dos sujeitos, e formação de professores como prática histórica e dispositivo estratégico de governamentalidade. Organizando-se os documentos em subarquivos, a análise foi conduzida pela problematização – arqueológica e genealógica de Michel Foucault, articulada aos dispositivos de Gilles Deleuze e às práticas históricas de Paul Veyne. Fincado como ação afirmativa e conectado ao rol das políticas educacionais contemporâneas, o PARFOR apesar de ter impulsionado a formação em serviço, os sujeitos que dele fazem parte são objetivados ainda por prescrições curriculares destacadamente disciplinares e generalistas, descritas paradoxalmente no Projeto Pedagógico do Curso de Pedagogia e nos Planos de Curso como estratégia interdisciplinar de formação de professores. Concomitante a isso, os sujeitos são subjetivados por um devir minoritário em função do modelo estrutural que a política foi arquitetada, exercendo seu poder por práticas de resistência. De acordo com as práticas analisadas nesse estudo, o PARFOR-Pedagogia do Campus de Bragança/UFPA é fabricado por tramas históricas de subjetivação, as quais se sustentam tanto na govenamentalidade quanto em estratégias biopolíticas acionadas por dispositivos curriculares que forjam e ao mesmo tempo são forjados pelos jogos de saber-poder-resistência.

Dimensões e limites da supervisão acadêmica de estágio em Serviço Social

Pós-graduação em Serviço Social - FCHS

Les Salles de Ressouces Multifonctionnelles: un recous pour les écoles inclusives au Brésil

In the 90s, the Brazilian Secretariat of the Special Education Department has expanded the democratization of education and pupils’ access to schooling, by redefi ning the operation of special education services. With this inclusion policy, the education system has been restructured. An important action, conducted during the period de 2005 to 2010, was to propose, deploy and implement Multifunctional Resources Rooms (Sala de recursos multifuncionais, or SRM), from two different types (type I and II). The challenge was to promote educational inclusion, in a program entitled Inclusive Education: the right to diversity. In a seek for new identity of teacher training and professional practice in special education, the great educational innovation is to better articulate the work of “ordinary“ and specialized teachers, via the SRM, and to develop collective and participatory actions between common spaces and support spaces. In this context, the school and the family represent an important source of partnership.

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

Treatment with tacrolimus enhances alveolar bone formation and decreases osteoclast number in the maxillae: A histomorphometric and ultrastructural study in rats

Recent studies have suggested that tacrolimus monotherapy is a beneficial therapeutic alternative for the normalization of cyclosporin- induced bone loss in animal models and humans. The mechanism accounting for this action is unclear at present. In the present study, we attempted to determine the effect of tacrolimus monotherapy on alveolar bone using histological, histomorphometrical and transmission electron microscopy (TEM).Groups of rats (n= 10 each) were treated with either tacrolimus (1mg/ kg/ day, s.c.) or drug vehicle for 60 days. Fragments containing maxillary molars were processed for light microscopy to investigate the alveolar bone volume, trabecular separation, number of osteoclasts and osteoblasts, and transmission electron microscopy to investigate their ultrastructural basic phenotype.Treatment with tacrolimus monotherapy during 60 days may induce increases in alveolar bone volume (BV/ TV,%; P < 0.05) and a non- significant decrease in trabecular separation (Tb. Sp, mm; P > 0.05), represented by a decrease in osteoclast number (N. Oc/ BS; P < 0.05) and maintenance of osteoblast number (N. Ob/ BS; P > 0.05). Osteoblasts were often observed as a continuous layer of active cells on the bone surface. Osteoclasts appeared to be detached from the resorbed bone surface, which was often filled by active osteoblasts and collagen- rich matrix. Moreover, osteoclasts in the treated group were frequently observed as inactive cells (without ruffled border, clear zone and detached from the bone surface).Within the limits of the present study, we conclude that tacrolimus leads to an increase in alveolar bone formation, which probably exerts action on osteoclasts. Tacrolimus could, therefore, play a crucial role in the control of both early osteoclast differentiations from precursors, as well as in functional activation.

O processo de elaboração de saberes por professores-pesquisadores de educação física em uma comunidade colaborativa

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

Action of ethanolic extract from aerial parts of Tagetes patula L. (Asteraceae) on hatchability and embryogenesis of Rhipicephalus sanguineus eggs (Acari: Ixodidae)

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

Planet formation in a triple stellar system: implications of the third star's orbital inclination

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

Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatórias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported by some French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogical action, as well as teachers’ education research critical referential. The discourses interpretations evidenced that these teachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Construção, aplicação e análise de proposta de formação continuada de professores para o ensino de história a alunos com deficiência intelectual

Pós-graduação em Educação - FFC

Repensando o sentido formativo da atividade filosófica à luz do “Trabalho sobre si-mesmo” de Wittgenstein: se filosofar é trabalhar sobre si, o que se trabalha quando se filosofa?

Pós-graduação em Educação - FFC

PIBID e ensino de línguas estrangeiras: o impacto no projeto Luz, câmera... action!

PIBID's subproject from the Letras course at a public university from the interior of Sao Paulo has, as a vision, the teaching of languages in a different way, where the culture is something to be known, not only mentioned, and, because of that, students feel close to the language learning process, for the language is not something to be learned just as grammar, it is, in fact, to be learned as something more complex than that, making the connection between student and language and its values. The students have, as an objective the knowledge and formation in teaching, by participation in public schools where they could put the theory learned during the Letras course in the university in practice with students that could benefit from learning new languages. The public school, mentioned in this research, offered the opportunity for the PIBID students to participate in a project that already existed in this school, where the students were supposed to produce a script based in a tale, and with the script, they were supposed to produce a short movie and a trailer. In 2014, in the first year of the participation of PIBID in the project, PIBID students were asked to choose a tale in the languages that are currently part of the subproject, for the students could use as a base to the production of the short movie. This project is called Luz, Câmera… Action! and the main objective of this research was to verify the participation of PIBID in the project. For such, it was used a semi-structured open questionnaire, which sought to investigate how students and supervisors from the school understood and analyzed PIBID's participation in the project

PIBID e ensino de línguas estrangeiras: o impacto no projeto Luz, câmera... action!

PIBID's subproject from the Letras course at a public university from the interior of Sao Paulo has, as a vision, the teaching of languages in a different way, where the culture is something to be known, not only mentioned, and, because of that, students feel close to the language learning process, for the language is not something to be learned just as grammar, it is, in fact, to be learned as something more complex than that, making the connection between student and language and its values. The students have, as an objective the knowledge and formation in teaching, by participation in public schools where they could put the theory learned during the Letras course in the university in practice with students that could benefit from learning new languages. The public school, mentioned in this research, offered the opportunity for the PIBID students to participate in a project that already existed in this school, where the students were supposed to produce a script based in a tale, and with the script, they were supposed to produce a short movie and a trailer. In 2014, in the first year of the participation of PIBID in the project, PIBID students were asked to choose a tale in the languages that are currently part of the subproject, for the students could use as a base to the production of the short movie. This project is called Luz, Câmera… Action! and the main objective of this research was to verify the participation of PIBID in the project. For such, it was used a semi-structured open questionnaire, which sought to investigate how students and supervisors from the school understood and analyzed PIBID's participation in the project

Effects of the antimycobacterial compound 2-phenoxy-1-phenylethanone on rat hepatocytes and formation of metabolites

Context: Neolignans are usually dimers formed by oxidative coupling of allyl and propenyl phenols, and the neolignan analogue, 2-phenoxy-1-phenylethanone (LS-2) is a promising antimycobacterial compound showing very weak cytotoxicity in mammalian cells and lack of acute toxicity in murine models. Objectives: To investigate the mechanism of action of LS-2 in rat hepatocytes by evaluating the activity levels of enzymes related to oxidation status and drug-metabolizing activity. Materials and methods: Hepatocytes were treated with LS-2 from 0.05 up to 1 mM, for 24 and 48 h, and reduced glutathione (GSH), lipid peroxidation and cytochrome P450 enzyme (CYP450) activity were assayed. A homologous series of phenoxazone ethers were used as substrates to measure the enzymatic profile. The biotransformation of LS-2 was studied in hepatocytes by gas chromatography-mass spectrometry (GC-MS) for detection and analysis of possible metabolites. Results: Hepatocytes treated with LS-2 up to 1 mM for 24 or 48 h did not induce the formation of GSH and lipid peroxidation. O-Dealkylation activities of the isoenzymes CYP4501A1, CYP4501A2, CYP4502B1 and CYP4502B2 were also not detected in the hepatocytes treated with LS-2 for 24 or 48 h. Discussion and conclusion: The results indicate that LS-2 or its two detected metabolites, 2-phenoxy-1-phenylethanol and 2,4-(2-hydroxy-2-phenylethoxy) phenol, are not cytotoxic to rat hepatocytes. These compounds maintain a balance between the production of pro-oxidant agents and their respective antioxidant systems. The data show that enzymes related to oxidation status and drug-metabolizing activities are not involved in the mechanism of action of LS-2.

The dual pathway in action: decoupling parallel routes for CO2 production during the oscillatory electro-oxidation of methanol

As in the case of most small organic molecules, the electro-oxidation of methanol to CO2 is believed to proceed through a so-called dual pathway mechanism. The direct pathway proceeds via reactive intermediates such as formaldehyde or formic acid, whereas the indirect pathway occurs in parallel, and proceeds via the formation of adsorbed carbon monoxide (COad). Despite the extensive literature on the electro-oxidation of methanol, no study to date distinguished the production of CO2 from direct and indirect pathways. Working under, far-from-equilibrium, oscillatory conditions, we were able to decouple, for the first time, the direct and indirect pathways that lead to CO2 during the oscillatory electro-oxidation of methanol on platinum. The CO2 production was followed by differential electrochemical mass spectrometry and the individual contributions of parallel pathways were identified by a combination of experiments and numerical simulations. We believe that our report opens some perspectives, particularly as a methodology to be used to identify the role played by surface modifiers in the relative weight of both pathways-a key issue to the effective development of catalysts for low temperature fuel cells.