Necessidades de formação de professoras principiantes da educação infantil/pré-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

A história local e seu lugar na história: histórias ensinadas em Ceará-Mirim

This Researchis about history education and is directed toward the understanding of teacher practices in schools of the basic education in Ceará-Mirim, a city located in the state of Rio Grande do Norte. Its purpose is to understand the approaching forms of local history in 5ª to 8ª grade classrooms in the light of the recent innovations in the fields of the historiografy and education. The study was done with a view of investigating local history is being taught by teachers, as well as reflecting on the necessary conditions to the accomplishment of a teaching whose know how to make possible to break, on the one hand, with the limits of the narrow `local view`, and, on the other hand, with the globalized view, negating the local particularitities and especifications. Such questions had emerged as the understanding of what local history contents can constitute in a significant component in the production of school historical knowledge in 5ª to 8ª grade classrooms. History education is analyzed, considering the depositions of three teachers of Ceará-Mirim in reagard to its historiography conceptions and history as a school subject. This inquiry is of a qualitative nature and had as a main strategy of data construction from the interviews with the teachers. The analysis indicates the permanence of teacher practices who, even though presenting innovations, bring an implicit value hierarchy where the place or thematic places are not contemplated in the school contents or appear overwhelmed by general history and the Brazilian history, configuring itself as a hierarchical relation to problematic historical ones. Thus the necessity of having historical school knowledge, that considers the local especifications, without, however, ignoring the articulations with other spatial dimensions

Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

A aplicação dos temas transversais nas aulas de educação física - ensino médio integrado

A escola tem se guiado por ações pedagógicas do professor consideravelmente limitadas, as quais têm dificultado configurar com nitidez intenções educativas que contemplam a sua organização curricular. Nesse sentido, esta dissertação tem por objetivo apresentar uma experiência pedagógica da educação física a partir da operacionalização de temas transversais com os conteúdos curriculares no ensino médio integrado no IFRN, campus SGA. Os fundamentos teórico-metodológicos seguiram a linha qualitativa da pesquisa-ação. Participaram desta pesquisa estudantes dos cursos de Edificações e Informática do 1º ano do ensino médio integrado e a professora-pesquisadora, que é servidora efetiva do instituto. Optando pela pesquisa-ação, estruturamos uma intervenção pedagógica com intenção de promover a construção de conhecimento dos conteúdos da educação física com os temas transversais, tanto em amplitude como em profundidade, alicerçada no aporte teórico da teoria da ação dialógica (FREIRE, 2011) e da concepção aberta no ensino da educação física (HILDEBRANDT, 1986). A pesquisa teve como procedimentos a observação participante e a filmagem das aulas de educação física. As observações e os discursos dos estudantes foram organizados em categorias de questões, a saber: 1. Percepção dos estudantes sobre a educação física; 2. Sentidos e significados dos conteúdos da educação física na interfase com os temas transversais nas aulas; 3. Diálogos sobre a interação do conhecimento na relação professor-estudante. As observações e a análise dos depoimentos dos estudantes apontaram, em alguns momentos, que as aulas de educação física ainda são estruturadas no modelo rola bola , sem planejamento, configurando-se mera atividade, e não como prática pedagógica que trata dos saberes do campo da cultura de movimento. Por não constituir-se prática pedagógica que aborda os conteúdos de forma sistematizada, não se tem de forma precisa a ordenação e sequenciação dos aprendizados de práticas corporais, tampouco a introdução de temas transversais, os quais não poderiam ser aprendidos sem uma ação pedagógica concreta do professor. A interação professor-estudante afetiva e dialógica favoreceu que os estudantes se permitissem participar das experiências corporais de um jeito diferente, aceitando aprender os conteúdos curriculares em conjunto com os temas transversais, passando a perceber as aulas de educação física como espaços de experiências de movimento que lhes permitiram atribuir sentido/significado, além do conhecimento sobre o universo da cultura de movimento. A nosso ver, acrescentamos também que a escola não valorizou o trabalho com os temas transversais, pois a recente discussão sobre a inserção desses temas como temáticas relevantes, que devem ser tratadas pedagogicamente em conjunto nos componentes curriculares, ainda não é contemplada expressivamente no projeto curricular da escola

Política de formação continuada de professores :cenários, diretrizes e práticas

Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program

Conhecimentos sobre o corpo: uma possibilidade de intervenção pedagógica nas aulas de educação física no ensino médio

The following study aims at the main conceptions around the body and the learning through physical education classes at school. Therefore, this research mainly presents a proposal of pedagogical intervention on physical education for Ensino Médio, centered on the knowledge about the body as well as how to evaluate the impacts of such interventions on the students‟ learning process. In order to surround our field of investigation, this work elaborates the following study questions: a) What have students learned about the body in physical education classes in Ensino Médio at IFRN? b) What methodological possibilities can contribute on the experience of meaningful learning processes in physical education in Ensino Médio related to the knowledge of body aspects? Regarding to the methodology used, this ethnographic research used several instruments for data collecting like dairies, diagnostic activities, self-assessment evaluations, portfolio, filming, photographs and posts on the social network facebook. The materialization of the pedagogical intervention and all of its implications allow us to consider that the physical education classes in Ensino Médio at IFRN, campus Parnamirim have supported meaningful experiences of learning. Also they motivate relevant discussions applicable to the students‟ everyday lives once they are supported by discussions related to the influence of media about the body of teenagers, the irregular use of steroids, massaging as a possibility of body relaxation. Also, we point out that the students had the chance to experience body activities which crossed the limits of physical education classes‟ hegemony at school, such as indoor soccer, dodgeball, volleyball, basketball and handball. Thus, the students could experience body activities beyond the limits of most common sports, which started several discussions about the juvenile universe and culture. Beside the professional and personal importance of this work, we list the scientific relevance for the production of knowledge on the educational field once the number of Works about the knowledge of the body are still only a few. This study is mainly about alternative body practices. Therefore, we consider that the knowledge about the body can and must be studied not only through alternative practices, but also in different approaches which can be attributed to body running phenomenon. Finally, we believe that the discussions hereby motivated about the matter are far from being enough, so we deliver our intention in deepening this study on forthcoming researches about the knowledge of the body in the field of physical education in Ensino Médio

A concepção de paisagem de professores de geografia em escolas do município de Parnamirim (RN)

This work is an exploratory study based on the principles of qualitative research aiming at the conception of landscape by Geography teachers in the city of Parnamirim (RN), as well as the pedagogical implications originated from such conceptions on the formation of students. In order to start our investigative process, we used, as theoretical and methodological reference, some principles of historical and dialectical materialism by Triviños (2007) and historical cultural approach of education by Freire (1987; 1996) e Vygotsky (1993; 2001; 2007), as well as the meaning of conception by Morin (1996) and Ferreira (2007) and the critical approach of geography by Moraes (2005), Santos (1988; 2004; 2006) and Silva (1989; 2010). Also, we used oral history as a research technique such as Moraes (2004), Bertaux (2010), Ferraroti (2010) and Nóvoa (2010) and semi-structured interviews as data collection tools. Our empirical reference is made of four teachers working in four different public schools in the city mentioned above, providing the needed data to start our research. The objective of such interviews is not the verification of the teachers‟ practice in class or outside them, but it highlights the transitoriness of the evidences mentioned in the research. Thus, we conclude that the conception of landscape mostly accepted by the teachers, once it is a process built along their lives and surrounded by their pedagogical practice, prioritizes the visual and morphological aspects and the sentimental livings related to the conception which is situated in a descriptive level of conception. Effectively, the pedagogical implications of these conceptions at school point to a materialization of geography teaching centered on the non-critical reproduction of school subjects which very little instigate the learners to process, via dialogicity, the re-significations of their essential and multiple attributes despite the several attempts and possibilities of some theoretical and methodological renovations on the application of geographical knowledge about landscape, expressed on the report of the interviewees

Programa de apoio a planos de reestruturação e expansão das Universidades Públicas Federais (REUNI): repercussões na UFRN

El presente trabajo tiene como objetivo analizar la implantación del Programa de Apoyo a Planes de Reestructuración y Expansión de las Universidades Federales (REUNI) así como su papel en la reconfiguración de la Universidade Federal do Rio Grande do Norte, resaltando sus repercusiones en la gestión y organización de la universidad. Para la realización del trabajo, entre los procedimientos técnicos, utilizamos la revisión de literatura, el análisis de documentos y las entrevistas semiestructuradas. La revisión bibliográfica ha permitido profundizar en conceptos importantes sobre la temática, priorizando los contenidos referentes a los conceptos de globalización y neoliberalismo; La reforma del Estado y sus repercusiones sobre las políticas de educación superior brasileña; directrices de documentos internacionales y nacionales que definieron la organización de este nivel de enseñanza. Los estudios indican, en relación a la expansión de la UFRN, que las metas pactadas del REUNI fueron atendidas casi en su totalidad. Sin embargo, cualitativamente, no se puede afirmar que el REUNI haya tenido un impacto positivo, pues además del incremento de plazas y de la creación de cursos nuevos, que en su mayoría fueron cursos nocturnos, ha habido un aumento sustancial en relación a la cantidad de alumnos por profesor, lo que demuestra que dicho incremento también se da por la racionalización de los recursos humanos y de la estructura físca existentes. Desde esta perspectiva, el REUNI originó varias modificaciones en la forma de gestionar los servicios en la UFRN, mereciendo especial atención la intensificación del proceso de transformaciones en la concepción de una gestión burocrática a una gestión desde la gerencia, resaltando la cultura instituída con el contrato de gestión. En ese sentido, la utilización de las metas y de los indicadores de desempeño pasa a adquirir cada vez más importancia como forma de acompañar y evaluar el cumplimiento de las acciones pactadas, pues de este cumplimiento depende la concesión de recursos financieros. Dentro de este contexto, el Programa se ha caracterizado por dar continuidad a las políticas de privatización para la expansión de la educación superior brasileña, provocando la inserción en las universidades públicas federales, de un modelo de organización fundamentado en el paradigma de la gerencia y la administración, que conlleva así, a la mercantilización de los bienes y servicios académicos

A sistematização do conteúdo jogo nas aulas de educação física do ensino fundamental e médio

Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educação Física Escolar e Organização Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de Góis e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching

Electrical conductivity testing of corn seeds as influenced by temperature and period of storage

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

Relação entre alguns atributos físicos e a produção de grãos de soja e arroz de sequeiro em latossolos

Este trabalho objetivou avaliar atributos físicos e a correlação com a produção de grãos de soja e arroz de sequeiro em três níveis de compactação e dois conteúdos de água no solo (água retida na tensão de 0,05 e 0,01MPa), com três repetições. Foram utilizadas amostras de Latossolo Vermelho, textura média (LVd) e, Latossolo Vermelho, textura argilosa (LVef), coletadas na profundidade de 0-20cm e compactadas em camadas de 3cm, em vasos de 9,82L. Foram avaliados a porosidade total, macro e microporosidade, densidade do solo, resistência à penetração e a produção de grãos de soja e arroz de sequeiro. Os atributos físicos apresentaram correlações altas e significativas entre si, nos dois solos e conteúdos de água. As maiores correlações dos atributos físicos com a produção de grãos de soja e arroz foram obtidas no LVd e no conteúdo de água retida na tensão de 0,05MPa, condição em que ocorreu maior redução da produção de grãos com o aumento da compactação. As correlações foram positivas da macroporosidade e porosidade total e negativas da microporosidade, densidade do solo e resistência à penetração com a produção de grãos de soja e arroz.

Número mínimo de tensões para determinação da curva característica de retenção de água de um latossolo vermelho eutrófico sob sistema de semeadura direta

Para o conhecimento do comportamento físico-hídrico do solo, é fundamental a determinação da curva de retenção de água (CRA). A aquisição de dados para obtenção da CRA envolve processos demorados e custos elevados. A hipótese deste estudo foi a de que é possível determinar a CRA com menor número de tensões, reduzindo seu tempo de obtenção, sem, contudo, comprometer a acurácia dos resultados. Assim, o objetivo deste trabalho foi determinar quais tensões podem ser utilizadas para determinação da CRA de Latossolo Vermelho eutrófico de maneira acurada e em menor tempo. Foram determinados os conteúdos de água retidos em amostras de um Latossolo Vermelho eutrófico sob sistema de semeadura direta (SSD). As tensões utilizadas na determinação dos conteúdos de água foram: 0, 10, 20, 40, 60, 80, 100, 200, 300, 500, 700, 1.000, 3.000, 5.000 e 15.000 hPa. Os dados foram combinados e determinaram-se 450 CRAs ajustadas pelo modelo de van Genuchten. Os parâmetros α, m, n e Ug res, gerados pelo modelo, foram submetidos à análise de variância (teste F) e as médias comparadas pelo teste de Scott-Knott (p = 0,05). A hipótese deste estudo foi confirmada, ou seja, é possível determinar a CRA com menor número de tensões, reduzindo seu tempo de obtenção em até cinco vezes, sem, contudo, comprometer a acurácia dos resultados. A tensão de 15.000 hPa deve estar contida na combinação de tensões a serem utilizadas para determinação da curva característica de retenção de água, quando se emprega o modelo matemático de van Genuchten para ajuste dos dados. As curvas características de retenção de água do solo, definidas com as combinações de tensões (0, 60, 700 e 15.000 hPa), (0, 80, 700 e 15.000 hPa), (0, 100, 1.000 e 15.000 hPa), (0, 20, 60, 100, 700 e 15.000 hPa), (0, 80, 300, 700 e 15.000 hPa) e (0, 100, 300, 1.000 e 15.000 hPa), sendo os dados ajustados ao modelo de van Genuchten, proporcionaram estimativas dos conteúdos de água, retidos no Latossolo Vermelho eutrófico sob sistema de semeadura direta, com a mesma acurácia, quando comparada à curva de referência partindo-se de um conjunto de 15 valores de tensões.

O cuidador familiar de pessoa com doença de Alzheimer: história oral de vida

The aim of the present study was to understand the feelings and the difficulties faced by the family caregiver in the care of the person affected by Alzheimer`s Disease (AD). It is a descriptive, exploratory study with a qualitative approach, using the oral life history proposed by Bom Meihy as the method. Data collection was conducted in the Basic Health Unit of Candelaria, located in Natal -RN, with five collaborators that carry out the role of family caregivers for people affected by Alzheimer`s disease (AD) and are members of the Group "Caring for those who Care". Caregi vers who resided with the affected family member for at least one year were selected for the study, and as a collection tool, it was opted to use semi-structured interviews via a script of open questions, recorded by permission of the collaborators, then t ranscribed and subsequently returned to respondents for checking the contents described. To analyze the results, the collaborators narrative technique was used in conjuction with the specific literature on the subject.The discussions were organized around five themes inherent to the guiding questions, and defined as follows: the incorporation of the role of the family caregiver; life before and after assuming the role of caregiver, the caregiver`s feelings and attitudes after assuming the care, difficulti es in caring, participation of the group as a foundation for caregivers. The stories showed many difficulties in the daily routine of the caregivers, and also that their participation in the group "Caring for those who Care" helps them in maintaining the q uality of their lives. The results open possibilities for the construction of new forms of approach and care for the people who fulfill the role of family caregiver contributing to strengthening of subsidies that help them better face the daily difficulti es.This study helped shed light on the fact that being a family caregiver of a person affected by AD is a suffered, exhausting and stressful condition involving much self-denial in one´s life. The situation experienced by these collaborators is considered a public health issue, and thus highlights the urgency for governmental political -social actions, besides the programs of care and health promotion for this target group.

A formação de conceitos no ensino de graduação em enfermagem à luz da teoria da aprendizagem significativa

The Theory of Meaningful Learning (TML) described by David Paul Ausubel offers a proposal for the teaching strategies to provide a more active and effective student learning. The projection of the TML practice is demonstrated through the development of concept maps (CM) technique, created by Joseph Donald Novak, which presents as a strategy, method or schematic feature, which is an indicator to identify the cognitive organization of the knowledge acquired by students. The survey was conducted in the light of TML in relation to learning concepts involving students of undergraduate nursing in a public university in the state of Rio Grande do Norte. Thus, the study aimed to compare the concept learning of students of undergraduate nursing, when subjected to different forms of education, to point approaches that promote more effective and meaningful results. It was a quasi - experimental study with a qualitative analysis, conducted with students of the Undergraduate Nursing of the Universidade Federal do Rio Grande do Norte (UFRN), approved by the Research Ethics Committee/UFRN Certification of Presention for Ethics Appreciation (CPEA) in 11706412.3.0000.5537. The study took place at two different times and involved content on complications mediate postoperative surgical wound in the same discipline with students who attended the 5th semester of the degree course in Nursing. For the viability of data collection, in the second half of 2013, we used the technique of CM, to represent the concept of complications mediate postoperative surgical wound covered in the classroom. CM were built at a different time from that of the discipline, with the support of tutors and preceded by a brief description and explanation about the form of preparation and application. In this study were subjected, 31 students of undergraduate nursing, registered in the discipline of Integral Attention to health I. In the first stage, 18 students participated in the survey, they had the teaching intervention based on TML, and in the second stage, all students participated in the lesson provided curriculum with the responsible teacher of the subject, on the same issue occurred. At the end of each meeting, the students 11 developed concept maps with the aid of software Cmap Tools®. Data analysis happened upon the technique of content analysis, supported by a conceptual map "glass", previously developed by researchers and aid in the preparation of the categories in which the concepts found were classified. The study found that the teaching intervention based on TML with the help of CM, managed to develop in students a more expressive teaching learning process than just classroom curriculum with the traditional teaching method, and also that the association between the intervention motion teaching with the traditional method and the use of the technique of CM encourages the student the ability to articulate the various acquired knowledge as well as apply them in real situations

O ensino de enfermagem gerontológica na formação do enfermeiro

At the current time of demographic changes in the world , it is observed that the health sector requires restructuring of its practices in caring for the elderly , in order to enable a comprehensive and humane care . In this sense, we identify the need for qualified professionals to assist the elderly and, therefore , it is important that training curricula are adequate to this reality . The study aims to analyze how it develops teaching gerontological nursing component in undergraduate nursing . This is a descriptive , exploratory study with a qualitative approach, in two higher education institutions in the city of Natal / RN . The population involved corresponded to the coordinators of graduate courses in nursing and teachers who teach content of health care for the elderly, a total of seven participants . The data collection instruments were used: a questionnaire containing questions related to the characterization of the participants and the teaching of gerontological nursing in undergraduate courses in nursing and a form with items of analysis for pedagogical projects . The results were presented descriptively in tables and analyzed from coming themes of the main themes of the instruments defined in: knowledge about the research participants , knowledge of teaching gerontological nursing component and knowledge of pedagogical projects , discussed under Resolution paragraph . 03 of 7/11/2001 , which establishes standards for the nursing program , the educational projects of educational institutions , the Theoretical Donald Shoon and thematically relevant literature . The results indicate that the majority of participants were female (four), all have graduate though , none of them stated in the qualification of aging or elderly health area; the organization of the contents of the component in the curriculum, workload theoretical- methodological and practical teaching strategies presented was heterogeneous and sometimes diverging at the same institution . On the definition of gerontological nursing component was identified that is not well defined along the pedagogical design of educational institutions surveyed . It was concluded that in the context of this study , teaching gerontological nursing is present in the course of nursing education, but needs reevaluation and updating in order to teach a wider range of driving and health practices