Os saberes dos professores da escola fundamental: concepções sobre as abordagens geográficas / Márcia Maria Dias

El presente trabajo, intitulado, Los saberes de los profesores de la Escuela Fundamental: concepciones sobre los abordajes geográficos objetiva investigar los saberes del profesor de los años iniciales de la Escuela Fundamental en relación a la naturaleza especifica de los abordajes geográficos y reflexionar como en el proceso de investigación colaborativa los profesores aprendieron los saberes específicos de los abordajes geográficos vinculando sus asimilaciones teóricas a un determinado nivel de concepción . Buscamos con base en la investigación cualitativa del tipo colaborativa y en la aplicación de diferentes procedimientos técnicos-metodológico, responder a nuestras cuestiones de estudio: ¿Cuales los saberes geográficos que los profesores construyeron en la trayectoria de sus formaciones? ¿Cómo, en el proceso de investigación colaborativa, los profesores aprendieran los saberes específicos de los abordajes geográficos? Conforme principios de la perspectiva socio-histórica. Así, utilizamos específicamente las narrativas tópicas (orales y escritas) con base en los ejes norteadores Como aprendí y lo que aprendí referentes a los saberes geográficos constituidos en la trayectoria de formación, para realizar el diagnostico de los conocimientos previos de los profesores. El proceso reflexivo y la profundización del estudio ocurrieron, respectivamente, por medio de los Seminarios de Estudios Reflexivos y de los Ciclos de Estudios Reflexivos indicando la concepción de aprehensión de los saberes propuestos en esa construcción científica. Los postulados teóricos de Ferreira (2007), Charlot (2000, 2005), Tardif (2002), Tonine (2003), Soares (2000), Moraes (2005), Pimenta (2007), entre otros, proporcionaron comprensión sobre la temática en estudio. La pesquisa ocurrió en una acción colaborativa en la escuela pública de la ciudad de Natal/RN, en el Barrio de Nova Descoberta, en el turno matutino, con tres colaboradores, que participaron voluntariamente de ese proceso: Angico, Jacarandá y Carvalho desarrollaron sus prácticas pedagógicas, en los 1ºs y 4ºs años de la Enseñaza Fundamental. Los resultados obtenidos de los análisis, apuntaron un alcance descriptivo de las concepciones de los colaboradores sobre los saberes de los abordajes geográficos, que se refieren a enumeración de los aspectos característicos del fenómeno concebido, aunque nos haya empeñado para los alcances transformadores de nuestras concepciones

Saberes pedagógicos/comunicacionais, pesquisa/formação: reflexões sobre as experiências formativas das professoras online

The thesis, entitled, Pedagogical/comunication knowledge, research/formation: Reflections on the formative experiences of teachers online , developed dialogues on the pedagogical/communication knowledge, research-formation and the formative experiences of teachers online, for the purpose of understanding how pedagogical/communication knowledge is establishing/established from the formative experience of teachers online. For this reason we began with the following question: how does pedagogical/communication knowledge become estabilishing/established beginning with the formative experience of teachers online? The methodological approach for the selected research was research/formation, based on Ethnoresearch of critical formation. This became a rich route for reflections on pedagogical/communication knowledge and formative experiences, making a contribution for formation and autoformation of the teacher/researcher and the teachers online. This provided moments of formation, of reflection-in-action and on the action, potentialized/structured the process of comprehending, analyzing, interpreting, reflecting on the formative experiences and contributing for reflections on pedagogical/communication knowledge of the teacher online. The theoretical referential dialogue was based on concepts such as: education online, interactivity Silva (2002), Santos (2005), Moran (2003), teaching, Veiga (2005), Pimenta (2002), Freire (2005), Tardif (2002), teaching online Sacramento (2006), teaching knowledge Tardif (2002), Charlot (2000), Porlán (1997), García (1992), Freire (2005), Ethnoresearch-formation Macedo (2000), formation Macedo (2010), Josso (2010). The discoveries revealed that the pedagogical/communication knowledged becomes establishing/established beginning with formative experience of the teachers online, from the emergency of a collective communicative dialogue, structuring and potentialized by the experiences of the context online, from the didactic pedagogical/communicational organization online, of the research, of the relation created by the expertise and the presents itself along the itinerary of the family , the school, academic and professional. From this we can conclude that of knowledge and plural experiences, which became broken down because they are parts that relate themselves with other parts, which become united in one whole, the singular/plural, the local/global, the text and the context, agregating principles a pedagogical- communication perspective that orients :the dialogue, the interactivity, the hypertextuality, themultivocallity, formative dispositions, formative experiences all of wich makes for the possibilities for researdh and the training of professors and teachers who accept their point of departure and enddind points as pedagogy and experience

A contribuição do estágio supervisionado para a formação reflexiva do pedagogo

This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMAÇÃO Universidade Estadual do Rio Grande do Norte / Campus Avançado Professor João Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarcão (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoformação, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training

O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG)

This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching quality

Formação de professores, saberes, reflexividade e apropriação da cultura digital no Projeto Um Computador por Aluno (UCA)

This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships

Acompanhamento do memorial de formação: entre formar e formar-se

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Uma viagem aos saberes das formadoras de professores da Educação Infantil

This study aims to contribute with the professional development of the Trainers of childhood education teachers of the City Department of Education of Natal/RN, through a formation in context, trying to understand the teaching knowledge required in the practice of these professionals. The focus of the research is in teaching knowledge understood as the ideas, beliefs, conceptions, reasons, arguments, speeches that the trainers builds during his life (ALTET, 2001; PIMENTA, 2002; TARDIF, 2001; 2002). The study inserts itself in the qualitative approach of the educational research and the chosen methodology has characteristics of an inquiryaction. In the process, the following instruments had been used: questionnaires, press conferences, personal documents. The relevance of the present research is in achieving reflections concerning the role of the trainers of teachers, who needs to be seen as a mediator in the formation of teachers, in view of the fact that he interferes and is determinative in such a way in the formative process as in its results. The findings demonstrate that: a) the identity of the trainer is in a development process, what it is resembled to the effective situation of that, symbolically, the trainer exists, however, his attributions still are not enough clear; b) the teaching knowledge of the formation in the childhood education are related, among others points, primordially, to the function / role of the childhood education, child and teacher s point of view of this stage of the basic education; c) the Trainers teaching knowledge, concerning the teaching performance, ratifies the multiplicity of knowledge that the trainer must has, beyond the necessary complementarities and conciliation between the administrative and pedagogical aspects in the exercise of the function; d) the Trainers have knowledge that are according to the speech, consisting as declarative knowledge; e) there is a conflict between the teaching knowledge of the Trainers and the actions that are part of real life, generating contradictions between the formative saying and making

A concepção de ensino sob medida na obra hygiene mental e educação (1927), de Luiz Antônio dos Santos Lima

This dissertation examines the concept of the personalized teaching proposed by the physician and educator from Rio Grande do Norte Luiz Antonio dos Santos Lima, in his doctoral thesis "Mental Hygiene and Education," published in 1927. To do so, we start from the assumption that this thinker appropriated part of the educational theory formulated by Èdouard Claparède - specifically, in the case of the teaching concepts of the personalized teaching and comprehensive education designed by the Swiss intellectual - and, considering the Brazilian social reality of early twentieth century, reframed these concepts, adapting them to the country context. To implement the proposed idea, the bibliographical study was the option chosen, and so was done through a theoretical research which had as a reference authors whose studies referred to the Brazilian historical moment in the late nineteenth and early twentieth century, our examined time frame. As for the understanding and the methodological analysis of discourse, seen as socially constructed, the Foucault postulations were studied under an analytical approach, in which the disciplinary society is analyzed from the relations of power and knowledge that exist in it. The main source of this research was the work of "Mental Hygiene and Education," published as a requirement to the obtainment of Luiz Antonio s medical degree by the Rio de Janeiro Medicine School. Thus, it was found that the conception of personalized learning to the comprehensive education of students, as proposed in the doctoral thesis of Luiz Antonio dos Santos Lima, was related to abnormalities of mental character that children could present. School education was thought in a way by the potiguar thinker that it could be applied as deep as the moral, intellectual and behavioral deviations of the individual were, making use of hygiene practices of the minds through a normalizing process towards a civilized and developed future of the Brazilian nation which would manage, watch and fix the thoughts of the school students

Estudo comparativo dos métodos diagnósticos para Leishmaniose Visceral em cães oriundos de Ilha Solteira, SP

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

Características físico-qímicas da carne de caprinos submetidos a diferentes níveis de substituição do leite por soro de queijo durante o aleitamento

Fifty six crossbred kids Parda Alpina x Gurgueia were separeted into four groups of 14 (seven male and seven female) and submited to four treatments with different levels of milk goat substitution by cheese serum. The treatments were : T1=milk goat (testify); T2=15% serum at 23 days and 33% at 55 days; T3=15% serum starting from 16 days, 33% on 23 days and 51% on 72 days of age; and T4=33% on 16 days and 69% of liquid diet in the final fase. At 92 days of age, all animals were slaughtered for carcass evaluation. Pallete were separeted from 20 male animals (five by treatment) and the physical and chemical analysis of the meat were realized using these materials. The studied characteristics were: total weight (TW), meat weight (MW), bone weigth (BW) of the pallete, and percentage of umidity (U), ashes (A), protein (P), fat (F) and pH of the pallete meat. There was significant effect of the treatment over F. Means of PW, A and BW were, respectively 491, 342 and 149.8 g. The meal represented 69,6% of total pallete weight. Means of U, A, P and F were 73, 1.0, 19 and 1.95%, respectively. The pH was 6.7. Results allow to conclude that only the fat percentage of the meat was modified, due to the administration of serun milk on the liquid diet of the kids, during the milking fase.

Testes de vigor para avaliação de sementes de pepino

Dentro de um programa de controle de qualidade, a avaliação do vigor de sementes é fundamental e necessária para o sucesso da produção. O trabalho teve por objetivo comparar diferentes métodos para avaliação do potencial fisiológico de sementes de pepino. Para tanto, cinco lotes de sementes do híbrido Safira foram submetidos aos seguintes testes: germinação, primeira contagem de germinação, condutividade elétrica (4x50 sementes; 25ºC; 50 e 75mL; 12, 18 e 24h), germinação a baixa temperatura (4x50 sementes; 18ºC; contagens aos quatro e oito dias após a semeadura); envelhecimento acelerado tradicional (41ºC; 48, 72 e 96h) e com solução saturada de NaCl (41ºC; 72 e 96h). Pelos resultados obtidos, pode-se concluir que os testes de condutividade elétrica (50 e 75mL; 12, 18 e 24h) e de envelhecimento acelerado com o uso de solução salina (41ºC, por 72h), possibilitam a melhor identificação de lotes com diferentes níveis de qualidade fisiológica.

Germinação de sementes de Dypsis decaryi(Jum.) Beentje & J. Dransf. (Arecaceae)

Dypsis decaryi (Jum.) Beentje & J. Dransf. is an important palm with ornamental commercial value. Although it reproduces sexually, there are no data available as far as what are the factors that affect this species seed germination. The purpose of this work is to study the potential effects of temperature and substrate in Dypsis decaryi seed germination. The research framework is based on randomization, using a 6 X 2 factorial schema (six different temperatures, 25 degrees C, 30 degrees C, 35 degrees C, 20-30 degrees C, 25-35 degrees C and room temperature, combined with two types of substratum, sand and vermiculite) with 5 repetitions of 20 seeds. The researcher made daily records on the number of germinated seeds, and the criteria used was protusion of the germination plug. After 35 days data become stable. The Index of Germination Speed (IVG) and germination percentage were then calculated (data were converted to sen). The averages for these two indexes were compared using the Scott-Knott method with a probability of 5%. The data show that the higher percentages of germination were obtained with a sand substratum at temperatures of 25 degrees C (86%), 25-35 degrees C (92%) and lab room temperature (93%), and with a vermiculite substratum, at temperatures of 25 degrees C (76%), 30 degrees C (83%), 20-30 degrees C (87%), 25-35 degrees C (80%) and room temperature (91%). The seeds germinated sooner in the lab environment, for both substrates. The percentage of germination at 35 degrees C was markedly lower, both on sand (21%) and vermiculite (38%). In this case, the seeds took longer to germinate and germination was not uniform.

Substrate and Temperature Effects on the Germination of Dypsis leptocheilos (Hodel) Beentje & J. Dransf. (Arecaceae) Seeds

Dypsis leptocheilos is highly valued as an ornamental palm. Its propagation is done by seeds; however, there is little information about this process. The objective of this work was to study the substrate and temperature effects on the germination of D. leptocheilos seeds. The experiments were carried out at FCAV/UNESP, Campus of Jaboticabal, São Paulo State, Brazil. In order to study the substrate effects, four treatments were arranged (coconut fiber, sand, vermiculite and Plantmax (R)) at 30 degrees C. For the temperature effects, six treatments were performed (temperature at laboratory conditions (21.5 degrees C and 72% RU), 25 degrees C, 30 degrees C, 35 degrees C, 20-30 degrees C and 25-35 degrees C), having the coconut fiber as the substrate. The experimental design was completely randomized, with four replicates of 25 disseminules per plot (seeds with attached endocarp). Water replacement was managed to maintain 100% of the retention capacity of the substrates. The germination tests were observed every two days, and conducted over 148 days for the substrate effects, and over 152 days for the temperature effects, when no more seed germination was noted. In order to determine the germination percentage (% G) and the Germination Speed Index (GSI), the seed was considered germinated when the germinative button appeared. At the end of the experiments, leaf area (cm(2)), root and shoot length (cm), root and shoot dry mass (g) were also obtained. Statistical analysis was performed and means were compared by the Tukey test. Germination rate and speed in coconut fiber was higher at 25 and 30 degrees C. However, when other substrates were tested at 30 degrees C, the highest germination percentage was observed in vermiculite, which also sustained better results for the seed germination and for the characteristics related to shoots and roots.

Morphological Aspects and Storage of Dypsis leptocheilos (Hodel) Beentje & J. Dransf. (Arecaceae) Seeds

Dypsis leptocheilos (Hodel) Beentje & J. Dransf. palms are widely used in landscaping, however there is a lack of studies about its biology, especially on the morphology of its seedling disseminules and the ideal seed storage time without loss of viability. The objectives of this work were to describe the morphological aspects and to study the storage effect on the germination of D. leptocheilos seeds. The experiments were performed at FCAV/UNESP, Jaboticabal Campus, São Paulo State, Brazil. In order to obtain a morphology description 100 disseminules were sowed in vermiculite. The external and internal sides of the disseminules as well as the representative phases of the germination process were sketched with the help of a light chamber attached to a stereomicroscope. Five treatments were arranged in order to study the storage effects on the seeds (four months of storage and straight after harvest), with four replicates with 25 disseminules each (seeds with attached endocarp) in a completely randomized design. The germination test was conducted over a 140 days period and noted every two days. In order to calculate the germination percentage (% G) and the Germination Speed Index (GSI), the seeds were considered germinated when the germinative button appeared. The data were submitted to a polynomial regression analysis to verify the behavior of the variables over the storage period. The D. leptocheilos seeds have rounded shape, ruminate endosperm and hard consistency. The embryo is lateral, peripheral and relatively undifferentiated, with approximately 3 mm long and conical shape. The germination percentage increased from 17% for seeds sowed straight after harvest to 73% for those stored over a three-month period. For the GSI the increase was about 0.85%. It was concluded that the germination of D. leptocheilos is of an adjacent ligulate type. Furthermore, the seeds stored for 3 months at 14 degrees C showed both higher percentage and germination speed.

Efeito da maturação e temperatura na germinação de sementes de Phoenix canariensis hort. ex Chabaud - Arecaceae

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