SER-PROFESSOR: construção de identidade em processo autoformativo

Este estudo teve por objetivo analisar como o ser-professor se narra e interpretase como sujeito na profissão, tendo em vista compreender de que maneira esse profissional constrói a identidade pessoal/profissional, sendo capaz de afirmar-se ou negar-se como sujeito dentro do sistema-escola? Trata-se de uma pesquisa realizada com educadores de 1º e 2º ano do ciclo I e II do Ensino Fundamental da Rede Pública de São Bernardo do Campo e Mestrandos em Educação. Optou-se por entrevistar seis educadores, de diferentes áreas de ensino, tornando-os autores desta pesquisa. A abordagem metodológica de cunho qualitativo foi utilizadas priorizando a narrativa dos educadores. Para esta metodologia recorreu-se às contribuições de Maria Isabel Cunha; Lüdke; André; Connelly e Clandini que explicitam sobre a importância de trabalhar com essa metodologia na perspectiva de interpretar e compreender a construção da identidade docente, sobretudo, na linha Formação de Educadores. A temática formação docente e construção da identidade foi trazida à luz dos estudos de Pimenta; Brzezinski; Freire; Vianna; Lane; Sung; Nóvoa; Ciampa, entre outros. No âmbito da análise, foram priorizadas algumas categorias ao longo desta temática: razões que levaram à escolha da profissão; percepções que o professor tem de sujeito na profissão; condições de ser e estar na profissão ; sistema e construção da identidade: condições de se sujeitar para se auto-afirmar como sujeito profissional. No trato destas categorias e, ao longo desta pesquisa, foram consideradas as percepções dos professores, como sendo elementos valiosos para identificar da construção de identidade docente. Estas considerações fundam-se no aporte teórico-metodológico que apresentam grandes contribuições referentes à temática. A partir daí, são estabelecidas relações entre Psicologia Social e Sociologia que possibilitam identificar nas narrativas dos educadores uma insatisfação perante o sistema. Alguns professores partem do próprio sentimento ao narrar todo desconforto que as instituições propiciam-lhes; outros enfatizam de modo objetivo seu cotidiano, contornando e explicitando diferenças na condição de ser estar na profissão .

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

O PARFOR na furg e os efeitos na constituição das subjetividades de professoras pedagogas

O presente estudo refere-se a uma dissertação de mestrado em Educação, a qual teve como finalidade problematizar a constituição de subjetividades docentes no âmbito do Curso PARFOR Pedagogia, ofertado pela Universidade do Rio Grande (FURG). O foco teórico que alimenta este trabalho segue alguns elementos dos estudos foucaultianos que se detêm na perspectiva da governamentalidade e, por esse viés investigativo, as problematizações foram se constituindo, basicamente, a partir de três ferramentas analíticas: discurso, governo e subjetivação. Através desta perspectiva de estudo, proponho compreender as políticas de formação docente como uma questão de governo das condutas e o PARFOR, como uma tecnologia de governo que conduz o modo como as professoras que vivenciam essa formação atuam e se pensam nessa sociedade. A partir das narrativas de algumas professoras formadoras e acadêmicas deste curso, foi possível evidenciar o currículo como um espaço de controle e produção de subjetividades. Argumentei que as professoras-acadêmicas, ao justificarem as suas escolhas pelo PARFOR, foram capturadas pelo discurso das faltas com a profissão, tendo suas condutas orientadas a buscar o ensino superior como meio de qualificação e ascensão social. Após, discuti que as práticas realizadas no projeto de formação seguem um ciclo que leva à conversão. Sustentei esta ideia mostrando que as docentes são convocadas a se confessar por meio das escritas dos memoriais e TCC’s, reconhecendo-se como sujeitos da educação - avaliando, julgando, comparando, criando resistências, produzindo verdades sobre si – e assim convertendo-se a uma nova postura que, de alguma forma, venha assegurar o sucesso do seu fazer docente. Por fim, chamo a atenção para as relações de poder imbricadas no equilíbrio dos interesses e forças que envolvem o currículo de formação e seus efeitos na constituição dos sujeitos que vivenciaram este processo. Defendo que as professoras-acadêmicas, ao não terem suas expectativas contempladas no curso, promovem, em diferentes momentos, ações ou resistências, entrando em conflito com as professoras formadoras. Os efeitos dessa forma de subjetivação vão gerando negociações, indicando rumos diferentes aos pré-estabelecidos inicialmente.

Una nueva mirada a la formación docente como camino hacia equidad de género

Recibido 01 de noviembre de 2010 • Aceptado 09 de marzo de 2011 • Corregido 24 de abril de 2011   El objetivo de este artículo es llevar a la reflexión sobre el tema de las relaciones asimétricas entre los hombres y las mujeres, las cuales representan una desventaja en especial para las mujeres. Lo anterior representa una realidad histórica que se vive en todos los contextos sociales, y la institución educativa no escapa a esta situación. Las relaciones de desigualdad e inequidad han venido a permear los roles asignados socialmente en razón de la identidad sexual, y en los cuales las mujeres se ven discriminadas en la igualdad de oportunidades para su pleno desarrollo como ser humano.Resulta importante reconocer las luchas que se han venido dando para acabar con esta desigualad y discriminación; pero todavía quedan muchas tareas pendientes. Es justamente la educación un camino que puede conducir a la senda donde hombres y mujeres gocen de los mismos derechos y deberes, no sólo en el papel, sino que esas políticas se concreten en la vida cotidiana. De ahí que la formación de las futuras educadoras y educadores, requiere de una nueva mirada en el diseño e implementación de los planes de estudios, los cuales incorporen, de manera explícita y profunda, la categoría analítica de género, para promover, desde el preescolar hasta el nivel universitario, cambios en las prácticas sexistas.

Teaching Tolerance? Associational Diversity and Tolerance Formation

Tolerance is a basic democratic principle that helps civil societies cope with rising levels of diversity stemming from increased immigration and individualism. During the last decade the question of how tolerance may be fostered has dominated debates in public and academic spheres. In this article, a closer look is taken at how associational diversity relates to the formation of tolerance and the importance of associations as schools of tolerance are evaluated. The main theoretical argument follows contact theory, wherein regular and enduring contact in diverse settings reduces prejudice and thereby increases an individual’s tolerance toward objectionable groups. The empirical findings reveal a positive relationship between associational diversity and tolerance. It is observed, however, that the duration of active engagement in associations reduces this positive relation between diversity and tolerance. Accordingly, these results challenge the notion that associations serve as schools of tolerance in the long run.

The physical education teacher's competences and professional formation

This study has as objective identifies the necessary competences to the physical education teachers of the basic education, in the teachers` of the public network of teaching of the Sao Paulo state perspective, licentiates and exits of the Physical Education School and Sport of the Sao Paulo University starting from 1995. It is a qualitative research, of nature no experimental, consisting of two studies (diagnostic and deepening). As instruments, questionnaire and semi-structured interview were used. It happened what the teachers judge importantly mobilize determined knowledges placed in a hierarchy or associated during the teaching practice, such as: knowledges pedagogic-educational, technical knowledges and cultural luggage, inserted in the current context and considering the cultural, social, political, economical and education transformations occurred along the history. There was shown up in this study the relevance of the formation continued for the teachers of Physical Education, who found her essential and basic added to the initial formation.

Partir de soi, rencontrer l'autre--quelques réflexions sur la formation de psychiatre [The self and the other: a few comments on psychiatric education].

This manuscript has served for an oral presentation in honour of Professor Pierre Bovet who retired from his position as head physician at the Department of Psychiatry of the Lausanne University Hospital, Switzerland. Pierre Bovet has focused his clinical and scientific interest and his teaching activities on the schizophrenic spectrum disorders. The author tries to describe the essential elements of a clinical attitude which allows to really encounter the patient.

Higher education as formation of the self and citizenship: an ethnography of the University Students from Amman, Jordan

My interest in higher education and citizenship in the Middle East at large and in Jordan in particular is fostered by some of the reflections Eickelman proposed (1992). Being a quite recent phenomenon, intimately linked with the more general topic of state formation it seemed to me more suitable to study it in a little country with a recent history (a field study left almost unexplored until now as far as Jordan is concerned, to the best of my knowledge, since Antoun 1994 focuses on the migration as a quest for higher education). The process of state formation in Jordan is quite studied. I thus intended to study the higher education policies as an attempt both to create a national citizenry and more recently as a way of controlling the more problematic part of the population (youth, which constitutes more than the double of the population. See UNDP and Ministry of Planning 2000). How do the young students enter the university system, and in which way does this system work? How is this system designed, in order to retain social control of the students (since they are usually perceived to be a factor of social and political instability, as in Iran or in Egypt)? Is there any significant difference between different faculties? And if so, why? My conclusions at this stage are that the university system is an integral part of the survival of the regime. The system works quite well, and Jordan has one of the best educational position in the region. Yet there are important distinctions to be made: the access to the better faculties is socially selective while the less valued faculties are left to the poorer and less wealthy youth. This results in a different treatment of the students and of the courses that I analysed. In the better faculties the teaching standards are quite high, and the relationship between professors and students is almost on a same-level base, while in the less privileged faculties the opposite is true. Thus we can observe a concrete politics of divide et impera intended to split the youth in two. For the more privileged there are some freedoms, both within and outside classes, designed I guess at forging them as autonomous individuals. On the opposite the less privileged are kept under tight control, even if also these students are a privileged category among youth at large.

Didactique de la géographie et formation initiale des enseignants spécialistes : conception et première évaluation du nouveau dispositif de formation initiale des enseignants de géographie du Secondaire supérieur à la HEP Vaud

Geography as a school subject is specifically thought for and by the schools. The contents of the school subject, nowadays, do not reflect the concerns and the evolution of the discipline as such. Nevertheless, official curricula set school objectives that address issues affecting the world and people's lives. These issues are coherent with the ones addressed by geography as a social science, that is to say the study of how people and their environment interact and how societies are interconnected through space. On an every day basis, Geography as a school subject is most of the time reduced to accumulating knowledge outside any given context. This knowledge may even be partially untrue or old and the related activities focus on low cognitive tensions. These practices do not contribute to the learners' understanding of the world because it does not allow them to build a geographical competence, which they. will need as future citizens in order to make responsible choices when they are confronted to questions related to how the locations of human and physical features are influenced by each other and how they interact across space. The central part of the text relies on the ideas and the processes discussed in the publications, which constitute the published file; it is divided into two parts. The first part (chapter 4) presents a didactic approach, which gives meaningful insights into Geography as a school subject and shows a brief account of the theoretical background that supports it. This socio-constructivist approach relies on the main following features: a priming stage (élément déclencheur), which presents geographical knowledge as an issue to be explored, discussed or solved; the issue is given to learners;. the planning of the teaching-learning sequence in small units launched by the main issue in the priming stage ; the interconnections of geographical knowledge with integrative concepts ; the synthetic stage or reporting stage where final concepts and knowledge are put together in order to be learned. Such an approach allows learners to re-invest the knowledge they have built themselves. This knowledge is organised by geographical integrative concepts, which represent true thinking operative tools and with which key issues in the geographical thinking are associated. The second part of the text (chapter 5) displays the didactic principles that governed the conception of the new initial training course for the future upper secondary school teachers at the HEP Vaud. The ambition of this course is to prepare future teachers to plan and realize the teaching of geography that provides pupils with the tools to understand better how people and their environment interact and how societies are interconnected through space. One of the tools for the teachers is the conceptual framework, whose most salient interest is to be relevant at every stage of the preparation and planning of the teaching, including the necessary epistemological reflection that should always be present. The synthesis of the text starts with a short account of the first evaluation of the new course. Various reflections on the future concerns and issues, that the didactics and methodology of Geography will be confronted with, constitute the synthesis.

La prise en charge de l'hyper- tension artériette par des médecins en formation suit-elle les recommandations actuettes [Are the guidelines for the management of hypertensive patients followed by primary care residents and fellows?]

Numerous international guidelines are published which define how hypertensive patients should be managed. Are these guidelines followed and applicable? We have assessed the quality of management of 225 hypertensive ambulatory patients followed by young fellows in teaching for primary care medicine. The control rate defined by a blood pressure < 140/90 mmHg was 32,4%. In the last three visits, 60% of hypertensive patients had a blood pressure measurement. 79% of blood pressure readings ended with 0 or 5. Blood pressure control was identical whatever the comorbidities. In conclusion, the quality of management of hypertensive patients by in teaching fellow could potentially be improved. The actual recommendations are limited in their application. The control of high risk vascular patients is not better than those with a lower risk.

The role of culture in international students' image formation: the emergence of expected and perceived university image

Tämän tutkimuksen tavoitteena oli selvittää, vaikuttaako kansainvälisen opiskelijan kulttuuritausta opiskelijan odotetun ja koetun yliopistoimagon muodostumiseen. Jotta kulttuurin vaikutuksia yliopistoimagoon voitiin tutkia, tutkimuksessa tunnistettiin yliopistoimagon muodostumiseen oleellisesti vaikuttavat tekijät. Kulttuurin roolia organisaation imagon muodostumisessa ei ole tutkittu aiemmissa tieteellisissä julkaisuissa. Näin ollen tämän tutkimuksen voidaan katsoa edistäneen nykyistä imagotutkimusta. Tutkimuksen kohdeyliopistona oli Lappeenrannan teknillinen yliopisto (LTY). Tutkimuksen empiirinen osa toteutettiin kvantitatiivisena Internet - pohjaisena kyselytutkimuksena tilastollisen analyysin menetelmin. Otos (N=179) koostui kaikista Lappeenrannan teknillisessä yliopistossa lukuvuonna 2005-2006 opiskelleista kansainvälisistä opiskelijoista. Kyselyyn vastasi 68,7 % opiskelijoista. Johtopäätöksenä voidaan todeta, että kulttuurilla ei ole merkittävää vaikutusta yliopistoimagon muodostumiseen. Tutkimuksessa saatiin selville, että yliopiston Internet-sivujen laatu vaikuttaa positiivisesti odotetun yliopistoimagon muodostumiseen, kun taas koettuun yliopistoimagoon vaikuttavat positiivisesti odotettu yliopistoimago, pedagoginen laatu sekä opetusympäristö. Markkinoinnin näkökulmasta tulokset voidaan vetää yhteen toteamalla, että yliopistojen ei tarvitsisi räätälöidä tutkimuksessa tunnistettuja imagoon vaikuttavia tekijöitä eri kulttuureistatulevia opiskelijoita varten.

Stratégies de communication au service de la formation: quelques outils pratiques [Effective communication strategies to frame the trainer-trainee dialogue in the clinical setting].

Communication between trainer and trainee plays a central role in teaching and learning in the clinical environment. There are various strategies to frame the dialogue between trainee and trainer. These strategies allow trainers to be more effective in their supervision, which is important in our busy clinical environment. Communication strategies are well adapted to both in- and out-patient settings, to both under- and postgraduate contexts. This article presents three strategies that we think are particularly useful. They are meant to give feedback, to ask questions and to present a case.

El aprendizaje reflexivo en la formación inicial del profesorado: un modelo para aprender a enseñar matemáticas = Reflective learning in the early formation of teachers: a model to learn to teach maths

In this study we analize the application of the reflective learning during initial formation mathematics teachers. This model is based on the sociocultural theories of the human learning and assumes that the interaction and the contrast make possible the coconstruction and the active reconstruction of knowledge.In order to make the study, it was left from a sample of 29 teaching students. The qualitative analysis allowed to identify factors that facilitate the incorporation of the reflective learning in university teaching, as well as the degree of effectiveness of this model to learn to teach mathematics

Pratiques traditionnelles chez les sages-femmes autochtones du Nunavik et programme de formation

Les communautés inuites de la Baie d’Hudson au Nunavik (Québec) se distinguent des autres communautés autochtones par leur réappropriation des naissances depuis 1986 et par la création d’un programme de formation de sages-femmes locales. Cela a permis de mettre un terme à une longue période de transfert des femmes pour accouchement en structure hospitalière, à des kilomètres de leur village. De plus, ce programme a pour objectif de réintégrer les pratiques traditionnelles au sein d’une obstétrique moderne afin d’offrir aux femmes des services de qualité et culturellement appropriés. Le but de notre étude était d’établir si le programme de formation de sages-femmes autochtones du Nunavik a permis de concilier ces deux approches d’enseignement différentes : l’une axée sur le savoir traditionnel, et l’autre concernant les normes de qualité de soins à respecter. Une méthode de recherche qualitative a été adoptée et les données ont été recueillies à l’aide d’entrevues réalisées auprès de cinq sages-femmes inuites et de six étudiantes sages-femmes du programme de formation du Nunavik, au sein des trois villages de la Baie d’Hudson pourvus de centre de naissances. L’analyse qualitative des données ne permet pas de confirmer la réintégration du savoir traditionnel dans la pratique des sages-femmes autochtones. Les résultats révèlent, en effet, une rareté des pratiques traditionnelles connues et/ou utilisées par celles-ci (notamment l’utilisation de plantes ou de remèdes médicinaux, les postures d’accouchement, les manœuvres obstétricales, etc) en relation avec la période périnatale. Les croyances ou codes de conduite à respecter pendant la grossesse semblent bénéficier d’une meilleure transmission, mais ne font plus l’unanimité au sein des communautés. Concernant le volet de l’obstétrique moderne, le programme de formation semble conforme aux exigences actuelles occidentales, étant reconnu par l’Ordre des sages-femmes du Québec depuis septembre 2008. De plus, les sages-femmes et les étudiantes sont conscientes de la nécessité de recevoir une formation de qualité. Elles aimeraient bénéficier d’une plus grande rigueur dans l’enseignement théorique ainsi que d’une meilleure continuité du processus d’apprentissage. La difficulté retrouvée dans la mixité de l’enseignement de ces deux savoirs (traditionnel et moderne) semble donc être liée plus particulièrement au savoir traditionnel. Les sages-femmes et étudiantes inuites souhaitent protéger et promouvoir leur patrimoine culturel, mais plus dans une optique de responsabilité communautaire que dans le cadre d’un programme de formation. Une collaboration entre les volontés des communautés concernant la réintégration de ce patrimoine et la réalité actuelle de la biomédecine demeure primordiale pour continuer à garantir la sécurité et la qualité des services dispensés.