Da licenciatura à sala de aula: o processo de aprender a ensinar em tempos e espaços variados

Formação de professores é um desafio que ultrapassa fronteiras de espaço e tempo. No caso da formação inicial, as dificuldades de articular necessidades formativas oriundas do campo de atuação às possibilidades dos cursos que formam o professor se mantêm. Buscando contribuir para minimizá-las, realizou-se uma investigação, cujos objetivos foram: investigar processos de aprendizagem da docência e evidenciar concepções de futuros professores sobre a sua profissão. Formulou-se um questionário com perguntas abertas, respondido por vinte estudantes do último ano de licenciatura de uma universidade pública do interior paulista, de cursos distintos. Os dados foram analisados em seis eixos temáticos, resultando em significativas constatações, das quais se destaca a falta de saberes relativos à especificidade da profissão docente e ao contexto sócio-histórico no qual ela acontece, comprometendo a ação futura do professor e, consequentemente, a aprendizagem do aluno da escola básica. Cabe, pois, repensar a formação docente, numa época em que seu redimensionamento por meios tecnológicos é possível.

Estudo comparativo de vias de acesso cirúrgico na contracepção cirúrgica feminina: Microlaparoscopia versus minilaparotomia

Purpose: to compare in a retrospective way, 51 women who underwent tubal ligation, 30 through microlaparoascopy (Gmicrol) and 21 through minilaparotomy (Gminil). Methods: the analyzed parameters were: total time for accomplishment of the procedure and the surgical technique, time of hospital stay and return to the habitual activities after the surgery, postoperative pain, morbidity, satisfaction degree and esthetic effect, considering values of p<0,05 as significant, and also standard cost. Results: Gmicrol took less time to accomplish the surgery than the Gminil (43 against 57 minutes respectively, p<0,05), less time to accomplish the surgical technique (6.48 against 30.32 minutes respectively, p<0,05), and lower hospital stay (9,90 hours as against 41,7 hours respectively, p <0,05). There was no significant difference between the two groups regarding time to return to the habitual activities after surgery. To evaluate postoperative pain, a scale of 0-10 it was applied. Gmicrol present a lower pain score on the 1st and 2nd postoperative days (1.13 and 0.26 to Gmicrol and 4.52 and 1.14 to Gminil, respectively, p<0,05). There was no significant difference between immediate postoperative the most common complaint being pain at the site of pain and that on the 3rd postoperative day. Gminil presented a higher morbidity rate incision. To evaluate the satisfaction degree and esthetic effect, numeric values were attributed to as good, regular, poor and very bad as answered by the patiets. Gmicrol presented a higher satisfaction degree (p<0,05) and better esthetic effect as compared to Gminil (p <0,05). The microlaparoscopy standard cost was R$ 109.30 being lower than that of minilaparotomy. Conclusions: tubal ligation by microlaparoscopy, under local anesthesia and conscious sedation presented some advantages compared to minilaparotomy.

Sala CEPAL: escritos de investigadores de la CEPAL e ILPES que pertenecieron a la organización entre los años 1948-1989

Copia 3 en oficina de Jefa de Biblioteca

Educação inclusiva: Análise e intervenção em uma sala de recursos

This paper is based on the Support Paradigm, which establishes the principles to the inclusive education, which indicates educational adjustments participating in the regular school to all students. This study aimed to analyze a special classroom working arrangements and to describe an intervention implemented having a special classroom teacher as participant. Data collection comprised the following phases: (a) special classroom description; (b) analysis of the teacher's teaching plan; (c) application of survey and discussion comprising theory and practice on inclusive education; (d) curricular adaptation fulfilling. Data analysis comprised: special classroom characterization, survey analysis, comparative analysis of curricular adaptation. As results, the study shows divergences between public educational policies and school reality. The intervention provided the teacher with a reflection about her on-work performance based on new teaching procedures.

O ensino e a aprendizagem na sala de aula numa perspectiva dialética

In this paper it is argued, the dialectical mediation focus, the relation between teaching and learning and their effects in the classroom. This essay aims to contribute to some misconceptions about this relation are resolved and for teachers to better understand what teaching is, what learning is, what kind of relation exists between both of them and what the teacher role is about these processes, which involve philosophical bases that should be known and understood by teachers.

O processo de conscientização na sala de aula de língua espanhola

This article discusses the awareness process of students in a Spanish as a foreign language classroom, at a Centre of Language Studies in a city in the state of São Paulo, Brazil. The frame of reference is Paulo Freire's pedagogy (FREIRE, 1980, 1984, 1987, 1999, 2000), Wallerstein (1983) and Schleppegrell (1997)'s investigations which are important to the comprehension of the relation between Freirean's pedagogy and the language teaching. This is a qualitative research and it focuses on action research practice in a Spanish language classroom, in which a syllabus based on Paulo Freire's pedagogy was implemented in order to verify how the target language was used in the classroom (MENEGHINI, 2001). Data analysis and discussion are based on data triangulation and classroom interactions are taken on primary data. The implementation of this research suggests that the problem posing tasks on themes chosen from the student's realities are the way which leads to the awareness.