COMPETÊNCIAS LEITORAS E ESCRITORAS NA EDUCAÇÃO BÁSICA DE SÃO PAULO, CIDADANIA E IDEOLOGIA: UMA ABORDAGEM HISTÓRICO-POLÍTICA EXPLORATÓRIA

Esta pesquisa de pós-graduação em nível de Mestrado em Educação, pela Universidade Metodista de São Paulo, esforça-se em promover uma reflexão acerca das políticas públicas, desde a Constituição do Império em 1824 até a Constituição de 1988, que impediram o analfabeto de votar em relação com as políticas educacionais que propunham erradicar o analfabetismo no país, analisando, como um caso específico, a ideologia do trabalho por competências na rede pública estadual de São Paulo. A base conceitual-analítica é dada por teorias marxistas francesas contemporâneas, em particular de Althusser, com relação ao Aparelho Ideológico de Estado e estudos de Baudelot e Establet, tendo como hipótese que a escola pública operou e ainda opera em função dos interesses burgueses de produção. Está dividida em cinco capítulos, estruturalmente adequadas da seguinte forma: Introdução que apresenta o referencial teórico usado para a construção da reflexão proposta, à luz dos estudos de Althusser, Baudelot e Establet e Saes; os capítulos 1 e 2 trazem o esforço da busca histórica e legal das Constituições Brasileiras, do Império até 1988, trazendo sempre um breve histórico das épocas em que elas foram promulgadas, a fim de subsidiar o estudo e apresentar que a proibição do voto do analfabeto sempre esteve presente nas constituições, até 1985 com a Emenda Constitucional que declarava o voto do analfabeto como facultativo , sempre atrelado à situação de competências leitoras e escritoras para o exercício pleno da cidadania; o terceiro capítulo apresenta o levantamento histórico sobre os dados de analfabetismo no Brasil desde os anos de 1900 até o último dado do IBGE nos anos 2000, trazendo um referencial explicativo baseado nos estudos de história da educação de ROMANELLI e na tese de doutoramento do professor da USP, Celso de Rui Beisiegel, o que possibilitou traçar um panorama das políticas públicas da educação consoantes aos acontecimentos políticos e históricos; o quarto capítulo apresenta a Proposta Curricular do Estado de São Paulo (SEE/SP, 2008), possibilitando um breve panorama sobre essa política pública de educação na referida rede e o quinto capítulo apresenta uma reflexão das teorias e dados apresentados, no esforço de refletir a situação do ensino por competências, no caso o das leitoras e escritoras, sempre presentes no enfoque social e econômico do país com um olhar crítico ao analfabetismo e as políticas públicas de educação.

A supervisão pedagógica na coordenação dos departamentos curriculares: estudo de caso numa escola básica da RAM

A presente investigação visou averiguar o papel do Coordenador dos Departamentos Curriculares, tentando descortinar se no desempenho das suas funções emergem atitudes que se enquadram no paradigma da Supervisão Pedagógica e determinar as características que estas revestem. A pesquisa, com carácter de estudo de caso, centrou-se numa escola pública dos 2.º e 3.º ciclos, localizada no norte da Ilha da Madeira e todos os docentes que a integravam foram selecionados para sujeitos deste estudo. Para além da pesquisa documental e bibliográfica, concebemos como instrumentos de recolha de dados a entrevista, direcionada aos Coordenadores dos Departamentos Curriculares e ainda o inquérito por questionário que foi aplicado aos restantes professores da escola. O emprego simultâneo dos paradigmas qualitativo e quantitativo constituíram a forma mais adequada de apresentar e analisar os dados obtidos recorrendo a uma triangulação de modo a garantir a fidelidade dos resultados. Verificou-se que o Coordenador do Departamento Curricular é percecionado pelos docentes e simultaneamente se autoperceciona como um agente de Supervisão visto que acompanha, orienta, monitoriza e avalia o trabalho desenvolvido por aqueles, ao mesmo tempo que interfere na vida da organização escolar. Para os docentes o pleno exercício deste papel pressupõe a assunção de alguns requisitos, tais como, o saber escutar, partilhar, mediar, cooperar e encorajar bem como a posse de uma formação específica.

A educação básica na região metropolitana de Natal: uma análise da qualidade educativa e sua relação com o contexto familiar dos alunos

This dissertation aimed to investigate the formal learning process of children and teenagers through elementary education and, mainly, the support of family on domestic school activities as a step in the teaching-learning process. The student's family, with its cultural capital, provides an assistance which was the bias of the essay analyzes presented on this paper, using a spatial area of public elementary schools of the municipalities of the Natal metropolitan region. Such frame of Natal metropolis has been justified by the recent review of their basic education, taken by the Brazilian Ministry of Education, diagnosed in 2011, only 1% of students were in a adequate mathematics learning stage. While 62% were considered in a critical stage in this discipline. Given this issue, this dissertation offers a theoretical analysis about inherited and acquired within the family cultural capital, mainly focusing in the distances between the cultural level of the student's family and the defendant by the school. Then, presents the fundamental aspects of the issue on the urban phenomenon, focusing on social hierarchies and structures of city spaces that express differentiation, segmentation and socio-spatial segregation, and social exclusion. The emphasis on inequalities points to the development of an urban ethos, through formal schooling, which develops from social singularities. To theoretically develop the theme of Cultural Capital Family, this study sought to operationalize the concept through the interpretation of the phenomenon studied by a logical validation work hypotheses. The operation concepts systemically transformed into statistical indicators in order to measure the impact of individual, social and cultural characteristics of students elements. Finally, this dissertation found that the components evaluated, family cultural capital and housing conditions, can influence the development of skills and competencies of students in the educational sphere

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

Síntese e caracterização de compostos de coordenação do Ácido 4-cloro-2-(2- furilmetilamino)-5- sulfamoil-benzóico com os íons níquel, cobalto e zinco

This work aimed to promote the synthesis, characterization and propose a plausible molecular structure for coordination compounds involving furosemide (4-Chloro-2-(2- furylmethylamino)-5-sulfamoyl-benzoic acid) with the metal ions Ni+2, Zn+2 and Co+2. The compounds were obtained in methanoic medium by evaporation of the solvent after the synthesis procedure. For characterization of coordination compounds determining the levels of metals by EDTA complexometry, infrared spectroscopy (FTIR), solubility of compounds in various solvents, thermogravimetry (TG), differential scanning calorimetry (DSC), differential thermal analysis were made (DTA), determination of the carbon , hydrogen and nitrogen (CHN). The results of infrared spectroscopy in the region suggest that the organic ligand is coordinated in a bidentate fashion to the metal ions, the metal center interactions to occur by the coordination of the nitrogen atom of the amino group and the oxygen atom of the carboxylic acid of the structure of furosemide. With the results of the levels of metal, elemental analysis (CHN) and thermal analysis has been possible to propose the structure of the ligand. The values of the molar conductivity of the complex in acetonitrile behavior suggest the non acetonitrile electrolyte solution. With the solubility tests it was found that the compounds have high solubility in methanol and acetonitrile, as are partially insoluble in water. From the results of thermal analysis (TG, DSC, DTA), it was possible to obtain the thermal behavior of the compounds as stages of dehydration, thermal stability, decomposition and the energies involved.

A educação interprofissional como abordagem para a reorientação da formação profissional em saúde

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação dos sistemas antioxidantes da catalase e da ascorbato peroxidase durante o envelhecimento acelerado de sementes de cártamo e girassol

World consumption of vegetable oils has increased in recent years because of its application in food, chemical, pharmaceutical and, more recently, energy industry. However, oilseeds, which these oils are extracted, have low viability, affecting the cultivation and productivity of these species. The aim of this study was to analyze the effect of aging on the coordination of catalase (CAT) and ascorbate peroxidase (APX) antioxidant systems in safflower and sunflower. . Therefore, seeds were subjected to accelerated aging for 3, 6 and 9 days and grown in moistened paper towel for 72 hours. Additionally, before accelerated aging, sunflower seeds were pretreated by osmopriming with 10 mM ascorbate (ASC) or 3 amino 1,2,4 triazol (3-AT), a specific inhibitor of CAT activitie. The method of artificial aging used was efficient in both species, because it caused a decrease in germination, seedling development and growth, especially in safflower. The aging caused inhibition of CAT activity for both species and to compensate for such inhibition , sunflower increased mRNA expression of this enzyme , while safflower mobilized over the activity of APX. Analysis of the expression of malate synthase and sugar content demonstrated that sunflower seeds consumes lipid reserves in quiescent state, while the safflower is more dependent on carbohydrate. Pretreatment with 3-AT inhibited CAT activity and stimulated the APX, though with ASC acted reverse on these systems. None of the treatments recovered the physiological decline aging. It is concluded that aging change the oilseeds antioxidant metabolism, despite interspecies variations in response to this process, the depletion of the CAT antioxidant system was common. Because of this we propose that the measurement of CAT activity can be used to identify aging seed lots.

Abordagem da ergonomia para avaliação do treinamento simulado das equipes de resposta à emergência em lançamentos de veículos aeroespaciais

This dissertation introduces a study that aims to analyze the simulated training of emergency teams and proposes recommendations for the current training system in order to improve the collective skills and resilience of these teams when facing possible critical situations, triggered by possible accident occurrences during aerospace vehicle launching operations in the Barreira do Inferno Launch Center in Parnamirim / RN. This is a field, exploratory, descriptive, explanatory, and a case study with a qualitative approach. Therefore, we adopted the ergonomics approach, using the situated method of ergonomic work analysis (AET), combining observational and interactive methods. The relevance of this research is characterized by the contributions to minimize the human and material hazzards resulting from possible accidents in these operations, the scientific contribution of the AET for simulated emergency training analysis in the launching operations of aerospace vehicles - which are complex and involve risk of accidents - and consequently, the scientific contribution to the current process of recovering the Brazilian Space Program. The survey results point to problems of various kinds in the current simulated training system which compromise the safety of the operations. These problems are grouped into four categories: technological, organizational, team training and from the activity itself, regarding more specifically communication and cooperation (among the team members and these ones with other sectors involved in the launching operation) and regarding the coordination of actions. We propose: a) a new training model, from the creation and application of scenarios based on postulated abnormalities, which could simulate real critical situations, in order to train and improve the skills of the emergency response teams especially in terms of communication, coordination and cooperation; b) restructuring and reorganizing the current training system, based on the formal establishment of a managing staff, on the clear division of responsibilities, on the standardization of processes, on the production of management indicators, on the continuous monitoring, on the feedback from trainees about the quality of the training and on the continuing and frequent training of emergency teams.

Análise do perfil de encaminhamento da atenção primária para pré-natal de alto risco: desafios para o ensino de competências em saúde materno-infantil

OBJECTIVE: to identify a profile of the main causes of inappropriate referrals from primary care to specialized services, as strategy for the curriculum development of core competencies related to maternal health. METHODS: a cross-sectional study was performed using document analysis of all referrals of pregnant women from primary care to the high-risk pregnancy service, state of Rio Grande do Norte, Brazil. All pregnant women referred from June to December 2014 (n = 771) were included. According to their causes the referrals were categorized as adequate, inadequate or inconclusive. RESULTS: a total of 188 referrals were classified as inadequate (24.4%) and 93 inconclusive (12.1%) totalizing 36.5% of inappropriate referrals. The main causes identified in these inappropriate referrals were: low-risk pregnancy (12.8%), unconfirmed hypertension (12.1%), risk of abortion (8.9%), teenage pregnancy (7.1%) , toxoplasmosis (5.3%), Rh incompatibility (4.6%) and urinary tract infection (4.3%). These data contributed to the formulation of the following products: 1) a continuing education program for health professionals working in primary care, undergraduate students and residents; and 2) development of a virtual platform to support professionals who need to refer patients to high-risk pregnancy service. CONCLUSION: the results of this study are relevant in the current context of education of health professionals, with potential for positively impact not only in the development of skills related to maternal health in undergraduate and graduate education, as well as contributing for improvement of the health care of the population.

Fatores determinantes da near miss materna em uma unidade de terapia intensiva obstétrica: avaliação das competências profissionais da área médica

Objective: Evaluate the determinants of morbidity and mortality in an obstetric intensive care unit and professional medical skills of students/residents at a university hospital. Methods: observational cross - sectional with 492 pregnant/pue rperal women and 261 students/residents. Patients were admitted to the obstetric intensive care unit during a year, being informed about the proposals of the study and a questionnaire was applied. The analysis was performed using Microsoft Excel 2013 and G raphPad6. Chi - square tests were used to evaluate risk factors and student t test evaluates resident/students' skills concerning the cognitive test and the Mini - Cex. Results: the main risk factors to near miss were: non - white race (OR = 2.527; RR = 2.342) ; marital status(married women) (OR = 7.968; RR = 7.113) , schooling (primary) (OR = 3.177 ; RR = 2.829) , from country town (OR = 4.643 ; RR = 4.087), low income (OR = 7014 ; RR = 5.554) , gestational hypertensive disorders (OR = 16.35 ; RR = 13.27) , re alization of pre - natal (OR = 5.023 ; RR = 4.254) and C - section before labor(OR = 39.21 ; RR = 31.25). In cognitive/Mini - cex analysis were noted significant difference in the performance of students on the subject (3.75 ± 0.93, 4.03 ± 0.94 and 4.88 ± 0.35). We still observed the best performance of residents, when compared to graduation students (p < 0.01). Conclusions: the prevalence of near miss was associated with socioeconomic/clinics factors and care issues, revealing the importance of interventions to improve these indicators. In addition, we suggest a better curriculum insertion of this subject in the medical Course disciplines due the importance to avoid the near miss through of adequacy of medical education.

Síntese, estrutura e propriedades de polímeros de coordenação à base de íons lantanídeos e ácidos benzenodicarboxílicos

Metal Organic Frameworks (MOFs) are hybrids materials, often crystalline, consisting of metal or metal clusters, connected by polytopic organic ligands repetitively, leading to structures, usually porous. In this work, MOFs based on lanthanide ions (La3+ and Gd3+) and dicarboxylate type of ligands (isophthalic and terephthalic acids), were synthesized by hydrothermal, solvothermal and hydro(solvo)thermal methods. The effects of the synthetic route as well as the type of heating, conventional or by microwave, on the structure and properties of MOFs were studied. The powder samples obtained were characterized by X-ray diffraction, infrared spectroscopy, thermal analysis and scanning electron microscopy. The results suggest that the addition of an organic or inorganic base is needed to promote the deprotonation of the ligand, since in the samples prepared by the hydrothermal method, without the use of a base, no formation of the metalorganic framework was observed. On the other hand, the presence of DMF as solvent or cosolvent, afforded the deprotonation of the ligand with the consequent formation of MOFs. At least two different crystalline structures were identified for the samples prepared with terephthalic acid. These samples are isostructural with those reported for phases Eu(1,3-BDC)DMF, Eu2(1,4-BDC)3 (DMF)2 and Tb(1,4-BDC)H2O. The presence of water in the reaction medium in the hydro(solvo)thermal method, provoked the growth of the structure different from that observed in the absence of water. This can be explained by the difference in the coordination mode of water and DMF to lanthanide ions. Although not identified by XRD, the samples prepared with isophthalic acid, also present metalorganic structures, which was confirmed by the presence of the characteristic displacement of the carbonyl group band in their infrared spectra, compared to the spectrum of the pure ligand. This shift was also observed in the samples prepared with terephthalic acid. Thermal analisys shows that the metal organic frameworks do not collapse occurs at a temperature below 430°C.The analysis of scanning electron microscopy suggests that the morphology of powders is highly dependent on the type of heating used, conventional or by microwave.

Prática pedagógica em educação de infância : consciência fonológica e desenvolvimento de competências orais e escritas

Relatório de estágio para a obtenção do grau de mestre em Educação pré-escolar e 1º Ciclo do ensino básico

O PROCESSO FORMATIVO E A ATUAÇÃO DO ARTE-EDUCADOR: POSSIBILIDADES E CONTRIBUIÇÕES DA TEORIA IRONISTA

A presente pesquisa visa a revisão bibliográfica do processo formativo e, ao mesmo tempo, a investigação e problematização da atuação contemporânea do educador ironista na Educação. O autor Imanol Aguirre, concebe este título ao educador que seja provocativo, inteirado e propositor de experiências estéticas frente às complexidades contemporâneas, amalgamadas num tecido histórico-social caracterizado pelo trânsito da pluralidade, dos imaginários, da construção de identidade e da mobilidade social. O ironista atua dialogicamente “in loco” criando respostas às variadas demandas com os seus educandos. A fomentação da crítica, a mobilização da dúvida e da ironia, a conexão dos territórios das competências e habilidades, são os objetivos pelos quais o educador ironista intenciona um cenário educacional mais efetivo e emancipador ante as reais necessidades contemporâneas

O ENSINO DA FILOSOFIA NAS DIRETRIZES DE JEAN MAUGÜÉ E NO HISTORICISMO DO PENSAMENTO DE JOÃO DA CRUZ COSTA: PIONEIRISMO NA UNIVERDSIDADE DE SÃO PAULO

O presente estudo foi desenvolvido com o objetivo de refletir a relevância do Ensino de Filosofia no contexto histórico brasileiro em consonância conjectural paulistana. Apontamos através do Decreto nro. 6.283 de 25 de janeiro de 1934, o qual instituiu-se sendo a primeira Universidade brasileira (Universidade de São Paulo) nas palavras de Vita “iniciativa pioneira no Brasil” (1969, p.16). Inspirada no modelo universitário tradicional da cultura filosófica francesa, a Faculdade de Filosofia, Ciências e Letras adotou desde os seus contíguos metodológicos aos procedimentos intelectivos, favorecendo o desenvolvimento da interdisciplinaridade da formação cultural. Uma confluência marcada por intensos envolvimentos ideológicos estruturados do progresso moderno, infundindo competências científicas na faculdade profissional incorporada à universidade, bem como formar professores para o ensino secundário (SCHWARTZMAN, 2006, p.163). Sendo assim, a Faculdade de Filosofia seria o núcleo propulsor. Porém, o modelo centralizador de pensar o Ensino da Filosofia, a atribui uma superioridade técnica intelectual e saber acumulado, pouco distingue da competência escolar conquistada em outros países, pelo potencial formativo dos professores filósofos Jean Maugüé (1955,1982) e João da Cruz Costa (1945, 1960, 1961,1967). Mauguë aponta-nos quão a formação em Filosofia está diretamente atribuída ao docente e ao aluno, que a ela se dedica. Pela obra Ensino de Filosofia e Diretrizes, ele apresenta-nos também a concepção de docência: o docente-intelectual, comprometido com a (re) construção dos significados epistemológicos, legitimados por uma prática pedagógica entre o já conhecido e ao conhecer, ou seja, entre o ensinado e ao ensinar. Nesse sentido, é notável que os argumentos do docente e do filósofo se imbricam, ao ponto de serem confundidos e potencializados durante a formação. Assim, Cruz Costa, também trabalha, quando assume a cátedra, porém ressalta que o processo formativo adquire sentido pela História das Ideias como construção do pensamento filosófico e, portanto, o ensino se faz quando se toma consciência da concentricidade histórica, ideias que lhe concede significado conjugado às técnicas de erudição, o que fez advertir aos seus alunos para as vicissitudes pelas quais passaram em nossa terra, as correntes filosóficas estrangeiras, e, sobretudo, para a curiosa significação que elas têm apresentado no envolver de nossa história (VITA, 1950, p.22). O conhecimento histórico é o caminho norteador a ser percorrido, necessário ao devir humano, isto é, a conciliação entre o conhecimento teórico e as condições históricas.

Na Hora do conto: Entre o Sentir, o Imaginar e o Pensar – Contributos para o desenvolvimento de competências socioemocionais

Este trabalho retrata um estudo caso desenvolvido com um grupo de oito professores e 13 educadores de infância do agrupamento de escolas Henrique Sommer de Maceira. Neste pressuposto, o estudo caso que se apresenta visa compreender qual a perceção dos professores e educadores de infância sobre a importância da literatura para a infância (os contos) como prática educativa com vista ao desenvolvimento de competências socioemocionais e cognitivas das crianças que frequentam o jardim-deinfância e primeiro ciclo (3 aos 10 anos). Pretende-se, igualmente, conhecer como os educadores percecionam o papel da literatura para a infância no desenvolvimento de sentimentos, emoções, e problematizam o seu papel para o desenvolvimento de um conjunto de capacidades que permitem potenciar a educação emocional ao mesmo tempo que facilitam o desempenho académico. O acompanhamento da criança, por um adulto na primeira década de vida, assente numa relação afetiva de amor e confiança, é fundamental para que esta adquira conhecimentos e se desenvolva emocionalmente. Neste processo de promoção do desenvolvimento emocional, o educador marca um ponto de equilíbrio entre meio interno e os desafios externos. Os dados recolhidos, através de inquérito, por questionário, confirmam a importância de educadores e professores em explorarem as potencialidades da literatura para a infância, em contexto de sala de aula, assumindo-se como participantes da construção da aprendizagem das emoções e do desenvolvimento emocional das crianças. Especificamente, os professores reconhecem que o uso desta estratégia pedagógica tem como objetivo dar cumprimento ao plano curricular, responder de forma eficaz à heterogeneidade dos alunos, desenvolver e despertar para os valores e emoções, no respeito pela diferença e para o desenvolvimento de competências cognitivas.