A aprendizagem na convivência:o estágio curricular em enfermagem

This is an analytic research of a qualitative nature whose purpose is to examine the learning process involving students of the Nursing Program of the Universidade Federal do Rio Grande do Norte UFRN who are attending the Supervised Clerkship in Nursing (SCN) in Family Health Strategy (FHS), based on learning through daily living. In order to do this, a historical overview of this academic activity in the teaching of nursing was presented, and the importance of FHS as the scene where professional health education takes place was discussed. For the empirical investigation, ten eighth-semester students involved in clerkship activities at family health units in the Western Sanitary District of Natal, Rio Grande do Norte, were interviewed. The theoretical approach relied, as epistemological presupposition, on the ideas of educator Humberto Maturana who showed that learning, both in nature and among human beings, takes place within dialogic living relationships wherein acceptance of the other, affectivity (love) and dialoguing are essential stimuli to learning. Students discourses gradually became part of the analytic categories that had been established beforehand. There has been verified that the students went through meaningful learning encouraged by all who shared the living environment, that is: nurse/instructor, teacher/supervisor, family health staff, and the community. Several feelings were involved in the process, such as joy, satisfaction, self-reliance, affectivity and, in the opposite direction, sadness, indignation, a feeling of impotence, and fear. The learning of interpersonal relationship was describe as the most relevant of the academic experiences and, therefore, thus emphasizing the relevance of affectivity to the learning process as Maturana points out. It is suggested that the teaching of nursing keep on giving priority to family health units as the Basic Care educational scene, with attention to the importance of placing the students in welcoming environments, in such a way as to encourage learning

Paradigmas, valores e educação

O texto levanta os perfis epistemológico e socianalítico da questão paradigmática. Mauss evidenciara o moule affectif das noções científicas de força e causa. Posteriormente Baudouin falaria na indução arquetípica das noções e a antropologia do imaginário de Durand concluiria pela indução arquetipal do conceito pela imagem. Chegava-se, assim, ao desvendamento do substrato inconsciente das ideações, de um substrato regido pela catexis vetorializada, traduzindo-se nos valores como cerne das ideações. É o famoso a priori emotivo. Portanto, no texto, questionam-se dois mitos, esteios da ciência clássica: o mito da objetividade científica e o da neutralidade axiológica. Destaca, assim, a falácia da existência de uma ruptura epistemológica entre ciência e ideologia. A partir daí, as ideações tornam-se ideologias, sobretudo nas ciências do homem e nas ciências da educação que, ademais, tornam-se suporte de uma disfarçada luta ideológica, na qual, num colonialismo cognitivo, as estratégias de conhecimento dissimulam as de preconceito. Entretanto, assumir a realidade desse suporte fantasmanalítico e ideológico propicia uma tarefa educativa salutar: os paradigmas tornam-se fantasias e, nessa relativização crítica, podem ser usados como um campo de objetos transicionais coletivos num ludismo cultural e educativo. No policulturalismo da sociedade contemporânea, o politeísmo de valores de Weber transforma-se num politeísmo epistemológico, regido pelo relativismo ontológico de Feyerabend e por uma ética do pragmatismo. Articulando cultura, organização e educação, a antropologia das organizações educativas e a culturanálise de grupos de Paula Carvalho traduzem as heurísticas dessa dialética transicional.

Aprendendo e ensinando o sistema de numeração decimal: uma contribuição à prática pedagógica do professor

The central question of the present study is to identify the epistemological knowledge that the teachers-trainees possess regarding the characteristics (properties) of the decimal numbering system; its purpose is to offer a contribution to the pedagogic practice of the teachers who work within the Basic Literacy Cycle, in terms of what concerns both the acquisition of contents and the development of the knowledge that helps them in the elaboration of adequate strategies to working with the Decimal Numbering System in the classroom. The study is based on the constructivist sociointeractionist approach to teaching Mathematics and it constitutes, in itself, a methodological intervention with the teachers-trainees engaged in the Professional Qualification Program in Basic Education of the Federal University of Rio Grande do Norte. The foundations of the study were found in investigations of researchers who had carried out studies on the construction of numerical writing, showing, for instance, that the construction process of ideas and procedures involved in groupings and changes to base 10 take a lot longer to be accomplished than one can imagine. A set of activities was then elaborated which could not only contribute to the acquisition of contents but that could also make the teachers-trainees reflect upon their teaching practices in the classroom so that in this way they will be able to elaborate more consistent didactic approaches, taking into consideration the previous knowledge of the students and also some obstacles that often appear along the way. Even when teachers have access to the most appropriate dicactic resources, the lack of knowledge of the content and of the real meaning of that content make the Decimal Numbering System, a subject of fundamental importance, be taught most times in a mechanical way. The analisys of the discussions and behaviours of the teachers-trainees during the activities reavealed that they made them reflect upon their current practices in the classroom and that, as a whole, the aims of each of the activities carried out with the teachers-trainers were reached

A difícil aceitação dos números negativos: um estudo da teoria dos números de Peter Barlow (1776-1862)

The present study seeks to present a historico-epistemological analysis of the development of the mathematical concept of negative number. In order to do so, we analyzed the different forms and conditions of the construction of mathematical knowledge in different mathematical communities and, thus, identified the characteristics in the establishment of this concept. By understanding the historically constructed barriers, especially, the ones having ontologicas significant, that made the concept of negative number incompatible with that of natural number, thereby hindering the development of the concept of negative, we were able to sketch the reasons for the rejection of negative numbers by the English author Peter Barlow (1776 -1862) in his An Elementary Investigation of the Theory of Numbers, published in 1811. We also show the continuity of his difficulties with the treatment of negative numbers in the middle of the nineteenth century

Educação científica no contexto pós-ontológico: por uma concepção plural de conhecimento e educação

The development of this work arises from the research of sociological and philosophical characters contemplating also other approaches which aims to answer the followingquestions: what is the responsibility of science teaching for the image one has about science? ; which scientific education should be designed for nowadays? . After considering the assumptions brought along by rationalism and the criticisms to the illuminist model proposed by sociology and philosophy of science, as well by the biology of the knowing process, going through discussions concerning post-modernity issues, one is given to understand that the image of science has become the central point of discussion in the last hundred years, including what concerns the area of science teaching, and that practically none of those discussions really reached natural science classes indeed. We adopt the term postontological to characterize the recent proposals on philosophy and sociology, because we evaluate that this term allows a better identification of the scientific realism crisis, which supports the existence of an ontological domain which science, and only science, is able to understand. One notices that the general public is not aware of those discussions, mainly if they are science teachers and students. So we believe that discussing the logic in which science is structured, the new understandings concerning the scientific undertaking, especially those of an externalist character, and the relationship between science and society, all of this contributes to build up a science teaching which contemplates a reflective contribution, besides allowing the inclusion of the study of other epistemologies in the educational practice. We argue that a revisionist posture seems to be the most appropriate for the contemporary scientific education, contemplating, besides the teaching of the usual science contents, discussions on the issues involving that knowledge, as well as respecting epistemologies alternative to the modern Western scientific one, in order one can work on the perception of local knowledge generated from other epistemological bases. We describe here practical activities we did involving teachers (short-term courses) and high-school students in an inland school in the Rio Grande do Norte state, in Brazil, as a way to demonstrate the possibility of interventions which can take those conceptions, discussions and changes to the classroom

Atividades experimentais no ensino de biologia em escolas públicas do estado do Rio Grande do Norte, Brasil: caracterização geral e concepção de professores

Recent research has revealed that the majority of Biology teachers believe the practice of experimental activities as a didactical means would be the solution for the improvement of the Biology teaching-learning process. There are, however, studies which signal the lack of efficiency in such practice lessons as far as building scientific knowledge is concerned. It is also said that despite the enthusiasm on the teachers‟ part, such classes are rarely taught in high school. Several studies point pedagogical difficulties as well as nonexistence of a minimal infrastructure needed in laboratories as cause of low frequency in experimental activities. The poor teacher performance in terms of planning and development of classes; the large number of students per class; lack of financial stimulus for teachers are other reasons to be taken into account among others, in which can also be included difficulties of epistemological nature. That means an unfavorable eye of the teacher towards experimental activities. Our study aimed to clarify if such scenario is generalized in high schools throughout the state of Rio Grande do Norte Brazil. During our investigation a sample of twenty teaching institutions were used. They were divided in two groups: in the first group, five IFRN- Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte schools. Two of those in Natal, and the other three from the country side. The second group is represented by fifteen state schools belonging to the Natal metropolitan area. The objectives of the research were to label schools concerning laboratory facilities; to identify difficulties pointed by teachers when performing experiment classes, and to become familiar with the conceptions of the teachers in regarding biology experiment classes. To perform such task, a questionnaire was used as instrument of data collecting. It contained multiple choice, essay questions and a semi-structured interview with the assistance of a voice recorder. The data analysis and the in loco observation allowed the conclusion that the federal schools do present better facilities for the practice of experimental activities when compared to state schools. Another aspect pointed is the fact that teachers of federal schools have more time available for planning the experiments; they are also better paid and are given access a career development, which leads to better salaries. All those advantages however, do not show a significantly higher frequency regarding the development of experiments when compared to state school teachers. Both teachers of federal and state schools pointed infra-structure problems such as the availability of reactants, equipments and consumption supplies as main obstacle to the practice of experiments in biology classes. Such fact leads us to conclude that maybe there are other problems not covered by the questionnaire such as poor ability to plan and execute experimental activities. As far as conceptions about experimental activities, it was verified in the majority of the interviewees a inductive-empiric point of view of science possibly inherited during their academic formation and such point of view reflected on the way they plan and execute experiments with students

Vídeo-aula de história da matemática: uma possibilidade didática para o ensino de matemática

In this work we are disagreeing with the possibility of production and of the use of video-class for the disciplines of history of mathematics by the teachers of elementary e middle school as a way to contribute to the development of their classes. Our goal is to provide to the mathematics teachers the option of connecting social, scientific, cognitive, and didactic aspects of topics in math thoughts to their students. That shall be based in the presence of mathematics in the history of humanity. Thus, we consider possible that teachers and their students can link and relate mathematics to other sciences, education culture, and reflect about the many ways of represent them, as well as the patters of organization of nature and of culture. In this way, they shall be able to observe and interpret situations that involve mathematical questions associated to the various means of historic-epistemological studies already done by other researchers and scholars in the field of history of mathematics who works in creating video-classes. In addition to that, we can use all the available media in order to give edifying dynamics to the mathematical formulations established throughout history. In this sense, we are based and focused on the objectives, which are sustained by educational computer technology, techniques for video making, as well as mathematical teaching proposals and the historical inquiring made by Mendes (2001, 2009a, 2009b). The validating experimentation allowed us to conclude that the techniques we used in the production of the history of mathematics video-classes proved they to be valid ones. They are able to be executed with the minimum of technological resources. In addition, they have the same efficacy as far as classroom use

Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática

This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed to develop a proposal for teaching, substantiated by mathematical modeling activities and reading, which takes advantage of the student of elementary school a better understanding of mathematical language for the content of proportion. We also aim to build / propose parameters for the assessment of reading proficiency of the language of the student in analyzing and modeling process, its ability to develop/improve/enhance this proficiency. For this purpose, we develop a qualitative research, with procedures for an action research whose analysis of the data is configured as Content Analysis. We refer to epistemological and didactic, in the studies: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo and Garnica (2006), Smole and Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin and Reyes (2010), among others. We understand that to acquire new knowledge one must learn to read and reading to learn it, this process is essential for the development of reading proficiency of a person. Modeling, in turn, is a process which enables contact with different forms of reading providing elements favorable to the development here mentioned. The evaluation parameters we use to analyze the level of reading proficiency of mathematical language proved to be effective and therefore a valuable tool that allows the teacher an efficient evaluation and whose results can guide you better in the planning and execution of their practice

O ser elástico, mola, agulha, trepidação: expressões do homoerotismo em Fernando Pessoa

This Masters thesis investigates and analyzes the homoerotic expressions in Fernando Pessoa s poetry and in his heteronyms : Álvaro de Campos, Alberto Caeiro and Ricardo Reis. Through the elaboration of deceptive strategies as a way to escape from the insults and the constraints, the poet by means of creative runaway lines builds up a homoerotic poetry that differ from the established patterns and representational models of the literature. We can find, bearing in mind a problematic sexuality which overflows in the various I s, of the sinuous identities and the movable boundaries, and intense mask games. They become real in poems, especially by means of sensations, yielding the possibility of a queer discourse and generating a homoerotic poetry. Pessoa s homoerotism is, thus, presented amid friendly relationships, smooth spaces, of heterotrophy of the city, or others space and the closet s aesthetics. Based on this, it is noted the articulations of a performance gender as body scripture and inscription, thus establishing a physical-writing which reveals a transgressive sexuality, with multiple entrances and exits, affirmations and denials that originate paradoxes. In this matter, we develop links between Foucault conceptions (2010a, 2010b, 2011) towards the history of sexuality, friendship and the power-knowledge relations with traces of significance and subjectivity, in processes of faciality and BwO (Body-without-Organs) in Deleuze and Guattari (1996). We still consider the ontological questionings towards the Gay dimension in Eribon (2008) and we raise aspects concerning the construction of the idea of masculinity in Bourdieu (2010). Finally, we base ourselves on Sedgwick s 1993 closet epistemological approach, as well as on Butler s 2012 gender and performance theory, also going through a few Bataille 1987 passages about erotism, that redimension the homoaffective images of the Portuguese poet

Deus, mente e mundo: sobre os conceitos de complicatio, imago e explicatio a partir do diálogo de mente de nicolau de cusa

This work deals with the way how the three themes of traditional metaphysics, namely, God, man, and the world, are rethought through the philosophical speculation of German cardinal Nicholas of Cusa (1401-1464). Due to the comprehensiveness of this subject, our dissertation had as a starting point and constant reference the book that the philosopher wrote in 1450, Idiota. De mente, the second written work that makes up the series of the Idiota (Idiotae libri), whose discussion is developed around the theme of the human mind. From the dialogue of the mind we have built our reflection on some issues and theoretical foundations presented in Idiota. De sapientia and De docta ignorantia, extending it to little more than that. According to Nicholas of Cusa, the human mind, in its creative character in the image of the divine mind, transcends the purely functional considerations commonly assigned to it, that is, those that regard its cognitive nature and epistemological role. In addition to these aspects, Cusanus understands the humana mens as a point of articulation of two other main themes of his metaphysics: God and the world. In this context, through the concepts of complicatioexplicatio and imago, as well as with the intercession between the themes of man as imago Dei and the reason of the microcosm, we present here an introduction to Cusan metaphysics

Exploração sexual comercial de crianças e adolescentes : o estado da arte nas produções acadêmicas em psicologia

The Commercial Sexual Exploitation of Children and Adolescents (ESCCA) is a phenomenon that has been given priority in public policy agenda of many democratic governments of Western countries and civil sectors of society, besides the object of studies in different fields of knowledge. Psychology is among these areas and is considered one of the references in the construction of knowledge and actions to confront the phenomenon. However, the epistemological foundations of psychological science are quite different, and so, several are his speeches, knowledge produced and ways of conceiving man and the world. This is evident in the publications of psychology on ESCCA. This work aims to achieve a state of the art of psychology publication in Brazil (in the post-graduation - through theses and dissertations - and journals) on the Commercial Sexual Exploitation of Children and Adolescents. More specifically try to evidence (a) what conceptions of commercial sexual exploitation of children and adolescents the authors lists, (b) what are aimed at research and publications, (c) how the research and issues are justified, and (d) that theoretical approaches the authors are affiliated and methodological possibilities are applied to range the aim proposed in their work. In order to do so, a survey was conducted in the major index sites (eg, BVS-Psi, Capes, theses and dissertations database of university libraries) of the material, covering the period 1990 to 2007. Through research on these sites, we built a database, including information relating to the work sought from specific descriptors for studies in the area of victimization of children and adolescents, with reference to a list provided by Faleiros (2000). After reading the summary of the work, the number of recovered 25 productions was reached - including theses, dissertations and articles. For analysis of the material used in the analysis of thematic content. Two axes themes were established in order to guide the analysis: conceptual elements of commercial sexual exploitation, and theoretical and methodological strategies employed. The axes have as reference for analysis a chapter built on the concept of commercial sexual exploitation, so that all analysis is anchored on it. The analysis points to the existence, still strong, conceptual and terminological confusion about ESCCA. Few studies have not demonstrated this confusion, maintaining a consistent theoretical approach. In relation to the theoretical and methodological strategies, there is a great diversity of approaches in psychology surrounding the phenomenon of ESCCA, enriching levels of understanding and action. This diversity reflects a constitutive heterogeneity of psychological science. We emphasize the perspective of socio-historical psychology, most frequently among the publications. It is hoped that this research will help advance the qualitative approach to ESCCA, especially in the field of psychology, as well as contribute to new research in the area and construction of new means of addressing this human rights violation

Por trás das grades :reflexões sobre a experiência do ser apenado na situação de privação de liberdade

This research has resulted of investigations appeared from our work experience as psychologist in a prison of the state Rio Grande do Norte. It deals with the meeting with prisoner in the search for the rescue of the human being dignity, discovering the being that finds annulled by backwards of the prison. The current debate on the prisoners in Brazil has as focus the creation of efficient strategies in the combat to the criminal acts, not being worried in understanding the historical and social conditions in the context in which such acts develop. Our objective was to reach an understanding of the experience of the prisoner in the situation of freedom deprivation in Natal (RN) city. Its significant social relevance meets in emphasized thematic which intends to be revealing of the not-said one of these citizens. The epistemological space and the vision of adopted human being support in the humanist ideas of the Centered Approach in the Person and construct self, central nucleus of the personality theory proposal by Carl Rogers. We opt to the phenomenological method as way of access to the singularity of the experience of each one of the participants, supporting us in the strategy of the narrative as expression of the lived world. The results had pointed that the investigated experience is through suffering, that is, the way to be in the world of prisoner in the situation of freedom deprivation is felt by him/her as difficult to support. This reality is had by him/her as difficult to control, having a negative emotional repercussion for the self, leading the citizen to the alienation of his/her existential flow in these circumstances. The reflections produced in this work take us to consider that the punishment practices on behalf of a normalization of the behavior, linked to the recovery idea, do not meet to the intention of the arrests, that come demonstrating to the inefficacy of the objectives shown in the law as well as the loss of the human being dignity

A organização do conhecimento arquivístico: perspectivas de renovação a partir das abordagens científicas canadenses

Desde o final do século XX, as novas formas de produção documental e as novas tecnologias de informação apresentadas à Arquivística têm levado os profissionais da informação a repensar os conceitos e princípios arquivísticos postulados nos antigos manuais da área. Nesse contexto, destaca-se a produção arquivística canadense, que transformou o país em solo fértil para as discussões que circundam a disciplina na contemporaneidade, representando muito bem as necessidades colocadas pelos novos meios de produção documental aos arquivistas na sociedade da informação, redescobrindo princípios e (re) definindo conceitos, métodos e critérios para a criação, manutenção e uso de documentos em meio tradicional e eletrônico. Foi notadamente na década de 1980, que um novo paradigma se enunciou na área e, a partir dele, três correntes emergiram: a Arquivística Integrada - enunciada pela Escola de Québec - que propõe a reintegração da disciplina por meio do ciclo vital dos documentos e uma possível aproximação com a Ciência da Informação, graças à incorporação do termo informação orgânica registrada, como substituição ao termo documento de arquivo; a Arquivística Funcional ou Pós-Moderna, enunciada por Terry Cook - que propõe uma renovação e reformulação dos princípios e conceitos originais da disciplina, adotando a corrente Pós-moderna como pano de fundo; e a Diplomática Arquivística, enunciada primeiramente na Itália por Paola Carucci, mas desenvolvida e reformulada na América do Norte por Luciana Duranti, que busca, por meio do estudo da Diplomática, estabelecer critérios para a crítica textual dos documentos contemporâneos, garantindo ao método diplomático um posto fundamental na Arquivística contemporânea. A vista de tais aspectos, analisa-se, comparativamente, o universo epistemológico dessas três abordagens arquivísticas canadenses, enquanto perspectivas emergentes para a construção de uma disciplina contemporânea, capaz de dar conta dos novos processos de produção, organização e uso da informação orgânica registrada.

Inteligência artificial e teoria de resolução de problemas

Este artigo é uma tentativa de delinear as principais características da pesquisa numa nova área de estudos a chamada Inteligência Artificial (AI). Os itens 1 e 2 constituem um rápido histórico da AI e seus pressupostos básicos. O item 3 trata da teoria de resolução de problemas, desenvolvida por A. Newell e H. Simon. O item 4 procura mostrar a relevância da AI para a Filosofia, em especial para a filosofia da Mente e para a Teoria do Conhecimento.

Fonoaudiologia: epistemologia, implicações pedagógicas e educacionais

Tendo em vista os atuais preceitos socioconstrutivistas da Ciência e da Educação em Ciências, neste estudo, o nosso objetivo foi analisar a vertente epistemológica em artigos científicos que tratam de linguagem escrita. Para tanto, analisamos o conteúdo de seis desses artigos, baseando-nos em indicadores educacionais: concepções de ciência, de sujeito, de linguagem e de intervenção fonoaudiológica. A análise destas concepções, em seu conjunto, nos permitiu o enquadramento do conteúdo desses artigos em uma vertente epistemológica mais ou menos técnica ou humanista, lógico-positivista ou pós-positivista, e, ainda, inferir sobre as implicações dessas vertentes na construção de um conhecimento pedagógico e educacional no campo da Fonoaudiologia, para a formação continuada e em serviço de um profissional fonoaudiólogo capaz de atuar também na escola. Os resultados mostraram que as visões dos autores dos artigos analisados se enquadram em uma vertente predominantemente lógico-positivista, o que aponta para a importância de reestruturar os cursos formadores desses profissionais com base em preceitos de Educação em Ciência e à luz de uma nova Filosofia da Ciência.