O ensino por investigação: construindo possibilidades na formação continuada do professor de ciências a partir da ação-reflexão

Studies and reflections about the current trends on teaching Science show us the importance of include in the teaching practice, activities with a investigative and problematic approach, that allow to the learners to understand and to apply concepts and phenomena scientifics. On this perspective, the teacher continuing education is essential to effect the practice of this approach in the classroom. Therefore, this research has as an objective to contribute with Science teacher continuing formation in the basic education, in the use of the investigative approach, with a view to overcoming obstacles and making change in pedagogical practice using this research elements. For this, a qualitative research with science teachers of basic schools in the city of Natal/ RN/ Brazil was held, who attended the training course on teaching by investigation in 2012, through the project entitled "Em Busca de Novos Talentos para a Ciência: uma intervenção no ensino público" (Searching New Talents for Science: an intervention in public education).The research was conducted in four stages: Diagnosis of the conceptions of education for research and incorporation into practice after the New Talents course; projection of the intervention, intervention and evaluation. To obtain the data it was made a questionnaire, semi-structured interviews, group studies, written records and participant observation. It was analyzed that the course had significant contributions to the participating teachers to promote the approach and the motivation for incorporation of the investigative approach in practice. The permanence of weaknesses related to the theoretical basis was found, the wear resistance, difficulty in planning activities and the change in practice, diagnosed the previous course of this research. It was also noticed certain lack of domain of teaching principles of investigation by the teachers, who despite being well understood in theory, reveal gaps in practice. Despite not having been exploited the full potential of investigative activity is apparent that the inclusion of activities with an investigative approach to science and biology classes is essential for an active, critical and reflective posture of the students as well as the interest in learning about science. It was demonstrated that intervention with moments of reflection, engagement, knowledge exchange, it was effective in overcoming difficulties identified at baseline as well as providing greater motivation to face the innovations and changes in education, suggesting an important format to considered in the course of continuing education. This is because the planning and replanning allow teachers to reflect and evaluate their practice, contributing to overcoming difficulties of teachers on a daily basis.

Sequências de Fibonacci e a Razão Áurea - aplicações no ensino básico

This thesis aims to present a study of the Fibonacci sequence, initiated from a simple problem of rabbits breeding and the Golden Ratio, which originated from a geometrical construction, for applications in basic education. The main idea of the thesis is to present historical records of the occurrence of these concepts in nature and science and their influence on social, cultural and scientific environments. Also, it will be presented the identification and the characterization of the basic properties of these concepts and howthe connection between them occurs,and mainly, their intriguing consequences. It is also shown some activities emphasizing geometric constructions, links to other mathematics areas, curiosities related to these concepts and the analysis of questions present in vestibular (SAT-Scholastic Aptitude Test) and Enem(national high school Exam) in order to show the importance of these themes in basic education, constituting an excellent opportunity to awaken the students to new points of view in the field of science and life, from the presented subject and to promote new ways of thinking mathematics as a transformative science of society.

Guia didático-metodológico para aprendizagem e memorização dos conhecimentos disseminados nos moocs – Massive Open Online Courses

The present research has character exploratory, bibliographic and qualitative. It is based in consolidated scientific arguments in cognitive theories inspired in constructivist method and, under this perspective proposes to develop a didactic guide oriented to students of courses MOOCs - Massive Open Online Courses that will make it possible to maximize the utilization and the assimilation of the knowledge available in these courses. Intends also prepare these students in practice of a methodology of storage that enables the knowledge acquired are not lost nor be forgotten over the course of time. The theoretical framework, based on the theories of Meaningful Learning (Ausubel), the Genetic Epistemology (Piaget), Socioconstructivist (Vigotsky) and the Multimedia Learning (Mayer), subsidizes the understanding of important concepts such as meaningful learning, previous knowledge, and conceptual maps. Supported by fundamental contribution of the Theory of Categories, which are inter-related to concepts applicable to teaching methodology supported by use of structured knowledge maps in the establishment of the binomial teaching-learning; and with valuable study performed by teachers Luciano Lima (UFU) and Rubens Barbosa Filho (UEMS) that culminated with the development of Exponential Effective Memorization Method in Binary Base (Double MEB).

Sequência didática com temas motivadores no ensino de física

This study is based on the design and development of a Didactic sequence in Physics for the first year of high school in a public school, involving structured activities on Astronomy topics, Astronautics and Aeronautics. In addition, it produced a didactic-pedagogic Tutorial for teachers to develop teaching-learning processes in Physics through activities with handmade rockets. These activities have been based on teaching moments of questioning, systematization and contextualization. In this context the understanding and the deepening of concepts and scientific and physical phenomena are related to everyday knowledge, in accordance with the historical-cultural theory, with the Three Pedagogic Moments, dialogicity and Information and Communication Technologies as instruments of triggering actions and motivation, like movies and applications in teaching Astronomy, Physics and Mathematics. The research activities were conduced by adopting a qualitative approach and included reports, questionnaires, semi-structured interviews and other notes. The development of the Didactic Sequence enabled a differentiated teaching and learning process, including aspects such as conceptualization, contextualization, flexibility, interdisciplinary and theoreticalexperimental relationship.

Transposição didática da interação do laser com sistmas biológicos no ensino médio: uma proposta de guia didático para professores

In this dissertation was elaborated an interdisciplinary didactic sequence for the development of Physical concepts involved in the interaction of laser radiation with biological matter in order to make a relation between Physics and other fields of knowledge aiming to enlarge the contextualization of scientific knowledge. The objective was to develop an educational product which theme is “Laser’s Interaction with Biological Tissues”. In this work, basic physical concepts related to laser radiation were presented, its interaction with matter and applicability in the student's daily life, with emphasis on Public Health. The inclusion of the subject in schools was effected through didactic transposition as theoretical foundation and the three pedagogical moments as teaching support. The development of the project involved discussions of scientific knowledge applied in society’s daily life. In the product's design the didactic sequence was projected and the use of varied teaching resources has been proposed, such as videos, texts, experiments, simulators and de Software “Tracker”. The construction of paradidactic material was performed considering different stages of equal importance for a teacher's reflection process. The work prioritizes the alternative conceptions of student, transforming him in a direct agent of the construction of knowledge and this aspect is based on the profile of the Student's Material. Another important point is the evaluation's proposal, this was systematized to be done class after class through building texts, essay questions, presentation of papers, among others activities. The didactic sequence guides the introduction of relevant topics of the students and society’s daily life, the ideas are not closed and in many times the teacher make changes which deem relevant to the teaching for better development of their practice.

Veicular conceitos matemáticos em estudantes cegos no ensino superior politécnico: pertinência da utilização do multiplano.

Os processos de ensino e de aprendizagem de conceitos matemáticos a estudantes cegos no Ensino Superior, revestem-se de uma complexidade acrescida, advinda da incapacidade sensorial destes estudantes que lhes dificulta ou mesmo impossibilita perceção dos conceitos que se apoiam em representações visuais. Neste âmbito, pretendeu-se identificar alternativas possíveis para ultrapassar essas barreiras, avaliando a pertinência da utilização de produto de apoio, nomeadamente o Multiplano, para a transmissão de conceitos matemáticos transversais aos cursos de Engenharia do Ensino Superior Politécnico a estudantes cegos. O estudo pretendeu identificar as dificuldades sentidas pelos docentes e pelos estudantes cegos na transmissão e assimilação de conceitos matemáticos sobretudo de índole mais visual e gráfica. Pretendeu ainda identificar as estratégias utilizadas pelos docentes para a transmissão desses mesmos conceitos. O estudo aqui reproduzido, de abordagem qualitativa, configura-se num estudo de caso descritivo-exploratório, obtendo-se dados com recurso a questionários aos docentes do Departamento de Matemática (DMAT) da Escola Superior de Tecnologia e Gestão (ESTG) do Instituto Politécnico de Leiria (IPL) e a entrevistas aos três estudantes cegos da área da Engenharia que se encontravam a frequentar a Instituição e também a docentes que lhes lecionaram as Unidades Curriculares de Álgebra Linear, Análise Matemática e Estatística. Contou ainda com a realização de Observações Diretas, com a aplicação do Multiplano a conceitos matemáticos de índole mais gráfica culminado num grupo de discussão com as partes envolvidas. Da análise identificaram-se as estratégias e dificuldades sentidas tanto pelos docentes do DMAT da ESTG como pelos estudantes cegos na transmissão e assimilação de conceitos matemáticos com predominante representação gráfica. Sobressaiu ainda da análise que quando abordados sem recurso ao Multiplano, em geral os conceitos matemáticos foram transmitidos com sucesso aos estudantes cegos, apesar de em alguns casos com restrições e noutros terem sido excluídos devido à sua forte componente gráfica. O estudo evidencia a falta de ferramentas de apoio nesta área e a pertinência da aplicação do Multiplano a vários conceitos matemáticos de difícil abordagem devido à sua componente gráfica.

Os conceitos de "Cultura Esportiva" e "Habitus Esportivo" : Distanciamentos e aproximaçoes

This work deals with two concepts which serve as a support for studies on sport: "sport culture" and "sport habitus". We aim to identify points of intersection and differences between them in the Brazilian field of Physical Education. We conclude that sport culture concept corresponds to the descriptive and structural dimensions of culture conformation in relation to sport in contemporary society, marked by the phenomenon of economic globalization. This concept refers to the symbolic conception of culture that understands the meanings and directions assigned to the sport phenomenon and to its practice by different individuals and social groups. The sport habitus gradually acquired through the exposure of social agents to the logic of the sport field, corresponds to a willingness to think, to make sense and to act in this space. Not everything that is culturally produced in sports is incorporated in the form of sport habitus, but the habitus is based on aspects of culture. That is, the sport culture has a plurality of manifestations that are not always incorporated in the form of a habitus. The aspect that differentiates the manipulation of concepts of culture and sport habitus is the analytical focus of each, working with both in a complementary manner might become a theoretical and methodological option that contributes to the enlargement of the analysis.

Os conceitos de "Cultura Esportiva" e "Habitus Esportivo" : Distanciamentos e aproximaçoes

This work deals with two concepts which serve as a support for studies on sport: "sport culture" and "sport habitus". We aim to identify points of intersection and differences between them in the Brazilian field of Physical Education. We conclude that sport culture concept corresponds to the descriptive and structural dimensions of culture conformation in relation to sport in contemporary society, marked by the phenomenon of economic globalization. This concept refers to the symbolic conception of culture that understands the meanings and directions assigned to the sport phenomenon and to its practice by different individuals and social groups. The sport habitus gradually acquired through the exposure of social agents to the logic of the sport field, corresponds to a willingness to think, to make sense and to act in this space. Not everything that is culturally produced in sports is incorporated in the form of sport habitus, but the habitus is based on aspects of culture. That is, the sport culture has a plurality of manifestations that are not always incorporated in the form of a habitus. The aspect that differentiates the manipulation of concepts of culture and sport habitus is the analytical focus of each, working with both in a complementary manner might become a theoretical and methodological option that contributes to the enlargement of the analysis.

Los políticos del progreso. Científicos en el gobierno y en el Partido Progresista (1833-1868)

La organización del Partido Progresista tiene una configuración abierta, que ensaya fórmulas de elecciones primarias y que con contará con dos núcleos: La minoría parlamentaria y una organización que será permanente desde 1846, en la que se distingue la Junta Central y la Comisión Directiva. Entre los políticos de la generación del progreso Francisco de Luxán será el primero de una nómina muy reducida de ministros con formación científico-técnica, y entre los dirigentes del Partido Progresista y de la Unión Liberal será también el único con formación científico-técnica.

TECNOLOGITecnologia da informação: commodity ou ferramenta estratégica?

RAMOS, A. S. M. ; FERREIRA, L. B. . Tecnologia da informação: Commodity ou Ferramenta Estratégica?. Revista de Gestão da Tecnologia e Sistemas de Informação , USP, São Paulo, v. 2, n. 1, p. 69-79, 2005.

Síndroma compartimental aguda ou das locas: Conceitos essenciais

A síndroma compartimental aguda define-se como sendo a falência da circulação intersticial por conflito de espaço. Representa, habitualmente, uma severa complicação das lesões traumáticas, podendo envolver potencialmente qualquer compartimento do organismo. Mais frequente em fraturas de alta energia cinética e em lesões por esmagamento dos membros, é uma verdadeira emergência ortopédica, por forma a conseguir-se a redução da pressão intracompartimental e restabelecer a perfusão dos tecidos em sofrimento. Assim, a fasciotomia cirúrgica descompressiva, em tempo oportuno, pode evitar a isquémia irreversível dos tecidos mioneurais contidos nos diferentes compartimentos osteomiofasciais, isto é, as retrações fibrosas musculares, a necrose muscular, as lesões nervosas permanentes, a perda permanente da função e, como última consequência, a amputação dos membros. A definição da melhor altura para a fasciotomia nem sempre é uma tarefa fácil, envolvendo critérios clínicos e, também, a determinação do valor da pressão intracompartimental, mormente nos doentes em estado de inconsciência. Nos casos em que houver dúvidas e nos doentes em risco de desenvolver esta complicação, é defensável efetuar uma fasciotomia precoce, mesmo sabendo que pode ser desnecessária, uma vez que as complicações relacionadas com as fasciotomias tardias são devastadoras. Com efeito, o risco de infeção e de septicémia são elevados, a taxa de amputações é considerável e, por vezes, perde-se a vida. As sequelas da síndrome compartimental aguda são uma das causas frequentes de litigância contra os cirurgiões ortopedistas.