Avaliações farmacoeconômicas em vigilância de medicamentos

The study aimed to identify pharmacoeconomic studies in pharmacovigilance and to observe the economic outcomes in post-marketing surveillance. Therefore, a bibliographic survey was performed in databases Lilacs, PubMed/ Bireme. The search strategy was done by using scientific health descriptors [ "adverse drug reaction reporting systems " OR " medication errors " OR "product surveillance, postmarketing" OR " sentinel surveillance" ] AND [ " cost-benefit analysis" OR "cost efficiency analysis " OR " costs and cost analysis " OR " hospital costs " OR " cost-effectiveness " OR " cost-effectiveness evaluation " OR " drug costs " ]. Manuscripts published in the last 10 years were selected. We chose 13 articles, of which 12 corresponded to cost-benefit analysis and only one to cost-effectiveness assessment. In only one study there was no economy, all the other ones generated savings, ranging from 13.7 to 30% in spending valued service. Surveillance actions were: continuing education; active search through tracking devices and / or implementation of round; teamwork and multidisciplinary deployment; computerized security services management, enabling traceability of information and alerts. The results of the proposed actions have led to the prevention of adverse drug reactions, to decline of risks to the patient, to the reduction of inappropriate prescriptions, as well as the length of hospital stay spending valued service. Surveillance actions were: continuing education; active search through tracking devices and / or implementation of round; teamwork and multidisciplinary deployment; computerized security services management, enabling traceability of information and alerts. The results of the proposed actions have led to the prevention of adverse drug reactions, to decline of risks to the patient, to the reduction of inappropriate prescriptions, as well as the length of hospital stay

Surdez: um estudo da formação continuada oferecida aos professores em uma diretoria de ensino no interior do estado de São Paulo

Pós-graduação em Educação Escolar - FCLAR

Educação a distância aplicada à formação continuada: análise dos procedimentos de avaliação de cursos

Pós-graduação em Educação Escolar - FCLAR

Práticas de formação continuada da EJA pelo olhar investigativo da formadora

Pós-graduação em Educação - IBRC

Formação continuada de professores na perspectiva crítica: contribuições à prática docente

Teachers’ formation presents itself, nowadays, as one of the challenges to Education. Th is article looks forward to analyze the teachers’ continuing formation, taking as basis the refl exive critical perspective with a view to autonomy and emancipation of the teachers’ practice. Th e comprehension of the education that aims the critical citizen formation and the emphasis on the constant teachers’ qualifi cation, having the school as privileged locus for formation and critical refl ection as a principle, are themes to be approached in this paper.

A formação continuada, o uso do computador e as aulas de ciências nos anos iniciais do ensino fundamental

The present article aims to discuss a process of continuing education which was focused on Science teaching and computer use considering the school as the locus of training. This process was intended for teachers who taught in the first years of Primary School. The research was developed with a qualitative approach, focusing on participant observation. It was aimed to characterize the educational practices, considering the elaboration of scientific knowledge, the development of experimental activities and the educational possibilities of the Information and Communication Technologies. The results reveal the involvement of the group in an attitude of research and reflection, and the utilization of collective spaces for constant discussion regarding the issues of classroom and teaching action.

Formação de professores de ciências: reflexões sobre a formação continuada

This article reflects on the continuing education of science teachers and, for that, it was conducted a documental analysis of the Law of Guidelines and Bases of Educations (Law No. 9394/96) and a bibliographical research to make a survey and a study about the authors with recognized contribution in this area, focusing on the following items (i) aspects of legislation and public policies for the continuing education on Basic Education teachers; (ii) teaching knowledge needed in their professional training; and (iii) continuing education of science teachers. It was concluded that teachers’ professional development should happen through institutional continuing education, guided by a work plan, so that they can effectively develop their as mediators between the students' interaction with the information obtained, so that the teaching-learning process can happen and consistent scientific knowledge can be constructed by students.

A formação continuada de professores: entre o real e o 'ideal'

The objective this study was to highlight the prospects of a group of teachers of Physical Education, highlighting the factors identified as critical to a continuing education "ideal" for a teacher professional development and for the practice pedagogical. Qualitative research, inspired by the method of approaching the history of the present time, in order to register as memory the time when these teachers live. The data source used was oral sources collected by the technique of semistructured interviews and official documents. The data generated were discussed with the production of literature and the highlights are three axes in the reports of teachers: the relationship between theory and practice, the importance of listening to students and the continuity of training activities.

As etapas da carreira docente e o processo de formação continuada de professores de Educação Física

In this research, qualitative, aimed to analyze the meanings assigned by Physical Education teachers to the relationship between continuing education and professional development stages. Semi-structured interviews were conducted with eight state public school teachers of Bauru/SP. The data were analyzed following the theory referential of HUBERMAN (2000), relatively to the concept of professional life cycles, and found that as well as other factors of the teaching career, on the extent of continuing education teachers also have different needs at each moment professional. In summary concluded: the early stage to teaching, they seek activities to improve pedagogical practice; stabilization phase: to solve problems in the educational context and to disseminate the academic content between teachers; diversifi cation phase: to provide a basis to work new content and to make constant updates according to educational innovations; serenity/exit: they feel the need to attend training activities in different spaces of the school.

Uma proposta de formação continuada de professores de ciências e matemática na interface do agir comunicativo e das questões sociocientíficas

The objective of this paper is to present a theoretical proposal for the training of teachers of mathematics and science at the interface of communicative action and socio-scientific issues. In this paper we argue for the need for a continuous training of teachers if we are to be interested in developing the scientific training of students from the public school system. To form communicatively competent students, by the end of schooling, becomes necessary the training of argumentatively competent teachers. Therefore, we believe that the theory of communicative action by Jurgen Habermas, will cooperate to this end.

Formação continuada de professores: contribuições de estudos sobre história da ciência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)