O CORPO NA FORMAÇÃO DOCENTE EM EDUCAÇÃO FÍSICA: DO MECANICISMO A MOTRICIDADE HUMANA

A pesquisa tem como foco o estudo da formação docente em Educação Física, cujo objetivo foi verificar, na proposta da Motricidade Humana, a superação ou permanência do mecanicismo moderno. A pesquisa foi delineada por um levantamento bibliográfico e documental, contendo descrição, exploração e análises dos documentos oficiais do Conselho Nacional de Educação e do Ensino Superior. Foi realizado uma análise comparativa entre duas grades curriculares atuais de universidades federais com a grade de 1939,do primeiro curso de Educação Física. Para o desenvolvimento da pesquisa foram elaborados três capítulos. O primeiro capítulo introduz a temática do mecanicismo em dois momentos, inicialmente, apresenta a posição da fundamentação cartesiana do mecanicismo, que servirá para entender os impactos deste último na estruturação da área da Educação Física. O capítulo dois versou sobre a crise da Educação Física e a expansão da teoria da Motricidade Humana no seu interior que significou a primeira tentativa mais elaborada de superar o mecanicismo cartesiano da área. No terceiro capítulo é posto em destaque a questão da formação docente em Educação Física, retomando, primeiramente o período mecanicista, em segundo lugar a crise do modelo da década de 1980 e a superação pela motricidade Humana. Neste mesmo capítulo apreciamos os textos dos documentos oficiais e das Diretrizes, sempre com o intuito de examinar se houve ou não a superação do mecanicismo. A análise demonstrou que estes documentos absorveram após 1980 as ideias da teoria da Motricidade Humana. Entretanto, uma vez que no âmbito da pratica formativa prevalece a tendência mecanicista, fomos conduzidos a realizar a comparação de grades curriculares, que nos levam mais próximo da prática sem deixar a esfera da formação docente. Essa investida sobre as grades foi importante para mostrar a lacuna entre a absorção temática da Motricidade Humana nas Diretrizes e a prática docente. Para além de uma confrontação de teoria e prática notamos que as diretrizes dão a impressão de superar o mecanicismo na inclusão da temática da motricidade, enquanto que as grades mantém desde o seu alicerce os traços seculares do mecanicismo moderno. O que resulta em outras palavras, não obstante a concepção de superação do mecanicismo, a formação recebe formato com traços predominantemente mecanicista. Digamos agora o essencial: em todo esse movimento teórico prático de superação, retomada e repetição fomos guiados pela temática do corpo, que demonstra com veemência que o seu tratamento nas diferentes bases formativas ainda é mecanicista.(AU)

POSSIBILIDADES DO ENSINO DA LÍNGUA ESPANHOLA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA PROPOSTA DE FORMAÇÃO DOCENTE

Esta dissertação surgiu de um projeto realizado na rede oficial de ensino do município de Santo André (SP) no período de agosto a dezembro de 2008 junto aos professores inscritos no curso Formação sobre culturas de língua espanhola e suas possibilidades no trabalho pedagógico . Tal projeto teve como aspecto fundamental inserir os professores dos anos iniciais na língua e na cultura espanhola, assim como na hispano-americana, direcionando-os a adquirirem uma visão globalizada das novas tendências existentes na aquisição de uma segunda língua. O curso permitiu aos professores compartilharem experiências e aprofundarem seus estudos na integração cultural e linguística, por meio de metodologias e técnicas facilitadoras, adequadas à faixa etária dos seus alunos crianças de 6 a 10 anos. A partir desse projeto, a pesquisa desenvolvida procurou teóricos para estruturar o trabalho, cuja pergunta norteadora possibilidades de introduzir o ensino de uma língua estrangeira no caso, o espanhol , nos primeiros anos do Ensino Fundamental I. Como no Brasil, não há um grande número de professores habilitados no ensino da língua espanhola, questionou-se sobre tal possibilidade, considerando ainda que as escolas municipais, que são as escolas que oferecem o Ensino Fundamental I, não apresentam em seu currículo o ensino de língua estrangeira. Com base em teóricos que apontam diferentes caminhos para se aprender uma língua estrangeira e frente ao exposto, o estudo buscou analisar os depoimentos e observações ocorridos na execução dos projetos individuais, que professores da rede municipal também sujeitos desta pesquisa elaboraram durante o curso. A análise dos questionários, da entrevista e do depoimento realizados junto a onze desses sujeitos possibilitou traçar o perfil de sua formação, da sua atuação e da sua trajetória profissional. Os dados colhidos foram analisados tendo como referencial teórico Jacques Rancière (2007) em referência a Jacotot e seu Mestre ignorante , que aborda conceitos de explicação, igualdade e vontade, submetendo-os à análise de conteúdo. Nesse contexto, foram extraídas as reflexões sobre as possibilidades de prática pedagógica na vivência dos professores durante a execução do projeto. O estudo considerou, após esta experiência, que existe a possibilidade de ministrar uma formação continuada de língua espanhola a professores que já atuem com alunos dos anos iniciais.(AU)

A FORMAÇÃO DO PEDAGOGO: ESTUDO DE CASO COM ALUNOS EGRESSOS DE UM CURSO DE PEDAGOGIA

A pesquisa elaborada teve por finalidade realizar uma investigação sobre a atuação de docentes das séries iniciais do Ensino Fundamental, relacionando-a ao desenvolvimento das competências e habilidades alcançadas a partir de sua formação realizada em um Curso de Pedagogia. O universo dessa pesquisa foi um Instituto Superior de Educação, na região do grande ABC de São Paulo, tendo como sujeitos alunos egressos do Curso de Pedagogia, formados a partir de 2005, que exercem suas atividades profissionais em espaços escolares. A metodologia utilizada para essa pesquisa foi um estudo de caso realizado a partir da análise da proposta formativa de pedagogos da Instituição pesquisada, relacionada às competências e habilidades desenvolvidas nos alunos egressos. Realizamos também uma análise comparativa entre os sujeitos da pesquisa em relação à formação anterior ao Curso de Pedagogia. A pesquisa de campo foi desenvolvida com 17 alunos egressos que cursaram Pedagogia no Instituto Superior de Educação pesquisado, por meio da aplicação de um questionário encaminhado via e-mail. A partir do retorno dos questionários, foi analisado o nível de satisfação dos alunos egressos em relação à sua formação acadêmica, ficando evidente os aspectos defasados, detectados pelos sujeitos, a partir da prática docente que exercem. Com base nas informações do questionário, selecionamos seis alunos egressos: três que cursaram o ensino médio regular e três que cursaram o 2º grau com Habilitação para o Magistério ou o CEFAM, para a realização de entrevistas, com o objetivo de aprofundar informações sobre a atuação docente relacionada à formação.(AU)

DOS DILEMAS À ESPERANÇA: OS DESAFIOS PARA A FORMAÇÃO E ATUAÇÃO DOS PROFESSORES DE TIMOR-LESTE

Esta pesquisa de mestrado analisa a educação de Timor-Leste, tendo como principal foco os professores, procurando identificar os principais desafios por eles enfrentados para a sua formação e atuação e suas implicações para o futuro educacional do país. Timor-Leste é um país do sudoeste asiático, que se tornou independente em 1999; deste então tem procurado se estabelecer como um país livre e democrático. Sua história pregressa é marcada por dominações, tendo sido colônia portuguesa por mais de quatro séculos e posteriormente invadido pela Indonésia. Esses distintos períodos históricos marcaram profundamente todas as instâncias da nação, sobretudo a educação, que sempre foi produto dos povos dominantes. Esta pesquisa, portanto, traz um panorama histórico, considerando sua importância para compreensão dos desdobramentos do sistema educacional hodierno, especialmente no que se refere à formação de professores diante dos dilemas herdados, tais como: evasão dos professores, que eram na sua maioria do país invasor, infra-estrutura precária, limitações linguísticas, entre outros. O método utilizado para a realização da pesquisa foi uma aproximação da etnografia, tendo uma abordagem qualitativa e quantitativa. As fontes foram diversificadas; utilizei documentos escritos, orais e iconográficos, alguns já existentes e outros produzidos no processo de pesquisa. Paulo Freire e António Nóvoa são as principais referências teóricas neste estudo, na reflexão sobre a formação de professores. Pude constatar que o caminho para a autonomia e para que haja uma boa qualidade no sistema educacional de Timor, dentro de uma visão realista e plausível, pode ser longo, há muito trabalho a fazer, e isto depende de muitos aspectos para que possa se concretizar. Ações conjuntas do governo, sociedade e organismos internacionais são extremamente necessárias, principalmente para o planejamento de uma política séria, significativa e contextualizada que servirá de base para o que se tornará a educação do país.

Computação em nuvem no governo: caminhos para a formação de uma agenda governamental

This work aims to understand how cloud computing contextualizes the IT government and decision agenda, in the light of the multiple streams model, considering the current status of public IT policies, the dynamics of the agenda setting for the area, the interface between the various institutions, and existing initiatives on the use of cloud computing in government. Therefore, a qualitative study was conducted through interviews with a group of policy makers and the other group consists of IT managers. As analysis technique, this work made use of content analysis and analysis of documents, with some results by word cloud. As regards the main results to overregulation to the area, usually scattered in various agencies of the federal government, which hinders the performance of the managers. Identified a lack of knowledge of standards, government programs, regulations and guidelines. Among these he highlighted a lack of understanding of the TI Maior Program, the lack of effectiveness of the National Broadband Plan in view of the respondents, as well as the influence of Internet Landmark as an element that can jam the advances in the use of computing cloud in the Brazilian government. Also noteworthy is the bureaucratization of the acquisition of goods to IT services, limited, in many cases, technological advances. Regarding the influence of the actors, it was not possible to identify the presence of a political entrepreneur, and it was noticed a lack of political force. Political flow was affected only by changes within the government. Fragmentation was a major factor for the theme of weakening the agenda formation. Information security was questioned by the respondents pointed out that the main limitation coupled with the lack of training of public servants. In terms of benefits, resource economy is highlighted, followed by improving efficiency. Finally, the discussion about cloud computing needs to advance within the public sphere, whereas the international experience is already far advanced, framing cloud computing as a responsible element for the improvement of processes, services and economy of public resources

A formação da habilidade de explicar no contexto do ensino médio: o que dizem os livros? o que pensam os professores?

The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of a historical science and historiography of the second half of twentieth century. Nowadays this discussion needs to be continued both in the general framework of scientific practice as within educational institutions as cognitive - linguistic ability. The focus of our research is by the second approach, which is the explanation as cognitive - linguistic ability. The formation of skills, among them, the explaining one, has been studied by the authors as: (NÚÑEZ 2012; JORBA et al, 2000; SANMARTÍ and IZQUIERDO 2000). This research had as general purpose: to study the processes of formation of the ability to explain social revolution in history classes in high school, by teachers opinion and by content as this theme among history books, in order to support the continuing education of history teachers for high school. Th e qualitative based research used instruments of data collection and analysis protocol for the books prepared for this study, and interviews with teachers. For this, the techniques of content analysis and discourse referenced in Bardin and Orlandi , respec tively were used. At first, the instruments for data collection were developed and validated, while in the second, the data were collected, organized and analyzed. From the answers to the questions of the study results shows that: a) in the analyzed books - do not express the work with the definition of Social Revolution, considering the processes for the formation of this definition, the predominant type of explanation has characteristics of multicausality; proposals for teaching are characterized as eclec tic; b) while teachers speech - it is important the students know the definition of Social Revolution, the ability to explain is more linked to didactic explanation in the classroom than the explanation through epistemological sense. These results indicate that the formation of the ability to explain Social Revolution based in Cultural History approach, are not expressed in the analyzed books, but they can serve as an important resource for this purpose. The discourse of teachers has a potential pointing to the possibility of teaching organization and learning process, based on training or upgrading the explanation skill from the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this purpose, the research constitutes a contri bution to support the continued education of history teachers in high school.

Concepções de formação profissional técnica de nível médio adotadas pelo IFRN: especificidades e (des)continuidades

The thesis deals with the concepts of technical tra ining of middle level adopted by the Federal Institute of Education, Science and Technology of R io Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technica l School of Rio Grande do Norte (1970- 1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important politic al contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopte d in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) contin uities, placing them in the context of political, economic and educational change in development in t he country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as wel l as the possibility of a counter- hegemonic formation. We analyze the formation of mi d-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN . Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political- institutional educational projects. The results sho w that the training of workers in capitalist society has a unilateral character; that the traini ng required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives th at guide educational reforms in the country (unilateral training) and, at other times, the inst itution adopts concepts (training omnilateral) that are not consistent with such prospects; and th at between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.

Formação docente e conhecimento profissional: desafios para o ensino da matemática na EJA

As for the Education for Youth and Adult (EYA), the challenge of training these teachers is to provide tools to understand and act on the teaching of mathematics. It is realized just how special education in this modality and as such teaching is lacking in an adequate and solid training in the area of knowledge. One of the major problems affecting this type of education is the high dropout and failure rates, and lack of motivation among students. Thus the need to provide differentiated profile with a professional to teach youth and adults students, so that they are able to mobilize didactic-pedagogic knowledge, methodologies and theoretical frameworks that serve as a basis for school-developed teaching practice. This thesis aims to investigate how the math teacher, who acts in adult education from elementary school, has developed its didactic and pedagogical action, and that professional knowledge has been mobilized to teach? It has highlighted the importance of initial and continuing training and professionalization of teachers dedicated to this specific type of education, when teachers should be the protagonists of their professional development. The methodological approach was begun with a literature review, then the research was anchored mainly on the ideas by Gauthier, Nuñez and Ramalho (2004); Imbernon (2011), Garcia (2006); Perrenoud (2000); Tardif (2007 ); Haddad, Di Pierro (2000), D'Ambrosio (2002), Mendes (2006, 2009), Freire (1996, 2011), and other theorists and official documents of field of adult education here and abroad. That work leads us to the understanding of the present moment from a foray into historical and conceptual aspects, as well as educational policies of EYA, as well as training, professionalism, knowledge and skills necessary for professional practice. Then, the subjects and the locus of research and the instrument for data collection were set up and led by the object of study. To consolidate the study was selected a sample of 27 mathematics teachers, working in municipal EYA Network Teaching of Natal. This research is in an investigative nature, within the quantitative and qualitative approaches focused on the responses of study subjects from the content analysis by Bardin (1977). Results from the analyzes have revealed that the initial training of mathematics teachers of adult education needs to be reconfigured in order to formalize the knowledge base of professionals (the mathematical content, didactics and professional knowledge). Thus the study suggests that this base knowledge is embedded in the pedagogical practice of these teachers, so that there is a completion of the teaching and learning process for young people and adults. The study also has pointed out that there is a need for teachers to participate in a continuing education plan that prioritizes learning situations of mathematical content considering the previous knowledge of the students. The final analyses thus indicate that knowledge of mathematics and the didactic and pedagogical strategies to be mobilized by teachers must be able to motivate the students in such a way that they feel need to incorporate in their knowledge, mathematical knowledge capable of making them more likely to have access to social, economic and labor market

Uma análise da formação de professores de física do IFRN a partir da epistemologia de Ludwik Fleck

This study arises in the context of physics teacher training and aims, from the speech of the teacher trainer, identify possible pedagogical models and characterize thinking styles present in the course of licentiate in physics of IFRN using the epistemology of Ludwik Fleck. We classify our research as qualitative with an empirical nature, and for the analysis we chose the discursive textual analysis - DTA (MORAES, 2003). The locus of our research will be the licentiate in physics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN, Natal-Central Campus and the research subjects, a group of teacher trainers of this course. We interviewed ten teachers, being six from the group dedicated to physics and four from the group dedicated to didactics and pedagogy. From this design, we performed data acquisition consisted of: 1) semi-structured interview, 2) document analysis. On the data analysis, with the support of pedagogical trends that were observed in our study based on the perception of the similarities and differences between the ideas presented by teachers about: education and teaching; ideal teaching practice, teacher's role, learning conceptions, and according to the student and on the ideological thinking of these former teachers on the professional profile of graduates, we noted subsidies to identify evidences of the presence of three distinct thinking styles that interrelate with each other in a considerably intense way. The relevance of the study is presented in the understanding of thinking styles that participate in the dynamics of the course of teacher training in physics, and by consequence, elucidation of a problem pointed out a priori as motivating the research: the difficulty of communicative interaction on educational practices among teacher trainers. We bring Fleck's epistemology as a motivating possibility of dialogue and negotiation, setting thus an instrument of real change, towards the significance of teacher training in physics.

A formação do nutricionista para atuação no SUS: um olhar sobre a produção científica obrigatória dos cursos do Rio Grande do Norte

The National Curricular Guidelines for nutrition course predict training directed to the work in the Unified Health System (SUS) and the mandatory completion of course work. The aim of this study was to analyze the formation of dieticians in Rio Grande do Norte state/Brazil to work in the SUS, from the compulsory scientific production provided for training. This is a bibliometric study, quantitative approach, performed with completion of course works of five nutrition undergraduate courses in Rio Grande do Norte state in the years 2013/2013. From the reading of the works, the following variables were collected: nature of the institution, institution administrative category, location, work title, number of authors, work format, titration of the teacher advisor, study type, area of interest, scenery of accomplishment, submission to the ethics committee, suitability of descriptors and, as pertaining to the field of public health, the subfield of public health and the theme. The pedagogical projects of the courses were read and were identified opportunities to develop research in the graduation. For detection of significant categories we applied the Pearson chisquare test. We analyzed 195 works, coming mostly belonging to universities courses (79.0%) and private institutions (56.4%). A higher frequency of articles (68.2%), developed by one student (65.6%), guided by master teachers (57.9%), with cross-sectional study design (49.2%), conducted in laboratory (25%) and without submission to the ethics committee in research (49.2%) was find. The median adequacy of descriptors was 50%. As for the interest of the study, there was a higher frequency of work in the field of public health (p <0.001), within this subfield highlighting the nutritional epidemiology (63.0%) (p <0.001) and the subject nutrition assessment (57, 4%) (p <0.001). In cut on three major areas of dietician performance, was significant performing work in the field of public health in public institutions (p <0.05). The presence of complementary activities was unanimous in the pedagogical projects of the courses. The results of the study showed some methodological weaknesses in the research approaches, as well as a hegemonic positivist training. Despite the emphasis on public health, it was noticed little approximation of policies and nutrition programs in the context of the mandatory recearch of Rio Grande do Norte state nutrition courses.

Caminhos para a avaliação da formação em odontologia: desenvolvimento, validação e aplicação de critérios

The need for universal access to health and the failure of the pedagogical model centered on the transmission of knowledge has led to changes in the training of health professionals. The objective of this study was to provide a new alternative for evaluating dental students through the development, validation and application of evaluation criteria based on the National Curriculum Guidelines (DCN in Brazil). Therefore, the study was conducted in three phases: development and validation of evaluation criteria of Dentistry courses based on the DCN; a pilot study to verify the applicability of the validated criteria and evaluation of the dentistry courses in the Northeast. In the first stage, a logical model was formulated, allowing for the construction of a criteria matrix, validated by a modified Delphi consensus technique. The validated matrix has the following dimensions: Profile of graduates, health care guidance, teaching and service integration, and pedagogical approach. The pilot study was conducted in five dental courses through a documentary study of the pedagogical project course (PPC), and application of validated questionnaires and interviews with course coordinators. The results of the pilot study indicate the possibility of being verified by means of validated criteria and using different methodological proposals, advances and curricular limitations facing the proposed reorientation of training recommended by DCN. The evaluation of Northeast Dentistry courses was carried out by applying a questionnaire validating a matrix of 30 course coordinators, including public and private institutions. The data were submitted to descriptive analysis, and also tested the difference between means and the correlation between the assessment of the coordinators in the dimensions and sub-dimensions with each other, among the general evaluation of courses and between the following variables: administrative category, time since last curriculum updating, participation in reorienting the training of health professionals programs, ENADE and CPC (Preliminary Concepts of the Course) scores in the year 2013. Positive correlation (p <0.01) was found between the means obtained by the perception of the coordinators in most dimensions, and also between them and the overall performance of the course. There were no significant differences between the coordinators’ perception about course performance and the administrative category (public / private). This difference is slightly higher when the average performance is compared with respect to time due to the last curriculum update, getting better performance in courses with the latest updated curriculum, even with there not 11 being this significant difference between dimensions. Better averages of performance were obtained in courses that do not participate in reorientation programs of professional training, with a significant difference (p<0.05) for the overall score and for all dimensions except the dimensions of teaching-service Integration (p = 0.064). There was no significant correlation between the assessment of coordinators in all dimensions, in the overall assessment or ENADE and CPC scores in 2013. The final instrument proposed in this study is a different alternative assessment for health training of both dentists and other professionals, considering that the DCN providing for the training and graduation of professionals is focused on the health needs of the population, integrated with the SUS (the National Brazilian Health System) and based on student-centered learning.

Atividade de formação interprofissional em urgência pré-hospitalar

To acting in emergencies it is important that health professionals develop specific and differentiated skills, which shows us the importance of training in emergency planning. So undergraduate courses in medicine and nursing should encourage the development of these skills and evaluate them through various instruments targeted to the different fields. The aim of this study was to implement an optional and interprofessional curricular component, focusing on interprofessional education in pre-hospital emergency for medical and nursing courses Federal University of Rio Grande do Norte (UFRN). This is an exploratory descriptive study, with 24 medical and nursing graduates of last year undergraduate of supervised training, who underwent theoretical and practical training in the care of pre-hospital emergency services. There were theoretical and practical lessons per week for one school semester, taught by doctors and nurses of the Emergency Medical Service (EMS), where the topics discussed were: basic and advanced life support, safe transport in clinical emergencies, trauma, gynecological, obstetric, pediatric and psychiatric diseases, and have been carried out practical activities in ambulances. The students were evaluated by pre-test, post-test and practical stations made through the Objective Structured Clinical Evaluation (OSCE), in the skills laboratory of the Health Sciences Center. During the activities the students were encouraged to critical and reflective thinking, highlighting the importance of integration between the various health care professionals. It was observed that 88% of the students had a score increase over the pre-test. In the evaluation process carried out by medical students and nursing UFRN have similar expectations regarding the essential skills acquired during the training activity. The results of this study will form the basis for the organization of interprofessional education activity in pre-hospital emergency medical students and nursing, as well as helped to organize practices stations, identifying basic clinical skills, and implementing student assessment tools UFRN.

Preceptoria em profissionais de saúde: viabilizando meios para uma formação pedagógica em hospitais públicos em Natal-RN

This study aimed to construct and carry out a distance course of pedagogical training for health professional performing preceptorship functions in public health institutions. The preceptorship in health is a pedagogical practice that occurs in workplace, led by assistance professionals with teaching position or not, where the vast majority of these acts intuitively, reproducing their own training, confusing transmitting information with education. These preceptors often do not dominate the pedagogical knowledge, necessary for the organization of training activities, such as the various teaching-learning processes and the different assessment types. Student supervision is essential in the training process of students in the health field, and on the occasion of supervised internships that the teaching-learning process is based on practical experience with participation in real life situations and professional work. It was realized an exploratory study, descriptive with qualitative approach, with the development of tutoring teaching course in health as final product. Applied semi structured research instrument from may to july 2014. It were evaluated 162 health professionals who perform the preceptorship, which made it possible define the preceptor's profile and identify the educational requirements related to the educational process, which justified the construction of the program content and the professionals’ perception analysis about preceptorship through identification of three categories: clinic knowledge valuation; valuation of professional orientation and valuation of professional future. The course was available on distance mode through Moodle platform with forty hours of work load from October to November 2014. With the aim of capacitate the health professionals to development of necessary abilities and skills to tutoring performance through thoughts about tutoring concepts, professional training within the curricular guidelines and SUS precepts, the role of health professionals as educators, application of active teaching methodologies, and evaluation methods. The applications were done online through the provided link; 300 vacancies offered, 243 professionals applied, chosen 134 that works on tutoring, where 49 represented professionals that works on the location of the study. The course lasted 45 days, and counted with tutors responsible to interact and evaluate the students. 28 professionals joined the course, 12 concluded. Opportunities were identified to stimulate the involvement, however the professionals’ satisfaction shows that, make an investment on tutors education, starting from the Permanent Education precepts, will provide a bigger appropriation of the knowledge to the education and therefore the awareness of their role as an educator on work ambit, proportioning essential tools to tutors act while enabler of integration between theory and practice and result better teaching-learning process.

Residência multiprofissional, desafios e compromissos na reorientação da formação para o SUS: um estudo na atenção primária

The Health Multiprofessional Residency Program of the Federal University of Rio Grande do Norte (PRMS/UFRN) adopts as guiding keystones the learning process of in-service teaching, the interdisciplinary multiprofessional work and the compliance with the principles and guidelines of the Brazilian Unified Health System (SUS). Although PRMS/UFRN have been idealized with a focus on hospital care, the training process in the insertion of residents in the Primary Health Care (PHC) has an important role because they need to experience all levels of care, taking into account that the educational process through work proposed by the Residence is based on the comprehensiveness of health care. In light of the foregoing, the present research has sought to elucidate the insertion of these residents in PHC services, through a qualitative approach of case study, where data collection was held in two different moments: firstly, a questionnaire was accomplished, through an semi-structured script, with the residents of PRMS/UFRN, Natal Campus; subsequently, the focus group technique was accomplished with a group of nine residents, and data were analyzed from the categorical thematic content analysis. From the process of empirical categorization, categories and subcategories were raised, among which, the positive aspects and potentialities of insertion of residents in PHC. We detected the articulation of actions for promoting, preventing and recovering health; training in comprehensiveness of health care, multiprofessional activities and activities aimed at doing the integration among teaching-service-community. Regarding the difficulties found in this experience, we dealt with the organization and planning of rotation activities, the preceptorship, the process of work found in the Basic Health Units (BHU), in addition to factors external to educational practice, such as the issue of safety within these communities. Accordingly, with this situational diagnosis, we became able to realize that residents have identified the importance of this rotation for their vocational training, since these are inserted in post-graduate programs in hospital care. As an immediate product of this study, we will present a report that will provide a space for discussion and assessment of this rotation by the coordination bodies of PRMS/UFRN, in order to seek organizational and pedagogical adaptations, besides the proposition of qualification courses for the actors involved with this process, aiming the implementation of improvements in the rotation of PHC toward the qualified training of professionals for SUS.

Formação docente para a inserção da história e filosofia da ciência no ensino: textos histórico-pedagógicos em discussão

The present dissertation focuses on specific problems in the educational context: challenges in the construction of historical narratives for pedagogical use as well as the difficult task of using them in the classroom. In this context, we seek to work in teacher training for insertion of History and Philosophy of Science (HPS) in classroom, and historical narratives become mediation elements to advance the dialogue with this specific audience. This initiative is in line with a recurring concern: one of the main challenges related to the didactic transposition of HFC would be the lack of teacher preparation. Historical contents and Nature of Science are still absent in classrooms. Insecurity and lack of knowledge by teachers are often mentioned as factors that contribute to this situation. It is important, therefore, that teachers (active and in training) take part in discussions concerning the inclusion of HPS in classroom. It is relevant that they know examples of historic-philosophical didactic proposals to address science and contents on science, develop skills to adapt them to their specific contexts and to develop their own proposals. It is believed that these issues are significant to undertake conscious initiatives to insert HPS in classrooms. It is considered that adapting educational proposals to particular educational contexts depends on understanding what these proposals indeed mean and how flexible they can be. In order to address these objectives, we elaborated an educational product, a didactic material focused on teacher training, which was used in an extension course at UFRN. The didactic material discusses the role of HPS in Education, Nature of Science and historiographical issues. It presents a series of dialogical activities on aspects of didactic transposition of HPS, especially those regarding historical narratives. A set of historicpedagogical texts on the History of Vacuum and Atmospheric Pressure is used as a mediation element in discussions. We address potential, possibilities and limitations historical narratives. To carry out the course, it was taken into account methodological concerns of so-called action research. There have been expected changes, modifications and effective actions in the own teacher training material in face of the experience of the researcher-lecturer in interactions with the participants of the course as well as in face of impressions reported by the participants. Developments in this direction have been incorporated into the teacher training material.