Quadrinhos nas aulas de ciências: narrando uma história de formação continuada

Located at the intersection of Science Education, Teacher Training and use of didactic Comics (HQ), the text aims to discuss the problem which thus sets: - What is the contribution of the incorporation of comics in the continuing education of teachers Natural Sciences of the early years of elementary school? - May be the comics for enabling science teaching? - How to contribute to a reflexive training of teachers of the early years? - In order to answer these questions, there was a collaborative action research in a school located in the city of Natal / RN, with three teachers who teach natural science in the early years of elementary school. The study involved the conduct of 13 meetings of in-service, under the focus on reflective practice, with the purpose of discussing topics underlying the teaching of science and the use of comics as a methodological strategy. All meetings were recorded on audio and transcripts. The teachers finally recorded the meetings by writing a portfolio. The teachers made use of 10 sessions with reading comics in science classes, which were video recorded and later watched by the educators in autoscopy sessions followed by individual interviews. From the collected data, several aspects that have emerged can be grouped into three categories: The difficult concept of science, teachers' work and the obstacles and possibilities of comics as a teaching strategy. In this sense, are woven assessments taking as its founding, look for the reflective and dialogic practices exercised in the classroom. In the analysis of the data, we can see the conceptual difficulties, methodological and pistemological questions of teachers for teaching science, but also the limitations of comic books for teaching. Learning more relevant appointed by the teachers is related to the importance of collective work to mitigate the training needs of teaching. Finally, signals that the HQ has a great potential for use in science classes, provided that the teacher conduct a careful planning for this, but that the meetings of continuing education promote moments of reflection on teaching practices that are capable of giving rise to new attitudes before the difficulties they depict

Literatura de monteiro lobato no ensino de ciências

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Serões de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor José Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science´s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Serões de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

Gêneros do discurso e escrita: o que as coleções didáticas de português (des)prestigiam no ensino da produção textual?

Through the examination of official indicators, it can be observed that writing is pointed out as one of the main problems concerning formal basic education. However, this teaching-learning object is one of the central objectives at school, having an essential role in different curricular components as well as in the interaction demands required by society. Such paradox indicates, therefore, the relevance of investigations which analyze the intrinsic elements of child development as written text producer. Hence, the main purpose of this research consists of analyzing the treatment given to the types of discourse and the teaching situations in which the written text are produced, concerning Portuguese language didactic material collections approved by Programa Nacional do Livro Didático (PNLD 2010) the Brazilian program of didactic book and worked at elementary school. Such materials correspond to the collections adopted in municipal education system schools from Natal, RN which were below the official education indicator IDEB 2009. Thus, the questions that guide this work are: 1. During writing production lessons, is the diversity of types of discourse effectively worked on didactic collections? 2. Which are the types of discourse and the social spheres prioritized when teaching writing production? 3. How is the situation addressed in the production of the written text should be produced? For this research, we retook the authors Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz and we made a list of all types of discourse and spheres contemplated in the propositions of the writing production in didactical books, concerning the eight collections which compounds the first moment of analysis. Then, we verified how the situation of production is oriented by examining two didactic collections if and how they express the elements referring to the social-historical, functional and linguistic-discursive context of the text to be produced. The data obtained indicate: lack of diversification of types of discourse in the collection that compounds the Aggregate Sample of the research; the conception of a diversity based on the didactic of visiting; the recognition of all canonical and hegemonic types of text as one of the privileged objects of study; the centralization on the standard variety of the language and the devaluation of the representative types of cultural diversity; the shortage of productions which retrace to written language related to different technologies of communication and information; and the little emphasis on the types of discourse related to public language practices. As for the situations of production, it is observed the predominance of the school as a producer of dialogic relationships, whose propositions present, for example, text addressees, enunciative positions, support and contexts of restricted circulation, especially at school. Two divergent situations are observed among the collections: the lack of a work in which the situation of production is under the perspective of the types of discourse as object of teaching-learning; the concept of the types of discourse as object of reflection, presenting a differentiated didactic orientation towards the situation of production. This research contributes, therefore, with a mapping of the existence and the treatment of the types of discourse on propositions of writing production in didactic books; with the critical analysis of the approach of written activities, considering the elements of the historical-social, functional and linguistic-discursive context; thus, through teaching, research and public policies, use and selection of didactic material for the area

Identificação de crianças e adolescentes com suspeita de câncer: uma proposta de intervenção

Unlike adult cancer, where cells usually originate from epithelial tissue and is linked to environmental factors, malignant tumors in childhood are mostly of embryonic origin and have a phase of rapid proliferation. When not started chemotherapy at this stage, the tumor increases in size, reducing their growth rate, thus reducing the response to chemotherapy. Childhood cancer is in Brazil, the second cause of mortality among children and adolescents from one to nineteen. His impact on the ranking of diseases becomes significantly important to public health since the first issue is related to accidents and violence. Many children are still sent to the centers of high complexity for cancer treatment with advanced stage disease. The delay in referral to diagnosis can be family, or the difficulty of access to the health sector, or the characteristics of the disease and lack of health staff regarding theme of childhood cancer. Before this problem, we aimed to assess the performance of health teams in the identification of child and adolescent symptoms of cancer in primary care, through the action research methodology, which includes the teaching-learning, seminars, describing the actions of the group and discussing the activities after the training. This study involved thirty-seven health professionals who provide care for children and adolescents in the USF Felipe Shrimp II, the Support Center for Children with Cancer and the pediatric hospital UFRN during the period from March to December 2010. The data were analyzed simultaneously to evaluate actions, following the direction of the analysis of ideas Freires, having as theoretical reference the primary health care. The diagnosis of current reality, as knowledge of the health team targeted for early identification of signs and symptoms raised through questioning, presented as generative themes: resistance to change, awareness of the need for apprehension of knowledge; prior knowledge through the media, fragmentation of the healthcare network, interfering with the operation of the reference and counter, the stigma of death, among others. The selected themes enabled the choice of content for the preparation of four seminars, such as implementation of collective action for discussion problematical. The teaching-learning process has allowed the study participants awareness of the problem and work through the knowledge acquired by interfering in decreasing the time interval between the identification of signs and symptoms of cancer and early specialist treatment. Their difficulties we are faced with a diagnosis of terminal cancer and associated with delayed access to laboratory tests and imaging necessary for the diagnosis of neoplasms. Thus, we find that when the team is consciously involved in the education process from identification of the problem situation, there may be significant changes in daily activities through awareness of being. However, we also realize that acquisition of knowledge and interest of the team are not enough, since to be efficiency of our service, we need an organization of cancer care network operating in the state of Rio Grande do Norte

Testes de escuta dicótica em escolares com distúrbio de aprendizagem

O transtorno do processamento auditivo é uma entidade clínica que pode estar associado a diversos distúrbios da comunicação humana, entre estes o distúrbio de aprendizagem. OBJETIVO: Caracterizar e comparar o desempenho de escolares com e sem distúrbio de aprendizagem nos testes de Fala com Ruído e Escuta Dicótica de Dígitos e Verbal. MATERIAL E MÉTODO: Participaram 40 escolares, de ambos os gêneros, com faixa etária de 8 a 12 anos, divididos em dois grupos: GI: composto por 20 escolares com diagnóstico de distúrbio de Aprendizagem e GII: composto por 20 escolares com bom desempenho escolar, pareados segundo gênero, faixa etária e escolaridade com GI. Foram realizadas avaliações audiológicas básicas e Testes de Dicótico de Dígitos, Dissílabos Alternados (SSW) e Fala com Ruído. FORMA DE ESTUDO: Estudo transversal com corte histórica. RESULTADOS: Os escolares de GI apresentaram desempenho inferior ao dos escolares de GII, nos testes Dicótico de Dígitos e Dissílabos Alternados e desempenho sem diferença estatisticamente significante no Teste de fala com Ruído. CONCLUSÃO: Os achados sugerem que o grupo de escolares com distúrbio de aprendizagem apresenta desempenho inferior em relação ao grupo sem dificuldades, refletindo dificuldades no processamento das informações auditivas.

Preditores espaço-temporais do andar para testes de capacidade funcional em pacientes com doença de Parkinson

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

Blood glucose responses in humans mirror lactate responses for individual anaerobic threshold and for lactate minimum in track tests

The equilibrium point between blood lactate production and removal (La-min(-)) and the individual anaerobic threshold (IAT) protocols have been used to evaluate exercise. During progressive exercise, blood lactate [La-](b), catecholamine and cortisol concentrations, show exponential increases at upper anaerobic threshold intensities. Since these hormones enhance blood glucose concentrations [Glc](b), this study investigated the [Glc] and [La-](b) responses during incremental tests and the possibility of considering the individual glucose threshold (IGT) and glucose minimum;(Glc(min)) in addition to IAT and La-min(-) in evaluating exercise. A group of 15 male endurance runners ran in four tests on the track 3000 m run (v(3km)); IAT and IGT- 8 x 800 m runs at velocities between 84% and 102% of v(3km); La-min(-) and Glc(min) - after lactic acidosis induced by a 500-m sprint, the subjects ran 8 x 800 m at intensities between 87% and 97% of v(3km); endurance test (ET)- 30 min at the velocity of IAT. Capillary blood (25 mu l) was collected for [La-](b) and [Glc](b) measurements. The TAT and IGT were determined by [La-](b) and [Glc](b) kinetics during the second test. The La-min(-) and Glc(min) were determined considering the lowest [La-] and [Glc](b) during the third test. No differences were observed (P < 0.05) and high correlations were obtained between the velocities at IAT [283 (SD 19) and IGT 281 (SD 21)m. min(-1); r = 0.096; P < 0.001] and between La,, [285 (SD 21)] and Glc(min) [287 (SD 20) m. min(-1) = 0.77; P < 0.05]. During ET, the [La-](b) reached 5.0 (SD 1.1) and 5.3 (SD 1.0) mmol 1(-1) at 20 and 30 min, respectively (P > 0.05). We concluded that for these subjects it was possible to evaluate the aerobic capacity by IGT and Glc(min), as well as by IAT and La-min(-).

A Non-Destructive Testing Based on Electromagnetic Measurements and Neural Networks for the Inspection of Concrete Structures

This paper presents a new non-destructive testing (NDT) for reinforced concrete structures, in order to identify the components of their reinforcement. A time varying electromagnetic field is generated close to the structure by electromagnetic devices specially designed for this purpose. The presence of ferromagnetic materials (the steel bars of the reinforcement) immersed in the concrete disturbs the magnetic field at the surface of the structure. These field alterations are detected by sensors coils placed on the concrete surface. Variations in position and cross section (the size) of steel bars immersed in concrete originate slightly different values for the induced voltages at the coils.. The values for the induced voltages were obtained in laboratory tests, and multi-layer perceptron artificial neural networks with Levemberg-Marquardt training algorithm were used to identify the location and size of the bar. Preliminary results can be considered very good.

Conhecimento Odontológico e Comportamento de Retorno de Escolares em Função do Tipo de Instituição (Pública ou Privada)

Objective: To evaluate the dental knowledge and attendance of elementary schoolchildren according to the type of institution (public or private). Method: The sample was composed of 800 children from the 5th to 8th grades of the elementary education. The research instrument was a questionnaire composed of open questions referring to the last recall visit, type and importance of the recall visit, and knowledge of dental caries and periodontal disease. Descriptive statistical analysis was done and the chisquared test was used with a significance level of 5%. Results: There was statistically significant difference between the students from the different institutions regarding the time (p=0.001) and main reason (p=0.001) of the last visit to the dentist, knowledge of the need of periodic visits to the dentist (p=0.001), importance (p=0.001) and frequency (p=0.001) of periodic recalls, and knowledge of dental caries (p=0.001) and periodontal disease (p=0.001). Conclusion: The adolescents presented different dental knowledge and attendance, according to the type of teaching institution.

Projeto Veredas: a experiência de formação a distância, proposta pelo governo de Minas Gerais como parte das políticas atuais para a formação de professores no Brasil

Pós-graduação em Educação - IBRC

Inclusão escolar: um estudo da formação continuada dos professores de educação física na cidade de Araraquara - SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Programa pró-letramento matemática: uma abordagem de grandezas e medidas com inserção dos temas transversais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Corpo, ciência e educação: representações do corpo junto a jovens estudantes e seus professores

Pós-graduação em Educação para a Ciência - FC

Arte e educação: re-construindo o presente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise comportamental das instruções utilizadas por uma educadora infantil em sala de aula inclusiva

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)