Educational Journey on the Teachers' Narrative

Initial and continuous education for teachers has been studied at Group of Studies and Research on Language, Teaching and Teachers’ narrative (GEPLENP in Portuguese). In order to do so, we use teacher’s narratives from public schools in Assis/SP. Narrative researches have been very widely spread either in Brazil or in any other country. Meaningful papers have shown how important the topic is as well as the method used. This research tries to identify teachers’ social representations, which result from historic, cultural and time constitutions in order to get close to group of teachers’ representations about their initial and continuous education. The individual and singular narrative method gives us the opportunity to access the history told by the participants. The results point out that initial education promotes the opposition between theory and praxis and use of tool is highlighted in continuous education, which limits possibilities of teachers’ reflection on their own school role thus evidencing institutional interests.

Formação inicial docente: o estágio como espaço de aprendizagens

The study presented here aimed to understand how the traineeship supervisor can act for this moment to be a valuable learning for future teachers, with a view to her operations to expand the knowledge of students. For this, we analyzed the pedagogical actions that occurred during the supervised training of a pedagogy course at a public university situated in the state of Paraná, Brazil. Supported in qualitative research this investigation shows that the supervisory actions, in the view of interns, favored teacher education: respect for the supervisor to people; her orientation to the importance of reflecting on aspects recognized as negative, her help in the preparation of interdisciplinary lesson plan and the need for a flexible lesson plan; her presence in moments of interventions; feedback given and appreciation of the role of the educator in the teaching / learning.

Distance exercised during submaximal training on race winnings for Thoroughbred racehorses

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

Effect of prey concentrations and feed training on production of Hoplias lacerdae juvenile

The aim of this work was to investigate the s of daily prey concentration during the first 15 days of active feeding of Hoplias lacerdae larvae, and the juvenile size on the feed training. In the first phase, the larvae received five Artemia nauplii concentrations (P). In the second phase, the juveniles from each treatment were trained to accept formulated diet. Superior growth was related to higher initial daily prey concentrations (900 and 1100 nauplii larvae-1). During feed training, the growth tendency was similar to that verified in the first phase. The lowest values of specific growth rate (SGR) were registered after the introduction of the semi-moist diet used in the feed training. However, the values of SGR recovered along the experiment and similar rates were found among the treatments. Survival, mortality and cannibalism were similar in the different treatments at the end of both phases. It can be concluded that: the prey concentration affects growth of H. lacerdae during the first 15 days of active feeding, and feed training can be initialized with juveniles of about 16 mm of total length.

Effect of concurrent training on gender-specific biochemical variables and adiposity in obese adolescents

Objective The purpose of the present study was to analyze the effects of a 20-week concurrent training (20 WCT) intervention program on gender-specific body composition and metabolic variables in obese adolescents.Subjects and methods Sample was composed of twenty-five obese adolescents, aged between 12 and 15 (13.4 ± 0.96) years. Fat-free mass (FFM), percentage trunk fat mass (TFM%) and percentage fat mass (%FM) were evaluated through dual-energy X-ray absorptiometry (DXA). Measurement of intra-abdominal adiposity (IAAT) was performed using ultrasound. Blood pressure was measured and blood samples analyzed for total cholesterol (TC), high-density lipoprotein cholesterol (HDL-c), low-density lipoprotein cholesterol (LDL-c), triglycerides (TG) and plasma glucose. All participants performed the concurrent training (combination of weight training and aerobic training) three times per week, one hour per day, for 20 weeks. Descriptive analysis and analysis of variance (ANOVA) for repeated measures were used to compare baseline, 10 week and 20 week moments using the Bonferroni post-hoc test. Statistical significance was set at p < 0.05. Significant decrease in TC, LDL-c and TFM% were verified in both genders after the 10 initial weeks of concurrent training.Results A significant increase in height was found in both the male and female groups (p = 0.001 and p = 0.047, respectively), after 20 weeks of concurrent training. In addition, several modifications were observed in body composition and metabolic variables, with a significant decrease in BMI (p = 0.002 and p = 0.017), BMI z-score (p = 0.033 and p = 0.004), FM% (p = 0.002 and p = 0.002), TFM% (p = 0.009 and p = 0.018), TC (p = 0.042 and p = 0.001) and LDL-c (p = 0.006 and p = 0.001) in the male and female groups, respectively, after 20 weeks of intervention when compared with baseline.Conclusion Our results identified that concurrent training was an effective intervention for treating metabolic variable and body composition disorders, in both genders, by decreasing adiposity with consequent improvement in BMI and BMI z-scores, and enhancement in lipid profile variables.

Impact of functional training on cardiac autonomic modulation, cardiopulmonary parameters and quality of life in healthy women

Coordenação de Aperfeiçoamentode Pessoal de Nível Superior (CAPES)

Regulation of cardiac microRNAs induced by aerobic exercise training during heart failure

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

A ginástica na educação física escolar de estudantes universitários da Universidade Estadual Paulista/Campus de Rio Claro

Gymnastics is a manifestation of body culture, which has a number of fields (SOUZA, 1997): competition, demonstration, physical conditioning, body awareness and rehabilitation, providing a wide range of knowledge to be presented in physical education. But according to studies conducted by Nista- Piccolo (1988), Polito (1998), Barbosa (1999), Paoliello (2001), Ayoub (2003), Schiavon; Piccolo (2006) knowledge involving gymnastics has been tentatively applied in school. Therefore it is intended to research investigating the experiences of students with gymnastic contents of Physical Education, Universidade Estadual Paulista / Campus Rio Claro. Aiming at the students' perception regarding fitness classes they had in Physical Education. Participated in the survey 133 undergraduate students of Physical Education. On gymnastics experiences in basic education. If they did gymnastics, how often, what content, the materials used and how was that experience. Confirmed the initial hypothesis that the gym has been little applied in Physical Education. The research shows how important the training of future teachers of physical education, which influence other generations and that along with university education, their previous experiences lead to higher education, for Physical Education classes that minister future

O perfil epistemológico do conceito de espaço em alunos do curso de licenciatura em física

Pós-graduação em Educação para a Ciência - FC

Desenvolvimento e aplicação de uma maquete sobre as leis de Kepler para inclusão de alunos com deficiência visual no ensino de física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contribuições da pedagogia histórico-crítica para o ensino da geometria no ciclo de alfabetização

Pós-graduação em Docência para a Educação Básica - FC

A ludicidade e a criança: (des)arranjos no ensino fundamental de nove anos

The anticipation of the beginning of Elementary School for six-year-old children, recently imposed by the Brazilian federal law, brought controversies and debates about the organization of the curriculum, routines, contents and activities, spaces and objects, conduct of behavior of teachers and parents, as well as about the policies of teachers’ training, amongst other issues. The present article, supported by advances of scientific production on children formal education, considers the changes in the concepts of children education and, consequently, in curricular practices. For this purpose, games and fun are taken as object of analysis and discussion, and the playfulness is proposed as a central curricular axle in the initial years of Elementary Education.

Grupo de estudo/discussão como estratégia formadora de autonomia docente em professores de física

This work is intended to promote a reflection about the forms of work in groups for continuous training of teachers. Based on the hypothesis that the groups of study / discussion of specific topics in physics can have very effects significant and recommended by the literature, we based on the propositions of the educator José Contreras Domingo about autonomy of teachers and we does a report of an experience with group of continuing education in which they succeeded in developing the characteristics of autonomy of teachers in a job with physics teachers who participate in a group of study / discussion of topics of Modern and Contemporary Physics. In this way presents arguments relating the autonomy of teachers with the teacher continuing education and presents the report of a group of training teachers of physics who works along these lines.