Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

O presente relatório, elaborado para a obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, explana o estágio pedagógico efetuado em dois estabelecimentos de educação inseridos no concelho do Funchal. A intervenção pedagógica realizou-se numa turma do 1.º ano de escolaridade da Escola Básica do 1.º Ciclo com PréEscolar da Nazaré e numa sala do Infantário “O Girassol”, com um grupo de crianças de dois e três anos de idade. O relatório contém um enquadramento teórico referente à identidade profissional docente, à formação inicial e contínua dos educadores/professores e à dimensão ética da docência. Segue-se uma contextualização da prática pedagógica efetivada nos dois núcleos de estágio, assim como, a explanação das opções metodológicas privilegiadas e a descrição das atividades desenvolvidas com as crianças e com a comunidade educativa. O processo metodológico utilizado ao longo do estágio baseou-se na investigação-ação, pelo que, contemplou diferentes etapas, nomeadamente, a observação, a planificação, a ação, a reflexão e avaliação do ato educativo. Neste sentido, foi dada ênfase à atitude investigativa, crítica e reflexiva do docente.

Os robots na aprendizagem da trignometria

Este trabalho foi elaborado no âmbito do Mestrado de Ensino de Matemática do 3º Ciclo do Ensino Básico e Secundário da Universidade da Madeira, no ano letivo de 2012/2013. Os grandes objetivos deste estudo são os de analisar qualitativamente uma atividade, para compreender como é que os alunos aprendem trigonometria, utilizando os robots NXT da Lego. De igual modo, se procede também, de forma sucinta, à apresentação do trabalho desenvolvido pelo grupo de estágio, ao longo da Prática de Ensino Supervisionado. Para a realização da investigação, foram recolhidos dados pelo investigador, através de registos audiovisuais do trabalho dos alunos, com câmara e vídeo. Com o fim de melhor estudar o problema aqui apresentado, o mesmo foi dissecado em três questões de investigação: (a) Que aprendizagens os alunos realizam com a montagem, programação e interação com os robots? (b) De que forma é que os alunos aprendem trigonometria, quando utilizam os Robots? (c) Quais as dificuldades manifestadas pelos alunos na resolução de problemas? As questões de investigação iluminaram a análise dos dados. Das conclusões que advêm deste estudo destaca-se o papel essencial da robótica e dos materiais manipuláveis, na construção e concetualização do conhecimento dos alunos.

A contribuição do estágio supervisionado para a formação reflexiva do pedagogo

This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMAÇÃO Universidade Estadual do Rio Grande do Norte / Campus Avançado Professor João Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarcão (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoformação, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training

A aprendizagem na convivência:o estágio curricular em enfermagem

This is an analytic research of a qualitative nature whose purpose is to examine the learning process involving students of the Nursing Program of the Universidade Federal do Rio Grande do Norte UFRN who are attending the Supervised Clerkship in Nursing (SCN) in Family Health Strategy (FHS), based on learning through daily living. In order to do this, a historical overview of this academic activity in the teaching of nursing was presented, and the importance of FHS as the scene where professional health education takes place was discussed. For the empirical investigation, ten eighth-semester students involved in clerkship activities at family health units in the Western Sanitary District of Natal, Rio Grande do Norte, were interviewed. The theoretical approach relied, as epistemological presupposition, on the ideas of educator Humberto Maturana who showed that learning, both in nature and among human beings, takes place within dialogic living relationships wherein acceptance of the other, affectivity (love) and dialoguing are essential stimuli to learning. Students discourses gradually became part of the analytic categories that had been established beforehand. There has been verified that the students went through meaningful learning encouraged by all who shared the living environment, that is: nurse/instructor, teacher/supervisor, family health staff, and the community. Several feelings were involved in the process, such as joy, satisfaction, self-reliance, affectivity and, in the opposite direction, sadness, indignation, a feeling of impotence, and fear. The learning of interpersonal relationship was describe as the most relevant of the academic experiences and, therefore, thus emphasizing the relevance of affectivity to the learning process as Maturana points out. It is suggested that the teaching of nursing keep on giving priority to family health units as the Basic Care educational scene, with attention to the importance of placing the students in welcoming environments, in such a way as to encourage learning

Estágio supervisionado em enfermagem: visão de preceptores

The present study aimed to analyze the vision of tutors from a university hospital about supervised internship in nursing. It is a descriptive nature research with qualitative approach, developed at the University Hospital Onofre Lopes (HUOL), located in Natal/RN. The population was composed of eleven assisting nurses engaged the precentorship of undergraduate course students in nursing, from the Federal University of Rio Grande do Norte (UFRN). For the empirical research, conducted in the period from September to November 2013, the semi-structured interview involving questions directed to the stage was used, as advocate the national curriculum guidelines, as regards this curricular component. With the consent of the institution where the study has been developed and approved by the Research Ethics Committee of UFRN, as n° 17800613.9.0000.5537, besides CAAE signing an informed consent by participants. The analysis of the information was held from the analysis of content, thematic mode. Thereby four categories were defined a priori, namely: the supervised internship in the vision of nurses; To be preceptor; The internship concerned: contributions and difficulties; Do the institutional actors communicate? The results indicate that in the view of the supervised internship preceptors is a sine qua non for the training of nurses, considering that it prepares for professional life. Besides being a moment conducive to the exercise of management and a greater rapprochement between theory and practice, stimulates the preceptor to upgrade to better exercise the function and also provides an exchange of knowledge between students and tutors, thus contributing to optimize the service. Nevertheless, the respondents indicate the existence of a distancing and little communication with the academic institution. In summary, it is realized that the nurses understand the importance of its function of tutors and supervised stage for vocational training. It is necessary, however, to reflect on the paths to be pinched in the confrontation of difficulties in this process, especially as regards the teaching/service relationship, which, while remaining at a distance, strengthens the existing dichotomy between theory and practice

Opiniões sobre estágio curricular e prática de ensino na licenciatura em química: o caso do CEFET-PB

The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality

Estágio menopausal e níveis hormonais no desenvolvimento muscular e funcional em mulheres de meia idade: um estudo transversal

Introduction: Hypoestrogenism is the main characteristic of female aging. It promotes significant changes in body composition, both in fat mass as in lean body mass, leading to a decrease in muscle strength and physical performance. Objective: The aim of this study was to test whether menopausal status and hormone levels are associated with muscular strength and physical performance in middle-aged women. Methods: In a cross-sectional study it was collected sociodemographic data, gynecological history, anthropometric and biochemical measures in women aged 40 to 65 years in Parnamirim-RN. The menopause status (pre, peri and post menopause) was determined by menstrual history. All women underwent three dimensions of physical performance assessment: handgrip dynamometry, gait speed and chair stands test - Short Physical Performance Battery (SPPB). Categorical data were presented as absolute and relative frequencies. Quantitative data were showed as mean and standard deviation and the normality of distribution was verified with Kolmogorov-Smirnov (KS) test. Biochemical measures of estradiol and follicle-stimulating hormone (FSH) were transformed to log10. ANOVA with Tukey post-test for comparison of variables between the groups pre, peri and post-menopausal was performed and then multiple linear regression analyzes. Results: Two hundred and seventy eight women aged 50.2 (±5.58) years composed this study, being 50 women in premenopausal status (18%), 122 in perimenopausal (43.9%), and 106 postmenopausal stage (38.1%). The groups were different in age (p=0.001), marital relationship duration (p <0.001), number of pregnancies (p=0.001) and parity (p=0.001). Differences in biochemical measures were observed among the groups: estradiol (p<0.001), FSH (p<0.001), total cholesterol (p=0.001). There were no differences in gait velocity between menopausal status. Values in mean of grip strength decreased by postmenopausal women to perimenopausal and premenopausal ones (24.5 ± 5.1, 25.6 ± 5.4, 26.9 ± 4.9 for post-stage, pre and peri menopausas, respectively, p = 0.02) and the performance of chair stands test was better in premenopausal women compared with that in peri and postmenopausal status (p = 0.02). In multiple linear regression for muscle strength, the variables that remained were: age, estradiol and somatic symptoms measured by Menopause Rating Scale-MRS (R2=0.15). While for the xiv chair-stands test the predictors were number of births and FSH values (R2=0.04). Conclusion: There is a relationship between the stages of menopause and muscle performance in measures of grip strength and sit-up test and these are influenced by the fall of estrogens levels. Data suggest that the decrease in muscle strength and physical performance already appear in the transition to menopause stage, pointing to the need for more research in this area and appropriate preventive interventions

O estágio não-obrigatório na formação profissional dos(as) assistentes sociais: trabalho precarizado ou processo didático-pedagógico?

Coexisten, en el universo académico, prácticas curriculares obligatorias y no obligatorias que pueden ser remuneradas o no. Delante de la constatación de lagunas en la concepción, gestión y operacionalización de las prácticas no obligatorias remuneradas, escogimos este tema como objeto de nuestra investigación, tratando de analizarlo en el contexto de los cambios sociohistóricos contemporaneos y su influencia en la cualidad de la formación profesional del estudiante de la carrera de Servicio Social. Este estudio tiene como ¨locu¨ de investigación la Facultad de Servicio Social del Estado de Rio Grande del Norte (FASSO/UERN). Este estudio se caracteriza por la adopción de una perspectiva de análisis cualitativa, con la expectativa de develarlo mucho más allá de lo que se muestra en su aparecncia. Para esto, realizamos revisión de literatura, análisis de documentos, observación asistemática y entrevistas con estudiantes y profesionales de las entidades que ofrecen prácticas a los estudiantes. Además se incluyó, en los procedimientos metodológicos, la aplicación de encuestas y conversaciones informales. Constatamos la existencia de lagunas en el desarrolllo de las prácticas no obligatorias remuneradas, ocasionadas por la ausencia de supervisión y por la inclusión de pasantes en sectores y/o actividades desvinculadas de su futura profesión. La investigación nos permitió desvelar situaciones en las que la oferta de plazas ocurre en detrimento de la contratación de empleados, lo que configura un distanciamento de este componente curricular del área de formación profesional, desvirtuando su carácter educacional. Cientes de la coexistencia contradictoria entre situaciones ventajosas y problemáticas en las prácticas no obligatorias remuneradas para el proceso de formación profesional de los asistentes sociales, concluimos que esta modalidad de práctica cuando vinculada a la intervención de la facultad y bajo la supervisión de asistentes sociales, independiente de sus implicaciones en los intereses del mercado, potencializa el desarrollo de competencias y habilidades intrínsecas al proceso de formación profesional; pero si distanciada del área de formación y/o sin el debido acompañamiento didáctico-pedagógico establece poca o ninguna relación con la formación de los asistentes sociales. Pero, incluso distanciadas del ejercicio y de la formación académica en el área de servicio social y/o (llenas de aspectos frágiles) llenas de fallas en el proceso de enseñanza y aprendisaje, estas experiencias ejercen profunda influencia en la formación de los asistentes sociales, pudiendo fragilizar el compromiso con el proyecto ético-político, diseminar el aspecto subalterno de la profesión y hacer confuso y conflictivo el proceso de construcción de la identidad profesional. En este sentido, las inversiones de capital para reducir los gastos con mano de obra, las dificultades vividas por las universidades públicas brasileñas para garantizar la cualidad de la enseñanza delante de la insuficiencia de recursos humanos y materiales y la desvalorización de los componentes no obligatorios del proceso de formación profesional de los asistentes sociales, son factores que obstaculizan el reconocimiento y la materialización del potencial didáctico-pedagógico de las prácticas

O graben de Palestina: contribuição à estratigrafia e estrutura do estágio rifte na bacia do Araripe, nordeste do Brasil

The Palestina Graben is one of the NE-trending asymmetric grabens of the Araripe Basin. This basin rests on the precambrian terrains of the Transversal Zone, Borborema Province, immediately to the south of the Patos Lineament. It is part of the Interior Basins province of Northeastern Brazil, being related to the fragmentation of the Gondwana supercontinent and the opening of the South Atlantic ocean. The Palestina Graben trends NE-SW and presents an asymmetric geometry, controled by the NW extensional eocretaceous strain. The graben borders display distinct geometries. The SE border is a flexural margin, characterized by the non conformity of the eopaleozoic Mauriti Formation (the oldest unit of the basin) overlying the crystalline basement, but also affected by normal faults with small displacements. On the opposite, the NW border is continuous and rectilinear, being marked by normal faults with major displacements, that control the general tilting of the layers to the NW. In this sense, the Mauriti Formation is overlain by the Brejo Santo, Missão Velha (which also occurs in the Brejo Santo-Mauriti horst, to the NW of the fault border) and Abaiara formations, the latter restricted to the graben. The interpretation of available gravity data and a seismic line indicates that the main fault has a variable dip slip component, defining two deeper portions within the graben, in which the sedimentary column can reach thicknesses of up to 2 km. Regarding to the stratigraphy of Araripe Basin in the study area, the sedimentary package includes three distinct tectonosequences. The Paleozoic Syneclisis Tectonosequence is composed by the Mauriti Formation, deposited by a braided fluvial system. The Jurassic Tectonosequence, whose tectonic setting is still debatable (initial stage of the Neocomian rift, or a pre-rift syneclisis ?), is represented by the Brejo Santo Formation, originated in a distal floodplain related to ephemeral drainages. The Rift Tectonosequence, of neocomian age, includes the Missão Velha Formation, whose lower section is related to a braided to meandering fluvial system, outlining the Rift Initiation Tectonic Systems Tract. The upper section of the Missão Velha Formation is separated from the latter by a major unconformity. This interval was originated by a braided fluvial system, overlain by the Abaiara Formation, a deltaic system fed by a meandering fluvial system. Both sections correspond to the Rift Climax Tectonic Systems Tract. In the area, NE-trending normal to oblique faults are associated with NW transfer faults, while ENE to E-W faults display dominant strike slip kinematics. Both NE and E-W fault sets exhibit clear heritage from the basement structures (in particular, shear zones), which must have been reactivated during the eocretaceous rifting. Faults with EW trends display a dominant sinistral shear sense, commonly found along reactivated segments of the Patos Lineament and satellyte structures. Usually subordinate, dextral directional movements, occur in faults striking NNW to NE. Within this framework bearing to the Palestina Graben, classical models with orthogonal extension or pull-apart style deserve some caution in their application. The Palestina Graben is not limited, in its extremeties, by E-W transcurrent zones (as it should be in the case of the pull-apart geometry), suggesting a model close to the classic style of orthogonal opening. At the same time, others, adjacent depocenters (like the Abaiara-Jenipapeiro semi-graben) display a transtensional style. The control by the basement structures explains such differences

A educação não-formal como campo de estágio: contribuições na formação inicial do arte/educador

Pós-graduação em Artes - IA

Percepção de tempo e outras funções cognitivas, funcionalidade motora e o nível de atividade física de idosos com Doença de Alzheimer no estágio leve

Pós-graduação em Ciências da Motricidade - IBRC

Retificador trifásico de 18 pulsos com estágio CC controlado por histerese constante

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Identificação do teor de nitrogênio foliar em cana-de-açúcar no estágio inicial de crescimento utilizando infravermelho próximo e sistemas inteligentes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um novo sistema de refrigeração com controle de temperatura, compressor aberto, máquina de indução trifásica com velocidade variável e correção ativa do fator de potência do estágio de entrada

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Célula de comutação de três estados aplicada ao pré-regulador boost de estágio único e elevado fator de potência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)