Práticas corporais complementares: um estudo sobre a antiginástica

The concept of physical education emerged in the XIX century through the European gymnastic methods, initially for the purpose of asserting the sovereignty of the nationality of countries, by means of exaltation of patriotism of the masses and the physical preparation for military wars. Nowadays, the cult of the ideal body has changed, becoming the unceasing desire within each society, according to its characteristics of established standards, most of the time denying the genetic determinations of each ethnicity. This social phenomenon has generated openness and encouragement to the fitness market on the rise, eager in supporting the aspirations of the cult of the body”, representing the huge seek of the idea of a healthy body and an aesthetic appearance acceptable in today's society. Parallel to this, the Body Awareness Gymnastics, also known as Technical or Complementary Practices, were introduced in Brazil in the 70s, presenting as main themes the body awareness, the mind-body relationship, and against the ideals of body training. According to authors, the pioneering technique of the movements of alternative practices in Brazil was Antiginástica of Thérèse Bertherat. Therefore, this study aims to harmonize the complementary body practices of the physical education area through literature review of published works by the author Thérèse Bertherat, entitled The body has its reasons, The body communication system, Stations of the body, The Tiger´s Den and When the body is consent. The work also includes the contribution of a particular reading of the researcher, from the experiences of the practices carried out in order to enrich the reporting work through their records, the results obtained from the experiential process

O saber experiencial na formação inicial de professores a partir das atividades de iniciação à docência no subprojeto de química do PIBID da Unesp de Araraquara

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As atividades práticas como situações deflagradoras de discussões sobre fatos e modelos na formação continuada de professores de ciências

Pós-graduação em Educação para a Ciência - FC

O ensino de física no estado de São Paulo: os cadernos do professor e do aluno no discurso oficial e nas representações dos professores

Pós-graduação em Educação para a Ciência - FC

A escrita na formação inicial docente: o que escrevem os futuros professores?

Pós-graduação em Educação - IBRC

Quais saberes são mobilizados para suprir as lacunas na formação inicial referentes à história da ciência?

Nowadays it is increasingly required insertion History of Science on content to be worked in education, which raises many doubts and difficulties on the teachers did not have that content in their initial training. This work results from a qualitative empirical study aimed to investigate how a teacher of Biology and Science in a public school in the city of Bauru - SP was not in their initial training courses relating to the History of Science, mobilizes their knowledge to enter such an approach in their teaching practice. In the research methodology used as its theme the history of DNA present in the materials and also conduct open interviews and field notes to identify the knowledge involved in teaching practice and was adopted as the theoretical framework of Maurice Tardif’s Docent Knowledge. The results showed that even with difficulties arising from gaps in initial training, the teacher resorted to their experiential knowledge to meet these needs in addition to appropriate knowledge from the programs and textbooks, but its shortcomings make it difficult to analyze more critically. Thus, these data lead us to a reflection on the role of textbooks for these teachers is the process by which the consolidation of the knowledge they constructed.

Entre os muros da escola: o saber experiencial emergente nas aulas de educação física da periferia

This study aimed to analyze the teachers´ knowledge of a physical education teacher network state of São Paulo. The interviewed reported having problems regarding the use of the court, especially because there is invasion of the community to smoking marijuana and/ou playing football, revealing the predominance of experiential knowledge to work in a new school, whose location and local culture do not seem to prioritize this social space as learning, dissemination and preservation of other bodily manifestations of the process of human civilization. It was found in such a setting an imbalance of the relative strengths of power between teacher and students, from schools, football and drugs in relation to body movement culture, it being understood that the relationships between these individuals are interdependent and dynamic. Finally, it urges an integrated process in educational, family, social and political fields from the perspective of balancing forces in relation to the use of that space, providing conditions for teaching and propagation of content (games, sports, gymnastics, dances and fights) of the body movement culture.

Experimentação no ensino de química: propostas de realização em busca da aprendizagem significativa

The Experimentation in Science Education is used since the beginning of 19th century and has it origins linked to the laboratory classes realized in the universities. This classes used, and in many cases, still using the Scientific Method initially purposed by Descartes in 18th century for the construction of scientific knowledge. One of the allegations is that the method would be the fast stand the cheapest to generating scientific information, although, it is based on the empiricism-positivism, which considers that all people have the same learning skill and they can start from the same spot. Through this paper, is not intended to contest the scientific methodology, or even its importance in science history, but just try to identify and describe other possibilities in using of the teaching laboratory, which can make the learning easier for a much higher number of students, contemplating different cognitive capabilities and generating a better scientific knowledge learning and its transfer to practical situations in life, besides, they can provide more significant learnings. Over the text, four different purposes will be presented, which depart from the laboratory use for theory evidence, incapable to make students use the learned knowledge outside the school, until that which develops in the students capabilities to scientifically argue about their day to day themes

A menina que roubava livros: Liesel e a aprendizagem da leitura

Pós-graduação em Educação - IBRC

Cross-cultural adaptation of the Work Disability Diagnosis Interview (WoDDI) for the Brazilian context

The Work Disability Diagnosis Interview (WoDDI) is a structured interview guide developed by the University of Sherbrooke, Canada to help clinicians detect the most important work-related disability predictors and to identify one or more causes of prolonged absenteeism. This methodological study aims for the cross-cultural adaptation of the WoDDI for the Brazilian context. The method followed international guidelines for studies of this kind, including the following steps: initial translation, synthesis of translations, back translation, evaluation by an expert committee and testing of the penultimate version. These steps allowed obtaining conceptual, semantic, idiomatic, experiential and operational equivalences, in addition to content validity. The results showed that the translated WoDDI is adapted to the Brazilian context and can be used after training.

Macchine esperienziali: Narrativa, cognizione e atto di lettura

La mia tesi si riallaccia al dibattito teorico-letterario contemporaneo sulla possibilità di un approccio cognitivo alla narrativa e alla letteratura in particolare. Essa si propone di esplorare il rapporto tra narrazione ed esperienza, ridefinendo il concetto di “esperienzialità” della narrativa introdotto da Monika Fludernik nel suo Towards a “Natural” Narratology (1996). A differenza di Fludernik, che ha identificato l’esperienzialità con la rappresentazione dell’esperienza dei personaggi, la mia trattazione assegna un ruolo di primo piano al lettore, cercando di rispondere alla domanda: perché leggere una storia è – o si costituisce come – un’esperienza? L’intuizione dietro tutto ciò è che le teorizzazioni dell’esperienza e della coscienza nella filosofia della mente degli ultimi venti anni possano gettare luce sull’interazione tra lettori e testi narrativi. Il mio punto di riferimento principale è la scienza cognitiva “di seconda generazione”, secondo cui l’esperienza è un relazionarsi attivo e corporeo al mondo. La prima parte del mio studio è dedicata all’intreccio tra la narrativa e quello che chiamo lo “sfondo esperienziale” di ogni lettore, un repertorio di esperienze già note ai lettori attraverso ripetute interazioni con il mondo fisico e socio-culturale. Mi soffermo inoltre sul modo in cui relazionarsi a un testo narrativo può causare cambiamenti e slittamenti in questo sfondo esperienziale, incidendo sulla visione del mondo del lettore. Mi rivolgo poi al coinvolgimento corporeo del lettore, mostrando che la narrativa può attingere allo sfondo esperienziale dei suoi fruitori anche sul piano dell’esperienza di base: le simulazioni corporee della percezione contribuiscono alla nostra comprensione delle storie, incidendo sia sulla ricostruzione dello spazio dell’ambientazione sia sulla relazione intersoggettiva tra lettori e personaggi. Infine, mi occupo del rapporto tra l’esperienza della lettura e la pratica critico-letteraria dell’interpretazione, sostenendo che – lungi dal costituire due modalità opposte di fruizione dei testi – esse sono intimamente connesse.

L’esperienza turistica tra pratica di consumo e fattore di sviluppo locale sostenibile

La società dei consumi ha reso ogni ambito vitale suscettibile di mercificazione. Il capitalismo ha da tempo svestito la prassi produttiva dei suoi elementi più pesanti per vestire i panni della dimensione simbolica e culturale. Il consumo fattosi segno, dimensione immateriale delle nostre vite materiali, ha finito per colonizzare l'ambito dell'esperienza e, quindi, della vita stessa. Il consumo diventa, innanzitutto, esperienza di vita. Una esperienza continuamente cangiante che ci permette di vivere numerose vite, ognuna diversa. Ciò che è stabile è il paradigma consumistico che investe la nostra stessa identità, l'identità dei luoghi, l'identità del mondo. Il nomadismo è la dimensione più tipica del consumo, così come la perenne mobilità della vita è la dimensione propria dell'epoca globale. Tuttavia, le nuove forme di consumerismo politico, etico e responsabile, conseguenti al montare dei rischi globali, investendo proprio l’ambito dell’esperienza e del consumo, contribuiscono a modificare i comportamenti in senso “riflessivo” e “glocale”. L’ambito turistico, rappresentando al contempo il paradigma esperienziale e quello della mobilità globale, può diventare allora l’osservatorio privilegiato per indagare queste stesse forme riflessive di consumo, le quali forniscono un significato del tutto nuovo tanto all’esperienza quanto al consumo stesso. Il lavoro di tesi vuole allora approfondire, attraverso lo studio di caso, il modo in cui nuove forme emergenti di turismo responsabile possano rappresentare una chiave d’accesso a nuove forme di sviluppo sostenibile dei territori locali in contesti di prima modernizzazione.

Die Einheit des Bewusstseins und das Phänomen der Synästhesie

Synästhetiker schmecken Berührungen, sehen Farben und Formen, wenn sie Musik hören oder einen Duft riechen. Es wurden auch so außergewöhnliche Formen wie Wochentage-Farben-, Berührung-Geruch- oder Schmerz-Farben-Synästhesien gefunden. Die von Neuro- wissenschaftlern und Philosophen als „Bindung“ genannte Fähigkeit mehrere Reize, die in verschiedenen Hirnarealen verarbeitet werden, miteinander zu koppeln und zu einer einheitlichen Repräsentation bzw. erfahrenen Einheit des Bewusstseins zusammenzufassen, betrifft jeden gesunden Mensch. Synästhetiker sind aber Menschen, deren Gehirne zur „Hyperbindung“ oder zum hyperkohärentem Erleben befähigt sind, da bei ihnen wesentlich mehr solcher Kopplungen entstehen. Das Phänomen der Synästhesie ist schon seit mehreren Jahrhunderten bekannt, aber immer noch ein Rätsel. Bisher glaubten Forscher, solche Phänomene beruhten bloß auf überdurchschnittlich dichten neuronalen Verdrahtungen zwischen sensorischen Hirnregionen. Aus der aktuellen Forschung kann man jedoch schließen, dass die Ursache der Synästhesie nicht allein eine verstärkte Verbindung zwischen zwei Sinneskanälen ist. Laut eigener Studien ist der Sinnesreiz selbst sowie seine fest verdrahteten sensorischen Pfade nicht notwendig für die Auslösung des synästhetischen Erlebens. Eine grundlegende Rolle spielt dabei dessen Bedeutung für einen Synästhetiker. Für die Annahme, dass die Semantik für die synästhetische Wahrnehmung das Entscheidende ist, müssten synästhetische Assoziationen ziemlich flexibel sein. Und genau das wurde herausgefunden, nämlich, dass normalerweise sehr stabile synästhetische Assoziationen unter bestimmten Bedingungen sich auf neue Auslöser übertragen lassen. Weitere Untersuchung betraf die neu entdeckte Schwimmstil-Farbe-Synästhesie, die tritt hervor nicht nur wenn Synästhetiker schwimmen, aber auch wenn sie über das Schwimmen denken. Sogar die Namen dieser charakteristischen Bewegungen können ihre Farbempfindungen auslösen, sobald sie im stimmigen Kontext auftauchen. Wie man von anderen Beispielen in der Hirnforschung weiß, werden häufig benutzte neuronale Pfade im Laufe der Zeit immer stärker ausgebaut. Wenn also ein Synästhetiker auf bestimmte Stimuli häufig stoßt und dabei eine entsprechende Mitempfindung bekommt, kann das mit der Zeit auch seine Hirnanatomie verändern, so dass die angemessenen strukturellen Verknüpfungen entstehen. Die angebotene Erklärung steht also im Einklang mit den bisherigen Ergebnissen. Die vorliegende Dissertation veranschaulicht, wie einheitlich und kohärent Wahrnehmung, Motorik, Emotionen und Denken (sensorische und kognitive Prozesse) im Phänomen der Synästhesie miteinander zusammenhängen. Das synästhetische nicht-konzeptuelle Begleiterlebnis geht mit dem konzeptuellen Inhalt des Auslösers einher. Ähnlich schreiben wir übliche, nicht-synästhetische phänomenale Eigenschaften den bestimmten Begriffen zu. Die Synästhesie bringt solche Verschaltungen einfach auf beeindruckende Weise zum Ausdruck und lässt das mannigfaltige Erleben stärker integrieren.

Designing a Liberal Arts Curriculum that Develops the Capacity for Effective Practice

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.

Liberal Education, Effective Practice, and Diversity

This session will be based on three presentations that focus on the relationship between liberal education, effective practice and diversity from different perspectives. George Kuh will present data indicating that the educational benefits of "high impact" learning experiences (such as experiential education and undergraduate research), which are significant for all students, are often greater for students from underserved and minority backgrounds than for their majority counterparts. Armando Bengochea will discuss the ways in which an emphasis on effective practice can enhance the educational experiences of students of color within a liberal arts curriculum. Steve Stemler will report on research showing that including practice-oriented criteria in assessments of student achievements and capabilities can assist colleges and universities in identifying and educating minority students with high potential to succeed both in college and beyond college.