O fazer docente: representações sociais de alunos de curso de pedagogia da UFRN

Cuando consideramos los procesos de formación del profesorado pensamos en los nuevos conocimientos que podrían ser aprendidos por los estudiantes involucrados, centrándose en el debate de cuales contenidos y conocimientos deben estar presentes en la formación que se desea para estos profesionales. El propósito de esta investigación es analizar el tema desde un ángulo diferente, invertido, desde la perspectiva de los estudiantes de pedagogía en la formación inicial, mirando cómo utilizan los conocimientos adquiridos durante la licenciatura, en un proceso de construcción y reconstrucción de los conocimientos que empiezan a permear a sus prácticas pedagógicas. Dado este marco, nuestro propósito ha sido estudiar los elementos de construcción de la identidad de los futuros licenciados en Pedagogía por la UFRN, intentando caracterizar las representaciones sociales expresadas por estos estudiantes acerca del trabajo del maestro, a través de la identificación de los elementos definidores de las dichas representaciones (conocimiento del contenido de estas) y la comprensión de la forma dinámica de organización de tales elementos. Tomamos como referencia la teoría de las representaciones sociales (MOSCOVICI, 1978), que proporciona una idea de cómo los futuros docentes construyen sus representaciones acerca de los objetos de conocimiento que rodean la formación docente. Participaron del estudio 120 estudiantes de la graduación en Pedagogía, cuándo nos acercamos a los contenidos simbólicos traídos por ellos utilizando el Procedimiento de Múltiples Clasificaciones (PMC) como el enfoque metodológico. El material incautado por tal procedimiento se sometió a análisis multidimensional (Smallest Space Analysis (SSA) y Multidimensional Scalogram Analysis (MAS)) y de contenido, con la intención de un entendimiento más amplio de las dimensiones simbólicas. Los resultados de la investigación mostraron las siguientes dimensiones: la afectiva, con el nombramiento de las características necesarias a construcción simbólica del maestro; la formativa, que resalta los elementos necesarios para una enseñanza profesional; el aspecto ético y profesional, que aborda los elementos necesarios para el desempeño docente, en la perspectiva de transformación social mediante la educación; y la dimensión conflictiva, poniendo de relieve las dificultades del trabajo docente. Por lo tanto, estos aspectos muestran que la representación de ser maestro, construida por los estudiantes en la formación, parece constar de diferentes matices, articuladas y complementares, que dan sentido a la profesión, lo que justificará la práctica diaria de los futuros profesionales

Corporeidade e formação docente: cenário geográfico das histórias de vida

L étude vient de présenter la recherche qui a eu lieu pendent la formation des professeurs d l'Institut d'Enseignement Supérieur Président Kennedy à Natal-RN, dont les sujets son les professeurs de la septième période du Cours Normal Supérieur. L objet d´étude sont les pratiques formatives de ces professeurs en formation par des difficultés qui ils présentaient pour comprendre les relations entre les domaines de connaissance le l interface avec les expériences, et le processus de formation. L objectif a éte identifier dans l expériences ludopoèthiques, les lieus de construction de l autoterritorialité des professeus en tant qu en formation. Parmi les pressuposés théoriques qui ont soutenu le développement de la recherche comprennent: Enseignement Humain ; Corps-espace; Corporéité; Auto-formation et Transdisciplinarité. L'approche de la recherche qualitative adopte les principes de la rechercheaction- formation, dans une perspective etnophenomenologique. La discipline Memorial de Formação avec l'utilisation de jeu de sable,a été le laboratoire des expériences, l outil de la recherche qui a subventionné la construction des narratives autobiographiques. La perspective transdisciplinaire sur l'étude a rassemblé dans la dimension épistémologique les références théoriques de la Géographie, de la corporéité. et des histoires de vie dans la formation. L'Atelier Corps (Bio) Géographique a été développé par cinq rencontres: Paysage du Sensible, Lieu de Sentipensar, Territoires des Découvertes, Région des Savoirs et de l'Espace Géographique de la Ecoformação. Les expériences vécues dans l'Atelier par les participants de la recherche ont permis une sensible et attentive écoute sur leur propre histoire, en donnant la possibilité de la reconstruction de la mémoire, et en faisant réfléchir sur son l'auto-formation. La découverte des cartes et la construction d un nouveau paysage autoformatif par les memoires ludiques des différentes phases de la vie, a fait apparaître la propriété ludopoètique de l autoterriotalité, au même temps qui a enrégistré la construction ontologique dans sa corporéité

A educação escolar na comunidade negra de Sibaúma: a trajetória educacional da Escola Municipal Armando de Paiva

The black communities, nowadays known as quilombolas, have long been segregated in social and cultural distances in relation to other groups in the country. Gradually, the establishment of public policy has enabled the inclusion of these social communities in new instances, favoring the improvement of standards of learning. In order to know the route of the school in relation to its surroundings, this paper presents a reflection on the educational history of the Municipal School Padre Armando de Paiva, inserted in the context of afrodescendência (African descendants), in the community called Sibaúma, municipality of Tibau do Sul - RN, characterized as the object of this study. Methodologically, this study is limited in a descriptive research of the historical reconstruction of the school, a case considered worthy of analysis. From a reflection on the presence of African descent in Brazil and in Rio Grande do Norte, the study also presents information on education in Brazil. Finally, it presents the trajectories directed to the analysis of physical conditions, the dynamics of registration, and avoidance of repetition of its students and the qualifications of its teaching staff. Survey selected for analysis five-year academic periods, a series which began in the year nineteen eighty and ends in the year two thousand and ten

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

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

O currículo e as práticas pedagógicas na EJA: concepções e crenças dos professores da escola municipal Francisca Leonísia Cruz

The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leonísia, located in the Agrarian Reform Settlement Serra Nova, city of Florânia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Um método para determinação da profundidade combinando visão estéreo e autocalibração para aplicação em robótica móvel

This work proposes a method to determine the depth of objects in a scene using a combination between stereo vision and self-calibration techniques. Determining the rel- ative distance between visualized objects and a robot, with a stereo head, it is possible to navigate in unknown environments. Stereo vision techniques supply a depth measure by the combination of two or more images from the same scene. To achieve a depth estimates of the in scene objects a reconstruction of this scene geometry is necessary. For such reconstruction the relationship between the three-dimensional world coordi- nates and the two-dimensional images coordinates is necessary. Through the achievement of the cameras intrinsic parameters it is possible to make this coordinates systems relationship. These parameters can be gotten through geometric camera calibration, which, generally is made by a correlation between image characteristics of a calibration pattern with know dimensions. The cameras self-calibration allows the achievement of their intrinsic parameters without using a known calibration pattern, being possible their calculation and alteration during the displacement of the robot in an unknown environment. In this work a self-calibration method based in the three-dimensional polar coordinates to represent image features is presented. This representation is determined by the relationship between images features and horizontal and vertical opening cameras angles. Using the polar coordinates it is possible to geometrically reconstruct the scene. Through the proposed techniques combination it is possible to calculate a scene objects depth estimate, allowing the robot navigation in an unknown environment

Odometria visual baseada em técnicas de structure from motion

Visual Odometry is the process that estimates camera position and orientation based solely on images and in features (projections of visual landmarks present in the scene) extraced from them. With the increasing advance of Computer Vision algorithms and computer processing power, the subarea known as Structure from Motion (SFM) started to supply mathematical tools composing localization systems for robotics and Augmented Reality applications, in contrast with its initial purpose of being used in inherently offline solutions aiming 3D reconstruction and image based modelling. In that way, this work proposes a pipeline to obtain relative position featuring a previously calibrated camera as positional sensor and based entirely on models and algorithms from SFM. Techniques usually applied in camera localization systems such as Kalman filters and particle filters are not used, making unnecessary additional information like probabilistic models for camera state transition. Experiments assessing both 3D reconstruction quality and camera position estimated by the system were performed, in which image sequences captured in reallistic scenarios were processed and compared to localization data gathered from a mobile robotic platform

Estudo da oxidação superficial de ligas odontológicas de Ni-Cr em plasma pulsado para uso em restaurações metalocerâmicas

Metal ceramic restorations matches aesthetic and strength, and in your making occurs an interface oxide layer, wetting resulting and atomic and ionic interactions resulting between metal, oxide and porcelain. However, frequent clinical fails occurs in this restoration type, because lost homogeneous deposition oxide layer and lost interface bond. Thus, in this study, thought depositate homogeneous oxide films above Ni-Cr samples surfaces polite previously, at plasma oxide environment. Six samples was oxided at 300 and 400ºC at one hour, and two samples was oxided in a comum chamber at 900ºC, and then were characterized: optical microscopic, electronic microscopic, micro hardness, and X ray difratometry. Colors stripes were observed at six samples plasma oxided and a grey surface those comum oxided, thus like: hardness increase, and several oxides from basic metals (Ni-Cr)

Preparação de poliuretana à base de óleo de mamona

Polyurethanes are very versatile macromolecular materials that can be used in the form of powders, adhesives and elastomers. As a consequence, they constitute important subject for research as well as outstanding materials used in several manufacturing processes. In addition to the search for new polyurethanes, the kinetics control during its preparation is a very important topic, mainly if the polyurethane is obtained via bulk polymerization. The work in thesis was directed towards this subject, particularly the synthesis of polyurethanes based castor oil and isophorone diisocianate. As a first step castor oil characterized using the following analytical methods: iodine index, saponification index, refraction index, humidity content and infrared absorption spectroscopy (FTIR). As a second step, test specimens of these polyurethanes were obtained via bulk polymerization and were submitted to swelling experiments with different solvents. From these experiments, the Hildebrand parameter was determined for this material. Finally, bulk polymerization was carried out in a differential scanning calorimetry (DSC) equipment, using different heating rates, at two conditions: without catalyst and with dibutyltin dilaurate (DBTDL) as catalyst. The DSC curves were adjusted to a kinetic model, using the isoconversional method, indicating the autocatalytic effect characteristic of this class of polymerization reaction

A construção do olhar: a Viagem à Itália, de Goethe

Investiga-se a Viagem à Itália de Johann Wolfgang von Goethe, obra que narra a viagem à península italiana de 1786 a 1788, publicada em 1816-1817. Contudo, mais do que uma reconstrução de sua viagem através das memórias e diários, a Viagem importa, antes de mais, como uma narrativa da construção de um novo olhar para com a obra de arte, como a construção da própria estética goetheana.

Extração automatica de feições rodoviáris em imagens digitais

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

Citação e modernidade em Álvares de Azevedo: do sublime ao dessublime

El estudio de la citación en Lira de los Veinte Años, de Álvares de Azevedo, desde la óptica de Antoine Compagnon e Gerárd Genette, se muestra relevante a los estudios de la Literatura Comparada, en la perspectiva conteporánea, pués el tema provoca la posibilidad de discutir la elaboración de si del(los) otro(s), sucitando imágenes estéticas y de los pensamientos que se aproximan de una noción de tesitura textual muy presente en la modernidad literaria. Este proceso instaura procedimientos de lectura, traducción, autoria y escritura, aún, por ser utilizados, confirman la potencialidad inegable en que se escribi el trabajo poético del escritor. En la primer parte de la obra, se sugieren experiencias com lo bello y lo sublime, advindos del europeu, pero vuelto para una pesquisa de posibilidad discursivas. En la según parte, esa instancia sublimada es puesta en crise, por el sujeto poético cribado por el deseo de tornarse singular. Se instauran en el campo valorativo de los signos románticos elementos desfavorables de sentido diferentes. Dase, así, la problematización puesta por las citaciones que ora, realizan cambios simbólicos, ora, actuan en las márgenes de los textos primeros, desorganizando el material de autoria, desublimandolo, en la irrupción de nuevos cuerpos discursivos y cuerpúsculos cituacionales. En la tecer parte, ligado a Tánatos, como la dimensión por venir, marcando el presentimiento del poeta de que morirá temprano, como también la despedida de él. En esta tesi, se pretende, así, circunscribir como se figura, elabora esa constituición estética azevediana y su escritura, situando cuestiones recortadas por el actor en su obra, las quales remeten a Hegel, Kant y la otras lecturas filosóficas, ali puestas. Tal procedimiento toma la citación como estrategia poética de inscrición del sujeto y de las alteridades que le atravesan, concebiendo eso proceso autoral en la forma de reconstrución de una ciudadela de libros en este aspecto, considerandose el enfoque de Félix Guatarí, la propósito de los nuevos paradigmas y las espacialidades emergentes de estos -, o la biblioteca subjetiva, que se abre en vias y pasagenes. A través de ellas el discurso captura no solamente los objetos poéticos, pero también trazos autobiográficos rasurados, traduciendo la lucha por la visibilidad del sujeto en la formación de su pensamiento poético y estético

Pelo escuro: a poesia afro-brasileira de Oliveira Silveira

O presente estudo traz uma reflexão sobre os discursos culturais afro-brasileiros e o lugar ocupado pela poesia em meio a uma sociedade racista. A pesquisa tem como propósito fazer um estudo da poesia de Oliveira Silveira (1968, 1970, 1977, 1981, 1987). Leva-se em consideração a relação da produção poética de Oliveira com as propostas do movimento da Negritude e o diálogo lúcido que o mesmo estabelece com poetas vinculados ao referido movimento e como Silveira sugere dentro da literatura a negritude como uma forma de intersecção na poesia brasileira. A proposta aqui apresentada observa também o hibridismo na poética de Oliveira Silveira ao se enfatizar um olhar sobre uma escrita comovida pelo traço do entre-lugar do discurso. Analisa-se a caracterização de uma literatura gerada pelo tom de denúncia ao desconstruir historicamente o que há muito tempo se estabelece como democracia racial . Em cumplicidade com a poesia regional do Rio Grande do Sul, a poesia de Oliveira vem permeada pela diversidade de ritmos que traduzem o legado da cultura negra mundo afora. Essa pesquisa sustenta-se nos estudos de Eduardo de Assis Duarte (2005, 2011) e Kabengelê Munanga (2008, 2009) sobre Negritude e Identidade na literatura afro-brasileira, que se caracteriza como um movimento de consciência pela reconstrução ou mesmo revisão histórica do que foi apagado no calabouço dos navios negreiros. As leituras de Eduardo de Assis Duarte fomentam novos questionamentos, põem em dúvida a existência de uma identidade essencialista. Aponta-se nessa travessia para uma pluralidade de identidades, construídas por inúmeros grupos culturais na encruzilhada dos diversos momentos históricos. Analisam-se, portanto, a partir da crítica que Stuart Hall (2011) faz ao considerar as ideias de diásporas, as fronteiras das margens no universo da pós-colonização. Por fim, há uma encruzilhada ao se pensar a partir de Kabengelê Munanga, o discurso da negritude e da identidade negra nas relações sociais e culturais afrodescendentes

Memórias da prisão: literatura e liberdade m estudo sobre Graciliano Ramos e Antonio Gramsci

La tese avvicina le Memorie dal carcere, di Graciliano Ramos e i Quaderni dal carcere di Antonio Gramsci, in una prospettiva in cui essi erano uniti per lo stesso ideale politico della prima metá del XX secolo e rappresentavano la resistenza intellettuale di fronte alla repressione. Entrambi furono vittime dell autoritarismo dei poteri fascisti e registrarono il periodo di prigione in differenti forme memorialistiche. Questi scrittori sono uniti anche per il contesto nazionale molto simile per la differenza economica tra le regioni. Condividono, inoltre, anche il concetto di arte e la certezza che l alienzazione dell intelligenza può essere superata solamente attraverso la ricostruzione delle basi nazionali per mezzo della conoscenza, dell educazione e della cultura. Si vuole mostrare come i concetti di Gramsci sono presenti non solo nella convinzione politica di Graciliano, ma in tutto il suo stile letterario memorialístico. Il lavoro, ancora, paragona le Memorie del carcere con due testi memorialistici di prigione in Italia, che sono Le mie prigioni, di Silvio Pellico, e Se questo è un uomo, di Primo Levi, per dimostrare che la proposta della letteratura gramsciana è molto più vicina allo scrittore brasiliano che ai due suoi conazionali.