Contribuições da leitura e escrita para a aprendizagem da matemática com textos de diferentes contextos

This work aims describe, through a phenomenological approach to qualitative research, which are the contributions of reading and writing of texts from different contexts for learning mathematics. For this purpose, we developed activities involving reading, writing and math in classes in the 6th grade of elementary school to a state school Guaratinguetá. These activities constituted the research data as part of the fieldwork. We analyzed the data following the procedures of this phenomenological research which they are described by Bicudo (1994, 2000, 2011), Fini (1994) and Machado (1994). We base our study on reading, writing and mathematics in Nacarato (2009), Lopes (2009), Smole (2000) and Fonseca (2005), among others. In the analysis, we seek to clarify how meaningful situations of different contexts, helping to develop skills in reading, writing and interpretation of the student, which in turn help the students at understanding mathematics. After the analysis of data, we named the two open categories: Difficulty of Expression and Communication Facilities. The interpretation of categories allows us to understand that there is, by individuals, a communicative intention that is expressed in the texts

A presença das TIC no curso de licenciatura em matemática da UNESP - campus Guaratinguetá

This research shows an investigation on teaching formation in regards to the TICs. Our interest in this subject is due to the fact that new generations of students who attend school require that the classes make use of technology in the classroom environment. By following the phenomenological orientation we have carried out a study which involved a field research at the College of Engineering in Guaratinguetá using the graduate as well as senior students of the Bachelor's Degree in Mathematics of this university. We have analyzed the data under the light of texts of the following authors: Filho (2007), Valente (1993), Miskulin (2006), Borba and Penteado (2001) among others in order to understand the teacher`s formation process to act using technologies in the classroom and its relevance. The data that has been analyzed was obtained in interviews which were conducted with the students of this university. The interviews were transcribed and analyzed according to the rigor of phenomenological research procedures involving ideographic and nomothetic analysis. This analysis has led us to three open categories: 1) Mathematics learning through TICs; 2) Technologies that have been used; 3) Teacher`s role. By understanding the open categories we have been able to grasp that the students -future teachers- admit feeling capable of using technology in their classes, however their testimonies in regards to the TIC`s have led us to believe that there would be a reproduction of the content studied at their time at college without using further reflection upon the subject or autonomy in order to create new projects for teaching Mathmatics using these TICs

A atualização do PROUCA nas escolas estaduais do Estado de São Paulo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Morte, família e a compreensão fenomenológica: revisão sistemática de literatura

The phenomenological research aims to understand how human beings mean their experiences and allows a detailed investigation of issues related to human life. In order to understand how the death experience within the family has been addressed by studies within phenomenological research perspective, a systematic review of literature was performed based on abstracts indexed in Lilacs, PEPsic, Medline e PsycInfo, by means of the intersection of the keywords: family, death, and phenomenology. Overall, 54 papers were found. Initially, all the papers were subjected to a quantitative analysis, after which 15 were selected for qualitative analysis. The results indicated that studies with grounding in phenomenology addressed three major themes: the experiences, meanings and coping with grief and loss, the family’s relationship with the terminally ill patient, and the experiences of families facing sudden death.

A Avaliação na sala de aula de matemática: práticas e concepções

This research aims to understand the assessment practices used by teachers at a public state school in the city of Cunha, Sao Paulo. To this end, we interviewed five mathematics teachers, who answered a questionnaire with five questions. The responses were analyzed according to the rigor of phenomenological research. To understand the investigation region, that is to say, the meaning of evaluation, we proceeded to a review of studies on the subject in authors like Buriasco (2002), Pavanello (2006), Hoffmann (1994), expressive in Mathematics Education that allows us to explain the concept of prevailing interpretation in the area. The phenomenological analysis enabled the development of three categories open revealing the concept of evaluation of teachers investigated. The first shows the review As a way to measure the knowledge acquired by the student. His interpretation leads us to understand that for some teachers, the research subjects, the assessment becomes a method to ' measure ' the knowledge acquired by the student. The second category, expressed by As a way of understanding the student's behavior in class, shows that some of the interviewees understand the evaluation as a medium that reveals and appreciates the ways of the student behave in class. Finally, the third category refers to the evaluation by means of said instruments. On this subject the claim that the assessment is through instruments such that: evidence, exercise lists, among others. In summary, interviews and categories analyzed explain the ways in which the assessment reveals the concept of implicit learning the instruments used in the evaluation practices of teachers interviewed. However, the authors read, evaluation is a necessary and permanent teaching job in teaching, which must follow step by step the process of teaching and learning. It follows, ... (Complete abstract click electronic access below)

A Avaliação na sala de aula de matemática: práticas e concepções

This research aims to understand the assessment practices used by teachers at a public state school in the city of Cunha, Sao Paulo. To this end, we interviewed five mathematics teachers, who answered a questionnaire with five questions. The responses were analyzed according to the rigor of phenomenological research. To understand the investigation region, that is to say, the meaning of evaluation, we proceeded to a review of studies on the subject in authors like Buriasco (2002), Pavanello (2006), Hoffmann (1994), expressive in Mathematics Education that allows us to explain the concept of prevailing interpretation in the area. The phenomenological analysis enabled the development of three categories open revealing the concept of evaluation of teachers investigated. The first shows the review As a way to measure the knowledge acquired by the student. His interpretation leads us to understand that for some teachers, the research subjects, the assessment becomes a method to ' measure ' the knowledge acquired by the student. The second category, expressed by As a way of understanding the student's behavior in class, shows that some of the interviewees understand the evaluation as a medium that reveals and appreciates the ways of the student behave in class. Finally, the third category refers to the evaluation by means of said instruments. On this subject the claim that the assessment is through instruments such that: evidence, exercise lists, among others. In summary, interviews and categories analyzed explain the ways in which the assessment reveals the concept of implicit learning the instruments used in the evaluation practices of teachers interviewed. However, the authors read, evaluation is a necessary and permanent teaching job in teaching, which must follow step by step the process of teaching and learning. It follows, ... (Complete abstract click electronic access below)

Reflexividade em saúde: investigação fenomenológica do processo reflexivo prevalente entre os formandos em educação física

O presente trabalho buscou identificar e compreender como se dão os processos reflexivos prevalentes na relação interpessoal constituída na atuação pré-profissional de formandos em um curso na área da educação física. Tendo em vista este objetivo, utilizou-se a fenomenologia como um método capaz de identificar o sentido das coisas dadas à consciência. Optou-se também pela utilização adaptada de um roteiro de supervisão para psicólogos do esporte por abordar amplamente os variados aspectos da experiência relacional em contexto de atendimento. Os resultados apontam para a prevalência do modo de pensamento mecanicista como plano de fundo de uma reflexividade causal e restrita durante a atuação pré-profissional destes formandos. Assim, uma atuação dirigida à reflexibilidade, possibilita uma abertura ao relacionamento interpessoal de maneira a incluir o sujeito a quem a prática se destina como agente do processo, e não como objeto de intervenção. O método fenomenológico pode auxiliar na manutenção e constante aprimoramento deste processo reflexivo, uma vez que permite compreender as dimensões de ordem existencial da atividade física.

Na 1 Nachlass Max Horkheimer, 24 - Korrespondenzen u.a. mit Stefan Jacobwicz (p. I 12, 176-330)

1 Brief an Ernst Jacob von Max Horkheimer; 31 Briefe zwischen Stefan Jacobwicz und Max Horkheimer, 1936-1945; 1 Brief an die American Consul Lisabon von Max Horkheimer; 23 Briefe zwischen Heinz Jacoby, Lilli Jacoby und Max Horkheimer, 1936-1943; 1 Brief von Max Horkheimer an John B. Norman, 29.06.1942; 1 Brief von Max Horkheimer an George L. Warren; 1 Brief vom Service Social d'Aide aux Emigrants Paris an Heinz Jacobi, 18.01.1940; 1 Brief von Max Horkheimer an Jaeger , 29.09.1937; 5 Brief zwischen Philip C. Jessup und Max Horkheimer, 15.10.1940-1941; 3 Briefe an die Jewish National and University Library Jerusalem von Max Horkheimer, 1943, 1949; 5 Briefe zwischen der Jewish Telegraphic Agency New York und Max Horkheimer, 1940; 2 Briefe zwischen Ernest Jones und Max Horkheimer, 29.04.1938, 11.05.1938; 14 Briefe zwischen der Journal of Criminal Psychopathology, Woodbourne und Max Horkheimer,1940-1941; 1 Brief vom Journal of Philosophy and Phenomenological Research Bufallo N.Y. an Max Horkheimer, 19.11.1940; 1 Brief an das Jüdisches Schwesternheim Stuttgart an Max Horkheimer, 29.12.1937; 1 Brief von Jean Juget an Max Horkheimer, 25.11.1935; 2 Briefe zwischen der Juilliard School of Music New York und Theodor W. Adorno, 17.07.1940, 18.07.1940; 2 Briefe zwischen Gustave S. Juliber und Max Horkheimer, 09.10.1938, 01.11.1938;

How do engineering students develop practical competencies during a period of industrial placement? - Students' perceptions

This paper explores engineering students' perceptions of developing practical competencies as experienced in their industrial placements. In addition, it discusses the criticisms in the literature on Problem Based Learning, Project Based Learning and Conceive-Design-Implement-Operate in relation to the evaluation of effective learning and teaching during placements. The paper goes on to discuss a study which examines how undergraduate engineering students develop practical competencies during their industrial placements. A phenomenological research approach is adopted using in-depth interviews and document analysis. The research findings from this PhD study will contribute to the knowledge, theory and practice for the students, the industries and the institutions of higher education as students' practical competencies are developed and graduate employability rises. In conclusion, this study explores students' experiences of developing practical competencies during industrial placements. Hence, the study should be able to contribute to a set of evidence-based guidelines for higher education institutions and industry.

De la metafísica a la anarquía. El pensamiento político de Reiner Schürmann

El artículo pretende abordar el modo en el que la obra de Reiner Schürmann, a través de un original interpretación del pensamiento de Martin Heidegger, consigue desarrollar un tipo de filosofía política anárquica. Se intentará analizar, en la dispersa obra del filósofo holandés, la idea de anarquía como condición existencial, prestando especial atención al nexo entre el concepto de muerte de la metafísica y la posibilidad de una praxis política anárquica. El artículo se compone de tres partes: en la primera se examinará la noción de Ser y de “a priori práctico” en el trabajo de Schürmann. En la segunda se verá la diferencia entre el nihilismo del autor y el de Vattimo, y en la tercera, se profundizará en las consecuencias más propiamente políticas del pensamiento de Schürmann.

Science-based entrepreneur project development process for pre-service science teachers: difficulties faced*

This study used a phenomenological research design to determine the difficulties faced in the science-based entrepreneur project development process for pre-service science teachers.. Qualitative data were obtained through interviews conducted with ten pre-service science teachers. The data were analysed using an inductive thematic analysis. The results indicated that pre-service science teachers have most difficulty ‘making decisions on one of the innovative ideas’ and ‘making predictions about unexpected situations’. They also have difficulties ‘calculating the cost as a result of design or work analysis’, ‘identifying if the idea already existed (similarity analysis)’ and ‘making decisions on the required materials, tools, services’. These results show the need for pre-service science teachers to communicate with other institutions and organisations.

Las expresiones murales: narrativas y silencios para construir el diálogo

Los sentidos y criterios pedagógicos que subyacen en las expresiones murales, en tanto territorios grabados por los lengua­jes de la memoria, tienen como horizonte de interpretación las narrativas y silencios. Desde allí el diálogo emerge como verifica­ción de la trascendentalidad intersubjetiva asumida como arista metodológica que logra ubicar la experiencia de encuentro con la imagen del muro en su vitalidad narrativa, dentro de la investigación fe­nomenológica, en la cual la epistemología es memoria, resignificación y depuración del sujeto en el lenguaje como efecto de la construcción dialógica que supera las colocaciones en el espacio y el tiempo, así como los presupuestos y prejuicios frente a la lectura y la escritura del mundo, de la vida y de la cotidianidad. Sobre estas premisas, la perspectiva situacional de la pedagogía reconoce en la pregunta una condición vivencial y dis­cursiva que testimonia el compromiso del maestro con los fenómenos de la realidad socio-histórica, de la cual el muro es expre­sión de evocación y creación de relatos y, a su vez, trayecto de interpretación en la experiencia finita de la existencia, donde la educación y el maestro encuentran ra­zones para emprender nuevas lecturas y escrituras del mundo desde una posición en resistencia con la impunidad y el crimen

A perspectiva do cliente no processo de mudança em psicoterapia existencial

Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre em Psicologia especialidade de Psicologia Clínica.

The Integration of Foreign Students in the Portuguese School of the 1st Cycle of Basic Education: the Case of a School Grouping in the Municipality of Viseu

The present study aims to understand whether the foreign students who have different nationalities but the Portuguese are integrated into the school of the 1st Cycle of Basic Education. With this purpose, a descriptive and phenomenological research was conducted, making use of documental analysis, as well as semi-structured interviews and sociometric tests. These two data collecting tools were applied to students attending from the 1st to the 4th school years, in three 1st Cycle of Basic Education schools, within a school grouping in Viseu. The data obtained through the interviews allow us to conclude that foreign students, in general, feel integrated both in the school and in the class they belong to. However, the analysis of the results of the sociometric tests reveals other data, allowing us to conclude that one of the students is neither integrated in the school, nor in the class he is part of.

Understanding employee engagement during organisational crises.

The most significant findings of the present phenomenological research were in relation to the disengaging role of laissez-faire leadership and autocratic leadership, as well as the engaging role of human agency and employee voice. This culminated in a crisis-specific adaptation of the job demands-resources model.