Produção de casos para o ensino de Química: uma experiência na formação inicial de professores

The Method of Case Studies has often been employed in higher education, but few initiatives have focused on basic education. This work addressed the production of cases by students from a chemistry teacher training course. The proposal was applied in the discipline of Basic Inorganic Chemistry and aimed to familiarize students with the Method from the preparation of cases focused on basic education. We believe the proposal was efficient in showing future teachers the need to develop teaching strategies that, beyond learning concepts, stimulate students in training skills such as teamwork, critical thinking and decision making.

A pesquisa em Ensino de Química como área estratégica para o desenvolvimento da Química

This paper presents an overview of the development of chemical education as a research area and some of its contributions to society. Although science education is a relatively recent area of research, it went through an expressive development in the last decades. As in the whole world, in Brazil also such development is attested by the expressive number of scientific societies, specialized journals, and meetings with growing attendance in the areas of science education in general and chemical education in particular. Following are the main contributions of research in science education related to chemistry teaching: adoption of teaching-learning principles in chemistry education; contextualization of chemical knowledge; interdisciplinary approach to chemistry teaching; use of the history of science for the definition of contents and for the design of curricula and teaching tools; development of specific disciplines for the initial and in-service training of chemistry teachers; publication of innovative chemistry textbooks by university-based research groups; elaboration of official guidelines for high-school level; and evaluation of chemistry textbooks to be distributed to high-school students by the Brazilian government. In spite of a positive impact of such initiatives, science education in Brazil still faces many problems, as indicated by poor results in international evaluations (such as the Program for International Student Assessment). However, changes in such a scenario depend less on the research in chemical education than on the much-needed governmental initiatives aiming at the improvement of both attractiveness of teaching career and structural conditions of public schools. In conclusion, new government investments in education are necessary for continuing the development of chemistry; moreover, scientific societies and decision makers in educational policies should take into consideration the contributions originated from the chemical education research area.

L’influence de la violation des conditions d’emploi constitutives du contrat psychologique et des conditions d’exercice de la profession, sur l’intention de quitter : le cas des professionnels de la gestion des ressources humaines

Au cours de la dernière décennie, les changements observés sur le marché amènent les organisations à améliorer leurs conditions de travail afin d’être en mesure d’attirer et de retenir des travailleurs performants. Les PRH n’y font pas exception. En effet, les PRH présentent des attentes bien précises et développent un contrat psychologique qui leur est propre. Cette recherche porte sur l’intention de quitter des PRH. Plus précisément, elle vise à identifier à travers la théorie du contrat psychologique, les conditions d’emploi et d’exercice de la profession qui, lorsqu’elles ne sont pas respectées, influencent positivement l’intention de quitter des PRH. Il ressort de nos analyses statistiques que la violation du contrat psychologique, notamment des conditions d’emploi et des conditions d’exercice de la profession, influence positivement l’intention de quitter des PRH. Nos analyses nous ont permis d’identifier les différentes conditions d’emploi et d’exercice de la profession qui ont une influence sur l’intention de quitter des PRH. En ce qui concerne les conditions d’emploi, il s’agit de celles reliées au développement de carrière, à l’atmosphère au travail et au contenu de l’emploi. Du côté des conditions d’exercice de la profession, il s’agit du rôle d’agent de changement et de partenaires d’affaires qui ont une influence positive, tandis que le rôle d’expert fonctionnel influence négativement les intentions de quitter des PRH. Nos analyses mettent en évidence l’importance du respect des conditions d’emploi comparativement à celles associées aux conditions d’exercice de la profession. En effet, on constate que les trois conditions d’emploi qui ont une influence positive sur les intentions de quitter des PRH peuvent, sans contredit, être associées au développement professionnel, une valeur importante chez les PRH.

Contraintes psychosociales au travail et symptômes dépressifs majeurs chez les femmes enceintes

Notre thèse de doctorat a pour but d’évaluer les contraintes psychosociales au travail et les symptômes dépressifs majeurs chez les femmes enceintes. Plus spécifiquement, il est question d’identifier les facteurs associés aux symptômes dépressifs majeurs, à une tension psychologique au travail ou travail "tendu" ("high-strain" job), à un travail "tendu" avec un faible soutien social au travail ("Iso-strain"), et enfin d’évaluer l’association entre ces contraintes psychosociales au travail et les symptômes dépressifs majeurs chez les femmes enceintes au travail. Les données analysées sont issues de l’Étude Montréalaise sur la Prématurité, une étude de cohorte prospective menée entre mai 1999 et avril 2004, auprès de 5 337 femmes enceintes interviewées à 24-26 semaines de grossesse dans quatre hôpitaux de l’île de Montréal (Québec, Canada). L’échelle CES-D (Center for Epidemiological Studies Depression Scale) a été utilisée pour mesurer les symptômes dépressifs majeurs (score CES-D ≥23). L’échelle abrégée de Karasek a été utilisée pour mesurer les contraintes psychosociales au travail. La présente étude a conduit à la rédaction de quatre articles scientifiques qui seront soumis à des revues avec comité de pairs. Le premier article a permis de comparer la prévalence des symptômes dépressifs majeurs dans différents sous-groupes de femmes enceintes : femmes au foyer, femmes au travail, femmes en arrêt de travail, femmes aux études et de rechercher les facteurs de risque associés aux symptômes dépressifs majeurs pendant la grossesse. À 24-26 semaines de grossesse, la prévalence des symptômes dépressifs majeurs était de 11,9% (11,0-12,8%) pour l’ensemble des femmes enceintes à l’étude (N=5 337). Les femmes enceintes au travail avaient une proportion de symptômes dépressifs moins élevée [7,6% (6,6-8,7%); n=2 514] par rapport aux femmes enceintes au foyer qui avaient les prévalences les plus élevées [19,1% (16,5-21,8%); n=893], suivi des femmes enceintes en arrêt de travail [14,4% (12,7-16,1%); n=1 665] et des femmes enceintes aux études [14,3% (10,3-19,1%); n=265]. Les caractéristiques personnelles (non professionnelles) associées aux symptômes dépressifs majeurs étaient, après ajustement pour toutes les variables, le statut d’emploi, un faible niveau d’éducation, un faible soutien social en dehors du travail, le fait d’avoir vécu des événements stressants aigus, d’avoir manqué d’argent pour les besoins essentiels, les difficultés relationnelles avec son partenaire, les problèmes de santé chronique, le pays de naissance et le tabagisme. Le deuxième article avait pour objectif de décrire l’exposition aux contraintes psychosociales au travail et d’identifier les facteurs qui y sont associés chez les femmes enceintes de la région de Montréal, au Québec (N=3 765). Au total, 24,4% des travailleuses enceintes se trouvaient dans la catégorie travail "tendu" ("high-strain" job) et 69,1% d’entre elles avaient eu un faible soutien social au travail ("Iso-strain"). Les facteurs de risque associés à un travail "tendu" étaient : un faible soutien social au travail, certains secteurs d’activité et niveaux de compétences, le fait de travailler plus de 35 heures par semaine, les horaires irréguliers, la posture de travail, le port de charges lourdes, le jeune âge des mères, une immigration ≥ 5 ans, un bas niveau d’éducation, la monoparentalité et un revenu annuel du ménage <50 000$. Le troisième article a évalué l’association entre les contraintes psychosociales au travail et les symptômes dépressifs majeurs chez les femmes enceintes au travail (N=3 765). Dans les analyses bivariées et multivariées, les femmes enceintes qui avaient un "high-strain job" ou un "Iso-strain" présentaient davantage de symptômes dépressifs majeurs que les autres sous-groupes. Les contraintes psychosociales au travail étaient associées aux symptômes dépressifs majeurs lorsqu’on prenait en compte les autres facteurs organisationnels et les facteurs personnels auxquels elles étaient confrontées à l’extérieur de leur milieu de travail. Notre étude confirme les évidences accumulées en référence aux modèles théoriques "demande-contrôle" et "demande-contrôle-soutien" de Karasek et Theorell. L’impact de ce dernier et le rôle crucial du soutien social au travail ont été mis en évidence chez les femmes enceintes au travail. Cependant, l’effet "buffer" du modèle "demande-contrôle-soutien" n’a pas été mis en évidence. Le quatrième article a permis d’évaluer l’exposition aux contraintes psychosociales au travail chez les femmes enceintes au travail et en arrêt de travail pour retrait préventif et de mesurer l’association entre les contraintes psychosociales au travail et les symptômes dépressifs majeurs en fonction du moment du retrait préventif (N=3 043). À 24-26 semaines de grossesse, les femmes enceintes en retrait préventif du travail (31,4%) avaient été plus exposées à un "high-strain job" (31,0% vs 21,1%) et à un "Iso-strain" (21,0% vs 14,2%) que celles qui continuaient de travailler (p<0,0001); et elles avaient des proportions plus élevées de symptômes dépressifs majeurs. Après ajustement pour les facteurs de risque personnels et professionnels, "l’Iso-strain" restait significativement associé aux symptômes dépressifs majeurs chez les femmes qui continuaient de travailler tout comme chez celles qui ont cessé de travailler, et cela quel que soit leur durée d’activité avant le retrait préventif du travail (4 à 12 semaines/ 13 à 20 semaines/ ≥ 21 semaines). Les contraintes psychosociales au travail représentent un important facteur de risque pour la santé mentale des travailleuses enceintes. Malgré l’application du programme "pour une maternité sans danger" il s’avère nécessaire de mettre en place dans les milieux de travail, des mesures de prévention, de dépistage et d’intervention afin de réduire la prévalence des symptômes dépressifs prénataux et l’exposition aux contraintes psychosociales au travail pour prévenir les complications maternelles et néonatales. D’autant plus que, la dépression prénatale est le principal facteur de risque de dépression postpartum, de même que les enfants nés de mères souffrant de dépression sont plus à risque de prématurité et de petit poids de naissance.

Empregabilidade dos alunos diplomados em Análises Clínicas e Saúde Pública da ERISA entre 2006 e 2010

O presente trabalho foi realizado por um grupo de alunos do 4.º ano do Curso de Análises Clínicas e Saúde Pública (ACSP) da ERISA, no âmbito de um projecto de investigação aplicada. Este projecto visou elaborar uma correlação entre os alunos de ACSP formados na ERISA e a sua empregabilidade. Para tal, elaborou-se um inquérito com 17 questões, o qual foi enviado por correio electrónico a um total de 154 contactos, de alunos diplomados em ACSP na ERISA, entre os anos de 2006 a 2010. As respostas foram recolhidas e os dados tratados estatisticamente com o software SPSS. Pode-se concluir que a maioria dos inquiridos: possui o grau académico de pré-Bolonha e Bolonha (35,2 e 49,3%); já trabalhou na área (87,3%) e continua a trabalhar na área (84,3%); teve relativa facilidade em encontrar emprego na área com um tempo inferior a 1 mês (50,8%). Como primeiro emprego, a grande maioria (69,4%) começou exercendo funções efectuando colheitas, através do envio de candidaturas espontâneas. Relativamente à carga horária, a grande maioria (60,3%) começou a trabalhar em tempo parcial com uma situação contratual de recibos verdes. Dos inquiridos 71,4% exercem as suas funções em laboratórios de Patologia Clínica, 3,2 % em Laboratórios de Saúde Pública e 1,6% na área de ImunoHemoterapia. Este trabalho contribuiu para aferir a necessidade do mercado de trabalhadores licenciados em Análises Clínicas e Saúde Pública.

Formação continuada de professores dos anos iniciais do ensino fundamental I : uma experiencia com o programa escola que vale

Inúmeras pesquisas estão sendo desenvolvidas sobre a importância da formação continuada dos professores para a prática educativa, a fim de melhorar o entendimento sobre as variáveis necessárias para assegurar que os alunos possam obter o aprendizado almejado. Afirma-se ainda que a maioria desses estudos considere que o professor reflexivo possui melhores oportunidades de crescimento profissional e pedagógico, disponibilizando aos seus alunos melhores estratégias didáticas. Para tanto, o objetivo deste estudo é Analisar se a formação continuada de professores, aplicada pelo “Programa Escola que Vale”, tem contribuído para as mudanças das práticas docentes dos professores dos anos iniciais do ensino fundamental I, e como a formação continuada, desenvolvida por este Programa, tem contribuído para as mudanças das práticas docente dos professores dos anos iniciais. Assim, a metodologia deste estudo foi realizada através de uma pesquisa exploratória de caráter bibliográfica e uma pesquisa de campo com docentes, supervisores e orientadores do município de Ourilândia do Norte. Os resultados desta análise nos mostraram que a formação continuada de professores do Programa Escola que Vale, contribuiu muito propiciando melhorias ao desenvolvimento da ação pedagógica, que o profissional torna-se motivado para continuar aprendendo e melhorando sua ação docente, sobretudo utilizando de meios que possibilitam envolvimentos de toda comunidade educativa em prol de uma educação de qualidade.

Leitura de mundo, leitura da palavra : construção da competência leitora

Nossa intenção, na presente investigação é seguir um procedimento analógico ao da construção da competência leitora e refletir sobre as influências educacionais, sobretudo, no interesse, ou falta dele, pela leitura, competência fundamental para o desenvolvimento do indivíduo na sociedade. Iniciamos pelo processo de aprendizagem e ensino da leitura e finalizamos com as reflexões: como a prática pedagógica do docente, desperta ou reconcilia o jovem leitor com a leitura? Compreendemos que somos capazes de contribuir para o desenvolvimento e aprofundamento dos hábitos de leitura dos estudantes, principalmente escolar, a fim de “aprimorar” os níveis de leitura e promover no estudante o prazer de ler, desde que, nós enquanto figuras mediadoras e motivadoras em sala de aula, o professor, sintam verdadeiramente esse desejo de desperta no outro o prazer de ler. Como resultado, depreende-se que o próprio professor ainda não incorporou seu papel enquanto figura motivadora, importantíssima, na construção de alunos leitores. Simultaneamente constatamos que o professor é sabedor das lacunas no seu processo de formação acadêmica e da necessidade de formação continuada para “aperfeiçoamento” da sua prática e da posição que ocupam como sujeitos de suas leituras e que seu hábito de leitura, ou ausência dele, tem consequência na prática de ensino/aprendizagem e em seu posicionamento frente aos estudantes como ícone motivador da mesma. Concomitantemente, aferimos que a concepção que predomina nas práticas da leitura ainda é a noção de leitura como decodificação de palavras, essa percepção é notada não só na fala dos estudantes, mas também na do professor. Aferimos também, que a maioria dos estudantes investigados não tem o hábito da leitura e consequentemente não tem consciência das estratégias usadas nesse processo de produção de significados. Esperamos que as discussões aqui apresentadas, e os resultados obtidos nesta investigação proporcionem reflexões sobre a prática pedagógica, favorecendo alterações que colaborem para a melhoria do ensino/aprendizagem de leitura.

Os Coveiros enquanto Recursos Humanos

A presente dissertação consiste num trabalho de investigação, descritivo e exploratório, cujo objetivo é o estudo da profissão de coveiro no universo dos recursos humanos - a sua profissão, formação, sentimentos e perspetiva inerente ao novo paradigma da cremação. Começou por se abordar as dificuldades surgidas durante a elaboração do trabalho e que, fundamentalmente, se relacionavam com a falta de informação e o tabu e preconceito social que o tema da morte ainda provoca na sociedade atual. Seguidamente, elaborou-se um enquadramento teórico e histórico sobre o nascimento dos cemitérios, baseado em referências bibliográficas, com o intuito de melhor compreender a necessidade da existência da profissão de coveiro. Posteriormente, foi realizada uma análise cuidada e rigorosa aos dados recolhidos durante o trabalho de investigação, abordando os aspetos qualitativos e demográficos para, deste modo, se proceder à caraterização do perfil do coveiro, enquanto profissional. Recolheram-se opiniões junto da hierarquia (chefias) e dos clientes (famílias dos defuntos), de forma a construir uma ideia mais coesa da profissão de coveiro. Para a um melhor entendimento da atividade profissional em estudo, realizou-se ainda uma entrevista aos responsáveis da Servilusa, entidade formadora neste sector, aprofundando deste modo, as boas práticas e se perceber como funciona este setor de atividade terciária. Solicitaram-se esclarecimentos aos responsáveis dos Alcoólicos Anónimos (AA), com o intuito de aprofundar os conhecimentos em torno do problema do alcoolismo nesta profissão, de forma a opinar sobre esta matéria de uma maneira mais rigorosa e responsável. Realizou-se ainda uma abordagem sobre a cremação como um novo paradigma que poderá, de certo modo, pôr em causa o futuro da função do coveiro e respetiva categoria profissional. Como conclusão, sugeriram-se soluções que visam a melhoria da situação profissional dos coveiros, do seu bem-estar e condições de trabalho, tendo o presente trabalho culminado com a criação de um código de ética, na implementação da avaliação de desempenho, atribuição da carreira de coveiro e respetivas categorias, assim como na atualização de conhecimentos e melhoria de competências profissionais e pessoais, com o recurso à formação profissional.

Formação Continuada e Qualificação Profissional dos professores de Sobral – CE : múltiplos olhares

Esta pesquisa tem como objetivo analisar como a formação continuada contribui para a qualificação profissional dos professores a partir do olhar dos docentes, alunos e gestores. Buscamos o respaldo teórico dos autores como Nóvoa (2007), Tardif (2002), Pimenta (2000) e os saberes sociológicos e filosóficos de Santos (2007). A pesquisa empírica foi desenvolvida através de questionários com os diferentes segmentos da escola e análise documental referente às políticas de formação continuada dos professores adotadas pela Secretaria de Educação do Ceará. A análise dos dados buscou compreender como a formação continuada influenciou a competência docente. Os dados obtidos revelam que as propostas dos cursos de formação continuada do professor, adotadas nas escolas estaduais de Sobral-CE, embora defenda a profissionalização docente, na realidade ainda não contemplam práticas que valorizam os diferentes saberes produzidos na prática do professor e não promovem capacidade reflexiva capaz de contribuir de forma ativa e transformadora nos projetos pedagógicos, entendendo e atendendo a demanda escolar. A análise dos resultados da pesquisa evidencia a importância da parceria entre as instituições de ensino. No entanto essa parceria precisa reconhecer e valorizar culturas existentes entre a prática pedagógica e o conhecimento científico elaborado socialmente.

Idrottsämnet och ämnessamverkan : Idrottslärares attityder och förutsättningar till ämnessamverkan

Our interest about interdisciplinary teaching has grown during our time at Högskolan Dalarna and especially during the subject physical education. It became clear that people learn in different ways. The theoretical education in school benefits the visual and auditory strong learners but the kinesthetic strong learners find it more difficult to absorb the information. We argue that integrating subjects is a good way to mix theory and practice and thus gives more students an opportunity to learn the content of the subject. The intention of this examination paper is to investigate the relationship between the attitudes of the teachers regarding interdisciplinary teaching, the practical restrains, possibilities and the presence of interdisciplinary teaching at three different schools. Semi-structured interviews with six physical educators and three principals have been performed. An ad-hoc method has been used, with categorizing (teachers), and narrative (principals). Teachers and principal’s definitions of, the pros and cons for, and the actual presence of interdisciplinary teaching have been investigated. The main results of our studies are: 1) That teachers and principals define interdisciplinary teaching as thematic work. 2) Teachers experience lack of time for collective planning due to others duties. 3) Teachers and principals understanding of physical education makes it difficult to integrate physical education with other subjects. Some of the conclusions from this study are that interdisciplinary teaching must be voluntary. Conditions to practice interdisciplinary teaching must be sufficient, e.g regarding collective planning time. An increased presence of interdisciplinary teaching that includes physical education requires a new understanding of physical education.

Educação em saúde na escola pública: limites e possibilidades: uma reflexão histórica sobre a formação do educador

Ao repensar-se a formação do educador, visando sua participação critica e consciente na sociedade, a Educação em Sa~de 6 objet6 de reflexão te6rico-metodo16gica. Assim, ã postura tradicional no ensino de sa~de - normativa, ing-ª. nua, restrita ã dimensão bio16gica, contrapõe-se atualmente a concepção de sa~dc como direito. O presente trabalho consiste em uma reflexão sobre a problemática Educação-Sa~de e Cidadania na sociedade brasileira, focalizando-se o papel da escola p~blica na co~ quista coletiva da sa~de. Reconhecendo-se a Educação como prática mediadora, que se articula dialeticamente a total i dade social, discute-se aqui as possibilidades e limites da Educação em Sa~de, no sentido de sua contribuição a melhoria da qualidade de vida e sa~de do povo brasileiro. sao analisadas, em uma perspectiva hist6rica, as tend~ncias pedag6gicas na area da Educação em Sa~de, identificando- se seus pressupostos filos6ficos e conte~do ideb l6gico; 6 tamb6~ investigada a função po1ftica exercida pc la Educação em Sa~de no contexto da formação so~ial capit~ lista. Considera-se importante que o compromisso polft! co dos educadores se concretize na compet6ncia profissio - nal, viabilizando a Escola P~blica constituir-se como esp~ ço de interpretação e transformação da realidade. Isso & algo a ser construido coletivamente, no cotidiano da escola, em condições dignas de trabalho; relaciona-se, portanto, ã uma polftica educacional de efetiva valorização da I ducação P~blica. Concluindo, enfatiza-se a importãncia da organizaçao e fortalecimento da sociedade civil para que o direi to constitucional a Sa~de e a Educação se torne uma realidade para todos os cidadãos brasileiros.

Um estudo sobre o estágio supervisionado na formação inicial de professores de matemática na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

Necessidades de formação de professoras principiantes da educação infantil/pré-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

Análise da contribuição de estagiários remunerados na força de trabalho em enfermagem

The present study analyses non obligatory and remunerated traineeships in nursing, as a contribution to work process in health and learning of students at nursing technician courses. It objectives to examine the contribution of medium level nursing students on scholarships at a teaching hospital s work force, at Natal/RN. It s a quantitative/qualitative, that uses descriptive statistics and analysis fulfilled with categories that emerged from research, through a dialog between the studied authors in the theoretical reference of nowadays work process, work force, non obligatory and remunerated traineeships, and night shifts. The collaborators of this research were 105 (73,43%) nursing technicians, medium level students on scholarships that fulfill remunerated traineeships at the hospital. The feminine gender was a major part of the collaborators, with 90 (85,70%), in which medium age was 29,71 years, 62 (59,00%) single, 57 (54,30%) don t have kids, 100 (95,23%) students on scholarships with complete medium level, 78,10% with professional experience before their insertion at the remunerated traineeships, 73 (69,50%) referred to enjoy the area, reason for the nursing technician course choice. About the technician course conclusion, 83 (79,00%) affirmed that happened between 2005 and 2008, and about traineeships time in the institution, 38 (36,20%) have between one and six months. About learning, 74 (70,50%) referred to learn with the nursing technicians and all fulfilled specialized courses, or grade up to bond with the school and be able to be trainees. These courses were considered low quality ones, what justifies the number of 54 (51,40%) students with scholarships that said their performance in studies is good and 75 (71,40%) are able to join it with the traineeships without problems. About remuneration as scholarship, 71 (67,60%) referred that helped to keep up with the studies, because this amount has specially this purpose, paying studies. About nonobligatory traineeships, the ABEn-RN affirmed that there s no following process to this traineeship mode, as long as there was never this concern, because obrigatory traineeships demand a lot of the efforts in the meetings. And COREN-RN doesn t supervise this way of contract. The present research observed that there is, in fact, a contribution of medium level nursing students on scholarships work force on the researched institution. Resigned to work circumstances established by the institution, representing the lack of human resources, materials, work conditions, and work insertion in night shifts, it s possible to affirm that the situation is irregular about the students on scholarships, besides the determinant risk factor to their lives and health. In addition to it, the students on scholarships, in order to maintain the quality of trainee in the institution, are obligated to fulfill courses to grade up, or specialized courses in nursing technician, at schools referred as bad quality ones

Despertando responsabilidade social no ensino médio por meio de temáticas associadas à física nuclear

Many discussions about the role of the school are on the agenda, in an increasingly complex society. Sociologists, educators, anthropologists, researchers of different areas seek that role. The objective of this dissertation is to contribute what we can consider the central role for the physics teaching, citizenship training. We have elaborated a didactic proposal to increase the interest of high school students on issues of social relevance and, throughout it, to promote the formation of attitudes of social responsibility, enhancing the formation of a more politically and socially active citizen. For the preparation of the proposal, studies were made on education for citizenship and on attitudes change, using as its main theoretical foundation the researches on the Science, Technology and Society curricular emphasis. The teaching of Nuclear Physics was integrated to our proposal, due to its pedagogical potential for the discussion of social, political and economic subjects related to scientific concepts and associated technologies. The educational proposal we have produced was applied on a high school class of a private school at Natal-RN. It was composed from the controversial issue involving the installation of nuclear power plants in Brazilian northeast. The methodology of role playing, in which students assumed social roles and produced specific subsidies for a public hearing and a later referendum, both simulated. In the analysis of the implementation of the proposal, we highlighted the difficulties but also the possibilities and the relevance of exercising skills such as reasoning, finding information, and arguing about of social problems. The results of the research showed the possibility of meaningful learning on Nuclear Physics contents, through this social, political, economic, scientific and technological contextualization using a controversial and real issue together with mechanisms that trigger for greater popular participation, as public hearing. It has also been identified changes in attitude by some students about issues related to Nuclear Physics. We hope, through this dissertation, to contribute to the formation of future citizens as well as to the initiative of teachers-researchers with pedagogical aims similar to those in the present work