Investigação sobre a identidade profissional em alunos de Licenciatura em Ciências Bioló gicas

A presente pesquisa apresenta as perspectivas de atuação profissional de alunos do curso de Licenciatura em Ciências Biológicas de uma universidade pública do estado de São Paulo. Por meio de entrevistas semiestruturadas, levantamos as expectativas desses alunos em relação ao curso que frequentam e qual identidade construíram como parte do imaginário que compõe o ethos. Verificamos que o curso de licenciatura pesquisado pouco contribui para a construção de uma identificação dos alunos com a profissão de professor de Biologia e/ou Ciências e, apesar de constituir-se em um curso de formação para tal, acentua a construção da imagem do cientista- pesquisador nas áreas básicas da Biologia.

A fábrica de professores e a padronização do conhecimento

This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Formação de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educação of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education

O uso da representação cartográfica e a cartofobia: analisando a prática e a formação inicial docente na Geografia do ensino público em Teresina-PI

This word has objective to analyzer the relevance of the use of the cartographic representations, in the constructions of the geographical knowledge, during the process of the teaching-learning in the classes of the Geographic of the High School, drawing liam with the formation docent of the regulars courses of teacher training in the regular courses of Degree in Geography. Delimit is the area of empiric search to College State Zacarias de Goes (CEZG) Liceu Piauiense, and to regulars courses of Degree in Geography of the University Federal of the Piauí (UFPI) and University State of the Piauí (UESPI), educational institutions of the public network, located in the city of the Teresina Piauí. Expression of the problematic searched is gaps to been demystified on the vision cartofógica, when has reference to use of the cartographic representations, in the practice, and the initial formation docent in the Geography. To analyze the dynamics of the use of the cartographic resources, tried demystify the Cartography while of the space during the teaching of discipline Geography. So, the lyam with the initial formation in the begree search understand the impasses of construction to academic know and the possibilities of the didactic transposition to the restructure of the know scholar to teacher who works in the Geography, trying to make the teaching of this discipline more interesting and value

Effect of narcosis with CO2 on the ovarian development in queens of Apis mellifera (Hymenoptera, Apini)

Exposure of 1, 4, 7 & 10 day-old virgin queens of Apis mellifera Linne 1758 for 1 min to CO2 accelerated their ovarian development, having a similar effect as mating on the initial formation of the ovarian follicles. In 3 day-old queens the exposure to CO2 enhanced the initial stage of germ cell differentiation into oocytes and nurse cells in the ovarioles, a developmental stage only seen in 5 day-old untreated virgin queens, the age at which they are ready to mate. In 10 day-old untreated virgin queens, some regions of the ovarioles presented tissue disorganization and many cells with pycnotic nuclei. However, narcotized virgin queens of the same age did not present such ovary degeneration. Conversely, they showed nitid follicle formation, arising in the ovarioles' initial differentiation between nurse and oocytic chambers, although still without vitellogenesis. The accelerative effect of CO2 is limited to the ages near to those proper for mating, since 15 and 18 day-old treated virgin queens presented ovaries with extensive regions of high tissue disorganization and a great number of cells with pycnotic nuclei. According to the results, the narcosis presented three levels of effect on the ovary of honeybee virgin queens: 1) accelerated the germ cell differentiation, 2) preserved the tissue integrity even after the queen mating period and 3) stimulated the initial differentiation of a vitellarium. This later condition was only seen in untreated queens after mating. All these effects are not maintained if the queen is kept virgin beyond 15 days old.

Tibial segmental bone defect treated with bone plate and cage filled with either xenogeneic composite or autologous cortical bone graft

Tibia segmental defect healing in sheep were clinically, radiographically and histologically evaluated. Twelve young sheep aged four to five months were divided into two groups, G1 and G2. A 3.5 cm long segmental defect was created in the right tibial diaphysis with maintenance of the periosteum. The bone defects in both groups were stabilized with a bone plate combined with a titanium cage. In G1 the cage was filled with pieces of autologous cortical bone graft. In G2 it was filled with a composite biomaterial which consisted of inorganic bovine bone, demineralized bovine bone, a pool of bovine bone morphogenetic proteins bound to absorbable ultra-thin powdered hydroxyapatiteand bone-derived denaturized collagen. Except for one G1 animal, all of them showed normal limb function 60 days after surgery. Radiographic examination showed initial formation of periosteal callus in both groups at osteo-tomy sites, over the plate or cage 15 days postoperatively. At 60 and 90 days callus remodeling occurred. Histological and morphometric analysis at 90 days after surgery showed that the quantity of implanted materials in G1 and G2 were similar, and the quantity of new bone formation was less (p = 0.0048) and more immature in G1 than G2, occupying 51 +/- 3.46% and 62 +/- 6.26% of the cage space, respectively. These results suggest that the composite biomaterial tested was a good alternative to autologous cartical bone graft in this experimental ovine tibial defect. However, additional evaluation is warranted prior to its clinical usage.

Nucleation and growth evolution of InP dots on InGaP/GaAs

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

Formação continuada de arte educadores: políticas da rede municipal de São Paulo (1996-2008)

Pós-graduação em Artes - IA

Professores de artes: formação continuada e os reflexos na sala de aula das séries iniciais

Pós-graduação em Artes - IA

A Questão da unidade e da diversidade nas obras de Bronislaw Malinowski e Clifford Geertz

Pós-graduação em Ciências Sociais - FFC

Práticas pedagógicas na história de escolarização de futuros professores: um recurso didático/metodológico para formação inicial

Pós-graduação em Educação Escolar - FCLAR

Formação continuada de professores do município de Regente Feijó: a municipalização do ensino fundamental e os desafios da construção de uma política - 1999/2002

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

Necessidades formativas e estratégias de formação contínua de professores: observação e análise de um programa de formação de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Escolha profissional: uma questão de identidade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aprender para ensinar: a reflexão na formação inicial de professores de física

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

A epistemologia subjacente ao currículo e à formação de licenciandos em Ciências Biológicas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)