Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation

A prática interdisciplinar como estratégia de aprendizagem na formação continuada: uma experiência com professores da área das ciências da natureza

The school is a privileged locus of pedagogical reflection and, therefore, can and must be the best place for the process of continuing graduation for teachers. This process can be very productive if executed with an interdisciplinary group, once interdisciplinarity enables sharing different disciplines and also different personal stories. This study aimed to build a continuing graduation opportunity with an interdisciplinary group of teachers to Natural Sciences area, in a private school in the city of Natal - RN. This opportunity was build using as a tool the elaboration of interdisciplinary class called dialog-lesson. The methodology was in accordance with the principles of the qualitative approach of search-action, and the methodological way consisted of three stages that sought to meet the specific objectives: the definition of multidisciplinarity and interdisciplinarity, which had teachers in the Natural Sciences area; present a proposal that emerged from group discussions, identifying some elements of the limits and possibilities of the activity developed by the group of teachers from the Natural Sciences area. The results showed a studies lack on the subject by teachers and induced the reading and studing the Education legal documents (LDB, PCNEM and OCNEM). The planning of lessons led to the need for meetings that established the process of continuing graduation in exercising at the school. The interdisciplinary practice enable many gains, for example, the cohesion of the teachers, the perception need to constantly update and use of teaching units for planning. But it was also possible to observe limits, such as the difficulty of working with large classes and the danger of the content become superficial. The experience has shown that continuing graduation at school is possible and can be beneficial the use of interdisciplinary groups for this purpose, because it allows the exchange of experiences and pratice reflection of teaching in the itself exercise of this teaching

A estratégia didática de resolução de problemas na formação de professores de química

In this work it is presented a research developed in the initial training of teachers of the chemistry graduation course at the Universidade Federal do Rio Grande do Norte (UFRN). The intervention was realized in two classes in the context of a discipline in the curricular structure with nineteen undergraduate students of chemistry. The study utilizes characteristics of the qualitative approach and uses observation, questionnaires, interviews and examination papers. The experiment involved a sequence of activities fundamented on the Problem Solving (PS) teaching strategy to approach chemical concepts. The proposal was planned and organized according to the theoretical presupposition of the work developed by the authors of the Science Education in PS, of teaching experience and from the initial hypotheses of the research. The goal was that the future teachers could experience the strategy and advance to the new meanings. The themes addressed in the activities were the difference between exercises and problems, exercises turning into problems, the steps of problem solving and some implications of the teaching strategy for the work of the teacher. The results showed evidence that through a process of collective reflection, and from the difficulties experienced in the strategy practice, the undergraduates are introduced to new perspectives of reflection and action of teaching practice, and understanding some benefits of innovative proposals for the teaching of chemistry. It also showed that, although this theme is approached, in some moments of the graduation, the future teachers don‟t know when or how to realize activities in this perspective. From the aspects that rose in research we highlighted the difficulties in the problem solving steps, the use of the strategy in school and the knowledge and skills of the teacher for planning activities in Problem Solving

Do dizer teórico às transposições didáticas: por um exercício da contrapalavra no ensino de língua escrita no PROJOVEM

This present work is going to show some results developed in the Master Degree research and the Post Graduation project in Language studies (PPgEL) at UFRN, under the orientation of Professor Maria da Penha Casado Alves. This research has questions showed by the Programa Nacional de Inclusão de Jovens PROJOVEM. Concerned to methodology, the research is based on Applied Linguistics and it is qualitative and documental. The corpus of the research are the Manual de Orientações Gerais and the Guias de Estudo. The documents that were used for the research were Guide for general orientation and the Study Guides.The Manual de Orientações Gerais was chosen because is focused on the teacher and the Guias de Estudo was chosen because are focused on the students. The discussions and analysis were based on Bakhtin (1997; 2003), for his studies about the language in a dialogical point of view, Faraco (2001 and 2008) and Suassuna (2006) for their discussions about the Portuguese Language and Geraldi (1997; 2005 and 2006) and Antunes (2003) for their orientation and discussions about the teaching process of the written language. The analysis made in the Reference Topics point that however the program proposes a kind of rupture with the traditional way of teaching, it could not take this change to the Study Guides (Guias de Estudo). The result is a didactic material that reproduces activities based on a conception of a descriptive and prescriptive teaching. What is concerned about the proposals for the textual production, it is shown that it is given in an artificial way, without any expression and with no link to any communicative context and sometimes, with no relation to the topic it was supposed to be related to

Formação docente e gêneros discursivos:o dizer, o saber e o fazer

This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Parâmetros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

Adapted Physical Education teachers and teaching knowledge

In the 1980's, there was a suggestion of including the Adapted Physical Education discipline in the Physical Education Graduation Course. In this perspective, starting from the Adapted Physical Education teacher's routine, the aim of this research was to verify what these teachers know and how they manage to plan, elaborate and apply their knowledge with their students with educational special needs. It's an exploring study that had in its interview and silabus analisis technics the source of its data. Among its most important results, it showed teaching, experimental and pedagogical knowledge as part of Physical Education and Adapted Physical Education, in the arrangement, building and knowledge apliance.

DIFFERENT MEDIA, DIFFERENT TYPES OF COLLECTIVE WORK IN ONLINE CONTINUING TEACHER EDUCATION: WOULD YOU PASS THE PEN, PLEASE?

This paper presents some findings regarding the interaction between different computer interfaces and different types of collective work. We want to claim that design in online learning environments has a paramount role in the type of collaboration that happens among participants. In this paper, we report on data that illustrate how teachers can collaborate online in order to learn how to use geometry software in teaching activities. A virtual environment which allows that construction to be carried out collectively, even if the participants are not sharing a classroom, is the setting for the research presented in this paper.

The initial formation of teachers in scholastic cartography: a report on a research experience

This paper is derived from the PhD research entitled "The initial training of Geography teacher in school cartography: a reflective analysis", developed by the program of Post-graduation in Geography of UNESP, campus of Rio Claro. The research is in the final phase, focused on data analysis and final writing of thesis. In this context, it may be stated that the research orientates in the problematic focused at the understanding of how the recent knowledge produced by the school cartography unfolds in the practices of Geography licentiate students. However, at this time, we will discuss about issues related to the research by the theoretical and practical point of view.

On-line collaborative learning for in-service teacher education

This article brings some of the results of a study that analyzes a hybrid course for in-service teachers in the Project Teletandem Brazil: foreign languages for all. In this project, Brazilian teachers of Spanish as a foreign language took part in a blended tandem learning course, communicating via videoconferencing with Uruguayan teachers of Portuguese as a foreign language. The aim of the study was to verify Brazilian teachers' concepts and beliefs concerning language and culture and how the teletandem interactions affected them. After the interactions, teachers' views of culture seemed to also incorporate aspects of culture as an interpersonal process, instead of the factual and static view which was previously predominant. Therefore teacher education programs must consider the possibility of conjugating theory and reflective practice through the use of videoconference tools in order to allow teachers to experience culture rather learn facts about it. © 2011 ACADEMY PUBLISHER.

Acquisition of suture skills during medical graduation by instructor-directed training: A randomized controlled study comparing senior medical students and faculty surgeons

Due to shortage of time and limited availability of faculty surgeons to teach basic surgical skills during medical graduation, the search for alternative ways of simulated training with feedback is needed. The purpose of this study was to compare the simulated teaching of suture skills to novice medical students by senior medical students and by experienced faculty surgeons. Forty-eight novice medical students were randomly assigned to three practice conditions on bench model (n = 16): self-directed suture training (control), senior medical student-directed suture skills' training, or experienced faculty surgeon-directed suture skills' training. Pre- and post-tests were applied. Global Rating Scale with blinded evaluation and self-perceived confidence based on Likert scale were used to assess all suture performances in pre- and post-training. Effect size was also calculated. The analysis made after training showed that the students who received feedback from the instructors had better performance based on the Global Rating Scale (all p < 0.0000) and felt more confident to carry out sutures (all p < 0.0000) when compared to the control. There was no significant difference (all p > 0.05) between the student-directed teaching and faculty-directed teaching groups. The magnitude of the effect (instructor-directed training suture) was considered large (>0.80) in all measurements. The acquisition of suture skills after student-directed training was similar to the training supervised by faculty surgeon, and the increase in suture performances of trainees that received instructor administered training was superior to self-directed learning. © 2013 Springer-Verlag Italia.