Hist��ria da matem��tica na formação de professores: sistemas de numera����o antigos

This essay aims to present and describe a proposal of insertion of Mathematics History into teachers undergraduation. Such addition proposal is expected to take place as curricular component to be taught on initial undergraduation for mathematics teachers. The selection of contents for the proposal has been based on the national Curriculum Guidelines (DCN, 2001, acronym in portugueses) for bachelor���s degree in Mathematics; the National Curricular Guidelines for Elementary School (PCNEF, 1998, acronym in Portuguese); and the National Curricular Guidelines for High School (PCNEM, 1999, acronym in Portuguese). The curricular component now presented is supposed to take a 60 hour workload, and includes the following topics: History of Ancient Numbering Systems, History of Trigonometriy and History of fuctions. For the sake of exemplification, the topic History of Ancient Numbering Systems is discussed and analysed in detail as practice for the new curricular component.

A prescri����o de medicamentos por enfermeiros na aten����o prim��ria �� sa��de no Brasil: caracteriza����o, normatiza����o, formação e li����es aprendidas.

O papel do enfermeiro como prescritor vem se ampliando em muitos pa��ses nos ��ltimos anos, em diferentes situa����es e amplitudes de a����o, se configurando como pr��tica avan��ada na enfermagem. No Brasil, a prescri����o de medicamentos por enfermeiros est�� prevista na Lei do Exerc��cio Profissional desde 1986, e permite a esse profissional, a prescri����o de medicamentos estabelecidos em programas de sa��de p��blica. Esse estudo tem como objetivo geral analisar as determina����es e perspectivas da prescri����o de medicamentos por enfermeiros nos protocolos da Estrat��gia Sa��de da Fam��lia. Os objetivos espec��ficos s��o: apreender a atual situa����o internacional da prescri����o de medicamentos por enfermeiros em compara����o a essa pr��tica no Brasil identificando semelhan��as e diferen��as; identificar os contornos legais e normativos da prescri����o de medicamentos por enfermeiros no Brasil apontando sua hist��ria, tend��ncias e desafios; caracterizar o modelo de prescri����o de medicamentos por enfermeiros nos protocolos de Aten����o Prim��ria �� Sa��de no Brasil; investigar poss��veis lacunas entre formação, capacita����o, autoavalia����o e pr��tica da prescri����o de medicamentos na Aten����o Prim��ria �� Sa��de na perspectiva do enfermeiro. Trata-se de Estudo de Caso Exemplar com abordagem qualitativa atrav��s de Revis��o Bibliogr��fica, An��lise Documental e Grupo Focal com enfermeiros. A an��lise dos dados deu-se por meio da An��lise de Conte��do e An��lise Qualitativa de Conte��do. Os resultados revelam que a categoria da enfermagem contribuiu para a legaliza����o da prescri����o, por��m n��o para a sua legitima����o; na Aten����o Prim��ria �� Sa��de, essa atribui����o est�� consolidada por meio de protocolos e legisla����o, embora sem estrat��gia clara de acompanhamento pelo Minist��rio da Sa��de; observa-se resist��ncia em algumas normatiza����es dentro do setor sa��de. Quanto aos protocolos, observou-se n��o h�� exig��ncia de pr��-requisitos na maioria deles; h�� possibilidade de diagn��stico pelo enfermeiro na gravidez, nutri����o infantil e doen��as sexualmente transmiss��veis; observou-se variados graus de autonomia; amplo grupo de medicamentos prescritos por enfermeiros. Dos 37 participantes do Grupo Focal, 97,3% eram do sexo feminino; 54% formados h�� menos de 10 anos, 27% entre 10 e 20 anos, 16,2% h�� mais de 20 anos; 83,8% com especializa����o em Sa��de P��blica. Todos os enfermeiros relataram insufici��ncia da disciplina de farmacologia para instrumentalizar a pr��tica prescritiva. Destacou-se a necessidade de p��s-gradua����o; a import��ncia da experi��ncia cl��nica; falta de discuss��es e capacita����o. Apenas alguns se autoavaliaram como competentes para prescrever, outros revelam medo de rea����o adversa a medicamentos. Conclui-se que h�� tend��ncia da prescri����o de medicamento por enfermeiros permanecer apenas na legalidade e o principal desafio �� alcan��ar a legitimidade. Confirma-se uma pr��tica prescritiva sem requisitos, diversidade de orienta����es induzindo a multiplicidade de a����es que pode afetar a qualidade da prescri����o. H�� lacunas entre formação, capacita����es e exig��ncias cotidianas da prescri����o de medicamentos por enfermeiros na Aten����o Prim��ria �� Sa��de. No Brasil se faz premente pesquisa para avaliar o impacto, a qualidade e a seguran��a da prescri����o de medicamentos por enfermeiros. A experi��ncia internacional sugere tamb��m que essa prescri����o deve ser apoiada pelo coletivo de enfermeiros, com robusto plano de capacita����o nacional, al��m de governan��a e apoio local.

O significado da educa����o popular na formação dos trabalhadores de sa��de: estudo com base em experi��ncias de extens��o universit��ria

A Sa��de do Trabalhador (ST) refere-se a um campo do saber que compreende as rela����es entre o trabalho e o processo sa��de/doen��a de modo articulado a um corpo de pr��ticas te��ricas interdisciplinares. No contexto das possibilidades para se efetivar a ST na amplitude que exige este conceito, diferentes iniciativas de Educa����o Popular em Sa��de se articulam com demandas do Controle Social em Sa��de, permitindo novas abordagens para configurar a formação cr��tica e ativa de trabalhadores de sa��de e movimentos sociais no mosaico das pol��ticas de ST. Nessa dire����o, os projetos de extens��o universit��ria orientados pela Educa����o Popular t��m desvelado caminhos metodol��gicos e novas possibilidades te��ricas de pensar a Aten����o �� Sa��de do Trabalhador, de forma articulada com a necessidade de re-significar o processo de formação dos profissionais da sa��de, com ��nfase no cuidado integral na aten����o �� sa��de. O estudo promovido por ocasi��o do Doutoramento em Ci��ncias da Sa��de propiciou a avalia����o do impacto e da pot��ncia das a����es destes projetos na reorienta����o do cuidado guiado pela educa����o popular no campo da sa��de do trabalhador. A sistematiza����o foi utilizada como principal estrat��gia metodol��gica para a produ����o dos dados analisados, al��m de estrat��gias de pesquisa qualitativa como constituintes da fase explorat��ria do estudo, tendo como t��cnica central, nesse sentido, o grupo focal. Os resultados mostraram mudan��as significativas no processo do cuidar em sa��de guiado pela educa����o popular, A reorienta����o de pr��ticas e saberes, coadunadas aos princ��pios fundamentais do Sistema ��nico de Sa��de, foi observada nos sujeitos que participaram da experi��ncia. A sistematiza����o da experi��ncia permitiu ainda concluir que estrat��gias de di��logo, organiza����o pol��tico-social e troca de experi��ncias de vida se apresentam como cen��rio significativo no compartilhamento de cultura e sa��de do trabalhador, oportunizando crescimento coletivo e melhor qualidade de vida.

Implementa����o da avalia����o 360�� do residente no programa de resid��ncia m��dica em cardiologia e cl��nica m��dica do Hospital Universit��rio Onofre Lopes (HUOL).

A resid��ncia m��dica �� uma modalidade de ensino de p��s-gradua����o destinada a m��dicos, funciona em institui����es de sa��de, sob a orienta����o de profissionais m��dicos de elevada qualifica����o ��tica e profissional, sendo considerada o ���padr��o ouro��� para a formação do especialista. A utiliza����o do m��todo de avalia����o 360 graus na resid��ncia m��dica visa a avalia����o integral dos m��dicos residentes, preenchendo lacunas que a avalia����o cognitiva isolada deixa, quando utilizada como m��todo ��nico. Essa avalia����o proporciona uma avalia����o mais global do m��dico residente, j�� que inclui sua autoavalia����o, avalia����o pelos pares, pacientes e equipe de sa��de. O objetivo deste estudo foi definir instrumentos de avalia����o para implementar a avalia����o 360 graus no programa de resid��ncia m��dica em cardiologia da UFRN e capacitar os docentes e preceptores do citado programa para avalia����o de desempenho cl��nico do residente. Trata-se de estudo explorat��rio, prospectivo e descritivo, envolvendo quatro m��dicos residentes do programa de resid��ncia m��dica de cardiologia e 20 de cl��nica m��dica, esses durante o rod��zio de cardiologia do programa de resid��ncia m��dica (PRM) em Cardiologia do Hospital Universit��rio Onofre Lopes (HUOL), al��m de 13 preceptores/docentes do PRM em Cardiologia do HUOL. Para implementa����o do novo modelo avaliativo na resid��ncia m��dica foram programadas tr��s etapas, sendo a primeira a elabora����o dos instrumentos de avalia����o para a avalia����o 360 grus; a segunda, o planejamento e a capacita����o dos preceptores do PRM em Cardiologia do HUOL; e a terceira, o in��cio das avalia����es 360 graus dos residentes do PRM em Cardiologia e Cl��nica M��dica, durante o per��odo de janeiro de 2014 a mar��o de 2015. Foram avaliados, no total, 24 residentes at�� o momento, sendo quatro residentes da cardiologia (tr��s residentes do primeiro ano e um residente do segundo ano) e vinte residentes da cl��nica m��dica (sendo doze residentes do primeiro ano e oito residentes do segundo ano). Foram realizadas autoavalia����es por oito residentes, sendo essas consideradas dif��ceis pela maioria dos residentes. A avalia����o por pares foi realizada por 6 residentes, sendo o desempenho dos pares considerado acima do esperado em todos os itens da avalia����o. A avalia����o pela equipe de preceptores e equipe multiprofissional com feedback ao final das avalia����es mostrou que os residentes de cl��nica m��dica do primeiro ano apresentam desempenho acima do esperado em rela����o ao humanismo, ��tica e profissionalismo, enquanto os do segundo ano apresentaram desempenho abaixo do esperado no item referente ao exame f��sico. Quanto aos demais dom��nios da avalia����o todos estiveram dentro do esperado. Dez pacientes avaliaram os oito residentes, sendo tais avalia����es positivas no sentido da qualidade da assist��ncia prestada e das informa����es fornecidas pelos residentes. O m��todo de avalia����o 360 graus foi implementado na resid��ncia de cardiologia do Hospital Universit��rio Onofre Lopes da UFRN, tendo sido realizada em quatro residentes. A maioria dos preceptores e equipe multiprofissional da resid��ncia est��o capacitados para utiliza����o do m��todo de avalia����o.

Formação profissional do cuidador de idosos em institui����es de longa perman��ncia

The old caretaker's work seeks to minimize suffering and morbidity resulting from physical, cognitive and emotional limitations of these individuals, being a practice permeated by the uniqueness of the subjects involved, therefore, a process in constant construction. In this notion, the caregiver's role is crucial to assist the elderly in everyday life, aiming at improving their quality of life. This study has descriptive and analytical character with quantitative and qualitative approach aimed to investigate the professional training of active caregivers in long-term stay institutions for the Elderly (ILPIs) in Natal/RN in the year 2014. For this, semi-structured interviews were conducted with 63 caregivers employed in nine ILPIs, representing 75% of the professionals performing activities in these institutions. The interviews captured data on the socioeconomic profile, the perception about the profession and training of caregivers. Data were analyzed by observation of absolute and relative measures of central tendency of the numeric variables frequencies. It was found that most caregivers had poor socioeconomic status and had no specific training course to practice caregiver role. However, among those who carried out courses, most reported that the content covered during the training gave security to perform the practice, although they have shown a contradiction when referred to the need to build capacity. The perception of care is mainly related to love and care for the other while the choice of profession is associated with care practice itself. The results also indicate the presence of a low level of formal training for the exercise of the occupation, also revealing the weaknesses ranging from the absence of a core curriculum that can guide the formation, compounded by the low educational professionals in focus.

Influ��ncia da utiliza����o do fluido de corte com adi����o de grafeno na temperatura de usinagem e formação de rebarba no processo de micro fresamento

As time passed, humanity needed the development of new materials used in various activities. High strength materials such as titanium and Inconel for example, had been studied because they are widely used for implants in biomedicine, as well as their use in aerospace and automotive industries. Because of its thermal and mechanical properties, these materials are considered difficult to machine, promoting a rapid wear of cutting tools, primarily caused by the high temperatures in machining. With the development of new materials has emerged the need of developing new manufacturing processes. One of today���s innovative processes is the micro-manufacturing. Being a process with a defined cutting tool geometry, burr formation is a constant and undesirable phenomenon formed during the machininig process. Being detrimental to the manufacturing process, overspending deburring operations are constantly employed leading to increase the aggregate cost to the manufactured material. Assembly components are also impaired if there is no control of the burr, with consequences including the disposal of components due to the occurence of this phenomenon. This paper presents the study of micro-milling Inconel 718, investigating influential parameters in the formation of burrs in order to minimize the occurrence of this phenome non. Different feed rates per tooth and cutting speed are evaluated, and different cutting fluids with different methods of applying the fluid. Adding graphene to cutting fluids was considered as a variable to be investigated, which is considered an excellent solid lubricant, in addition to increasing the thermal conductivity of the cooling solution (AZIMI; MOZAF FARI, 2015). The micro-milling temperature was evaluated in the present work. It was observed a new phenomenon that causes the machined surface temperature decreases below room temperature when using the solution water + oil. This phenomenon is explained in further chapters. In order to unravel this phenomenon, a new test was proposed and, from this test, it can be concluded, comparatively, which cutting fluid has a better cooling property.Using cutting fluid with different thermal properties has shown influence when analy zing burr formation and reducing machining temperature.

A Formação de professores nas tramas do virtual

This study aims to reflect on the cultural and aesthetics formation of teacher, and how they act as a co-author in the virtual environment. The reflection permeates on topics such as: The Information Age and the challenges of the teacher in the twenty-first century; teacher professional development and the multiple personal identities; the importance of cultural repertoire for teaching practice and the role of the teacher as co-author in the informational network. In addition to the theoretical reflections were conducted two focus groups with the participation of teachers with different graduations and working in various levels of education to discuss the presented topics. It was proposed to create a website for the teacher to sail and collaborate with posts on many cultural artifacts. For the construction of the content for the site, it developed a ���daily creation���, which is the search information storage from multiple sources, such as academic papers, songs, websites, magazines, comics, blogs, books, photographs, advertisements, finally everything that can increase imagination and serve for the production of content. Data analysis of the focus group showed that teachers recognize the varied cultural repertoire makes for a good professional aplomb, but cannot actively participate in the local culture. It was also found that the teacher has difficulty manipulating information technology and communication and therefore, distance themselves from an active production network. The focus group contributed to building a website and posts on cultural artifacts. Production can be accessed at www.digitaldoprofessor.com.

Programa de licenciatura internacional na Universidade Federal de Uberl��ndia : limites e possibilidades

This research is the result of research at the level of Master of the Graduate Program in Education of the Federal University of Uberl��ndia ��� PPGED/UFU, inserted in the line of research "State Policy and Management in Education." Its object of study International Degree Programme ��� PLI established officially in 2010, the Higher Education Personnel Improvement Coordination ��� Capes, in particular the PLI at UFU. The overall objective is to describe and analyze the implications, while limits and possibilities of its implementation in UFU in the 2010-2012 period, from the context of the internationalization of higher education and educational policies in this area. They were used as data collection instruments, bibliographical, documentary research and semi-structured interview applied to the former rector of the UFU, managers, engineers, teachers and students participating in the PLI/UFU 2010-2012. For the data analysis, the theoretical and political aspects influencing policies for teacher training, as well as the legal PLI documents were considered. As a result, on the one hand, it was found that the PLI, in the context of UFU, gives opportunity to the participants the possibility of holding courses abroad, contributes to their personal and cultural background. On the other hand, the PLI would not be, in fact, academically contributing to improve vocational training as its main objective, but rather, for what happened in Portugal over the three issues considered, it would have contributed to reaffirm, among the students, political will to not act as teachers in the context of basic education.

A educa����o a dist��ncia e a formação docente

This study was guided by the following question: Is it possible to prepare good teachers for Basic School in Distance Learning (DL) online? The over all objective of this study was to identify and systematize the essential knowledge and skills for the practice of teaching in basic education as well to investigate whe ther the Distance Learning courses which train and prepare future teachers include all the knowledge and skills necessary for teaching practice. This is a qualitative the oretical and bibliographic research that aims to analyze the current stageof the knowledge on this theme. We selected recent papers on this subject, in order to study what has been written by the authors as well to know which are their significant findings. Data were collected from dissertations, thesis and books published on the theme. Preliminarily, the theme of the presentation and contextualization has been made and the argument about the relevance of the study for education. In the second section, we present an overview of the Distance Education in Brazil: coargumentncepts, characteristics, emergence, evolution and regulation. The third section the working environmentin training teachers and students in on line education, targeting to be familiar to Learning Virtual Environments (LVE), analyzing how these new learning spaces are settled and how students and teachers be have in front of the new settings of teaching and learning using Information and Communication Technologies (ICT). In the fourth section aimed to identify which are the essential knowledges and skills that the teacher must master in order to work competently as well to discover which are the personal and professional characteristics of a good teacher in the XXI century. The fifth section studied and analyzed the current situation with in Distance Education is carried out in Brazil. We identified the most significant contributions of Distance Learning to Brazilian Education System in order to contribute to advances in the debate on the effectiveness of teacher training courses in distance education mode online.Finally in the sixth section were made final remarks and presented the study results.

O PIBID - Programa Institucional de Bolsas de Inicia����o �� Doc��ncia e a crise das Licenciaturas: o caso de um Curso de Pedagogia a Dist��ncia

Tendo em vista a atual crise das licenciaturas, especialmente em termos da pouca atratividade que a formação para a doc��ncia vem apresentando em nosso contexto educacional e, considerando, ainda, as cr��ticas sobre a fragilidade da formação inicial de professores ocorrer na modalidade a dist��ncia (no caso, o curso de Pedagogia), o PIBID - Programa Institucional de Bolsas de Inicia����o �� Doc��ncia surge como uma pol��tica de incentivo e valoriza����o do magist��rio com o prop��sito de contribuir para uma formação mais s��lida e articulada em termos da rela����o teoria-pr��tica, especialmente pela proximidade que favorece aos alunos bolsistas, com o cotidiano escolar ��� este �� o foco desta investiga����o que teve por objetivos: refletir sobre o hist��rico da formação docente em interface com a desvaloriza����o do magist��rio que, consequentemente, levou �� crise das licenciaturas e, a partir disso, analisar a proposi����o do PIBID como uma pol��tica p��blica para o enfrentamento desta crise; analisar as representa����es de bolsistas do PIBID, de um curso de Pedagogia a dist��ncia, sobre a experi��ncia que est��o tendo, e se ela contribui, no caso dos licenciandos, para o fortalecimento da escolha pela carreira docente; verificar as contribui����es do programa para a formação dos licenciandos, dos supervisores (professores das escolas p��blicas parceiras) e do coordenador de ��rea e se este oportuniza uma complementa����o na prepara����o para o exerc��cio da doc��ncia. A pesquisa realizou uma revis��o da literatura sobre a crise das licenciaturas e o contexto do aparecimento do PIBID, bem como sobre a formação de professores ocorrer na modalidade a dist��ncia, tendo como referencial te��rico autores como Lib��neo (1998), Gatti e Barreto (2009), Bahia e Duran (2011), Scheibe (2006), Sommer (2010), FCC (2009), Tardif (2005). Realizou, tamb��m, uma pesquisa de campo que teve como sujeitos sete bolsistas do PIBID de um curso de Pedagogia a dist��ncia (de uma institui����o de ensino superior, particular, de S��o Paulo), sendo: quatro licenciandas, duas supervisoras e uma coordenadora de ��rea do subprojeto. Foram aplicados dois instrumentos para a coleta de dados: um question��rio para o delineamento do perfil dos sujeitos e a realiza����o de entrevistas de aprofundamento. As reflex��es realizadas a partir da revis��o da literatura e das an��lises dos dados coletados junto aos sujeitos indicam que: em rela����o �� proposi����o da formação inicial de professores a dist��ncia, esta denota maiores cr��ticas, diferentemente da formação continuada de professores a dist��ncia, que apresenta uma maior aceitabilidade; em rela����o ao PIBID, os estudos v��m apontando a positividade das diversas experi��ncias que v��m se desenvolvendo no territ��rio nacional e que denotam um trabalho articulado entre teoria e pr��tica, bem como no resgate da identidade docente, com uma ��nfase na valoriza����o, inser����o e perman��ncia dos licenciandos nos seus cursos; as representa����es dos sujeitos investigados sobre a experi��ncia que est��o tendo com o PIBID apontam para: o reconhecimento de que o Programa garante, efetivamente, a reflex��o e viv��ncia entre a teoria e pr��tica; a contribui����o para a aquisi����o de maior seguran��a na rela����o com os alunos das escolas parceiras e tamb��m no desenvolvimento das atividades pr��ticas; a certeza e/ou convic����o de que realmente querem ser professoras.

A supervis��o e orienta����o pedag��gica de educadores e professores em S��o Tom�� e Princ��pe : proposta de um programa de desenvolvimento profissional

Disserta����o apresentada �� Escola Superior de Educa����o de Santar��m para obten����o do grau de mestre em Ci��ncias de Educa����o na especializa����o de Supervis��o e Orienta����o Pedag��gica

Contradi����es como for��a de mudan��a: o processo de formação continuada de professores do ensino m��dio enquanto potencializador da pr��xis transformadora �� luz da teoria hist��rico-cultural

The intervention research proposed was based on the Cultural-Historical Theory based on the laws and logic of materialism historical-dialectical. Therefore, we tried to design a research process that involved all as responsible for the process. In the field of continuous teacher's training usually has been found dualistic relationship / paradoxical processes as a result of the adopted training models which are characterized by individualist human processes. The teacher training work sought to overcome this dualism, to promote the unveiling of the contradictions with regard to teaching models. As a hypothesis, we imagined that immersed in this process, teachers recognize such contradictions, and this recognition would make the contradictions become the driving force of change in teaching practice, realizing the teaching-learning-development triad as the basis of praxis. Aiming to develop a process of continuing education to bring results to the professional teachers development looking for answer the following research question: How and what the changes of teachers who participated in the Didactic-Formative Intervention process raised the quality of their teaching practices? In this context, the objective of the research was to develop a process of Didactic-Formative Intervention from the perspective of Cultural-Historical Theory with high school teachers in order to theorize about the changes in pedagogical practices of teachers and learn aspects that transform the essence teaching practice. The research involved two high school teachers of a public school in Uberl��ndia-MG. The training meetings took place at the school through a collective study group between the years 2013 and 2015. As procedures were used two interconnected aspects: classes observations, and a theoretical and methodological training, both for diagnosis and for the process evaluation, the second aspect has a formative dimension, and a didactic dimension (double meaning) to form didactically the teacher and to elaborate didactic procedures. The collected data were analyzed by observing the assumptions of the method, analysis by units and the processuality. As results teachers showed changes in their teaching practices regarding the organization of the pedagogical work and also centered their design educational actions based on learning and development of the students. The presence of continuous diagnosis during the classes, work with a systems of concepts and their conceptual links, problematization as a teaching method can be pointed as meaningful changes in their praxis. Regarding the training activities that emerged from the analysis of the compiled materials and analyzed throughout the process can be emphasized: forming a collective group of school teachers continuous training, diagnostics, development of practical activities, increase relationships among participants, the choice of scientific material used should have direct relation to the needs of the participants, promoting conditions that enable the emergence of contradictions between the pedagogical practice of teachers and teaching based on the perspective of the Cultural-Historical Theory. This research craved to develop and design a teachers' training processes that increase the quality of teachers life and ways of teaching in the Brazilian public school.

Luz e vida: uma proposta de formação continuada de professores

The Course ���Light and Life���, which is a product of the present research, is a mediator in helping Science Teachers on how to deal with the Physics classes in secondary school. The aim of the present study was to propose a course which can help Science Teachers with their difficulties in the teaching of Physics in the later years of secondary school, mainly about topics related to the theme Light. The elaboration of the product of this research involved structuring and applying a course of continued formation through the ���Fun with Science and Art Museum-DICA, under the theme Light, to Science Teachers of the later years of secondary school, in order to promote an environment of dialogue and problem raising as means of disseminating and discussing the teaching of topics related to Light in the teaching of Sciences. The formation course presented a flexible structure in order to widen the relation between the researcher and the teachers participating in the course, aiming to give an answer to the formative needs of the teachers in relation to the theme proposed. In order to know and discuss the problems and challenges of the teaching of Physics in the Science classes, an approach of insertion and integration of concepts related to the theme Light was conducted, mainly on topics relating to the contents of Physics, Chemistry and Biology, according to the curriculum and the abilities of Sciences worked on in class, through the approach of concepts and practice which approximate the practical and theoretical reality of the formative needs of the teachers involved in this study. This work aimed to understand the relation of Science Teachers with the theme Light and comprehend the relation of the teachers with the present proposal of continued formation promoted by the Museum DICA. The methodological option of this research remained in the domains of qualitative research whose analysis was based on the content analysis. The data collection was carried out through questionnaires and group discussions recorded in audio, besides the participative observation of the researcher. As the research product, the structuring and application of a course of continued formation of Science Teachers of secondary school was proposed, under the thematic Light, and a later restructuring of the course under the same thematic based on the data collected after the application of the referred course, which will be later promoted by the Museum DICA.

Formação inicial do professor de matem��tica com uso de tecnologias da informação e comunica����o no contexto da escola p��blica

This paper intends to analyze which contribution for teachers formative training the participation on extension projects can bring to the bachelors in Mathematics teaching. The research was conducted during the developing of a Project from the Program of Extension - Programa de Extens��o UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberl��ndia-MG. The research was constituted by a series of activities with students from the ninth year of the Fundamental Education, Middle School. The main focus is the work developed by two bachelors of Mathemactics teaching from the Federal University from Uberl��ndia who were part of the PEIC team. This present research intends to answer the following question: How the extension project ���Information technology and communication on Mathematics problem resolution in country zone schools��� has contribited to reinforce and to (re)criate the fomative experiences of students from the Mathematics teaching course who have developed such project? The presente study is from a qualitative nature and has made use of the partaker searching methodology. The presente paper was organized in three chapters. On chapter I evidence is given to theoretical discussion made, having as main references the works of Larrosa, Ponte e Sh��n. Chapter II brings the description of the three activities that were developed and aplied during the PEIC Project, which are: Problems in the Park, Inaccessible Hight and Lili Game. On chapter III, the data analysis is presented. The data was obtained through instruments of registration such as: camera recording, photografic material, meetings reports, field notes, surveys and semi-structured interviews. The initial hypothesis aim is on the fact that the participation on extention projects during the graduation course can bring rich contribution for the teachers to be, since it���s going to provide the knowledge and chalenge close to the one from the future profession. With the analysis of the obtained results from the colected data, it was possible to conclude that the PEIC has provided the bachelors in Mathematics teching the opportunity of recreate and potenciate their formative experiences. Such opportunity happened in situations that involved, for example, planning makings, development of colective work, softwares usage, different school spaces and the direct interaction with school bureaucracy. Beyond that, it was possible to work with the cocepts of reflection in action in a way to contribute to the professional development of the future Mathematics teachers. Thereby, in our final considerations, is possible to conclude that extension projects performed during the graduation course can bring great contributions to the professional formation of the bachelors in Mathematics teaching, among them we highlight the potentiation of the previous formative experiences and the development of colective work and behavior related to a reflexive teacher.

A Mudan��a Narrativa e a Formação Parental: estudo explorat��rio

A presente investiga����o tem como objectivo analisar e descrever as mudan��as ocorridas, em particular a transformação narrativa nos pais que frequentaram um grupo de Formação Parental, aplicando para tal, a Grelha de An��lise do Processo Terap��utico (GAPT) enquanto instrumento de avalia����o da mudan��a narrativa, ao longo das sess��es do programa. A GAPT �� constitu��da por 5 dimens��es, que, correspondem aos eixos considerados importantes na transformação narrativa, ou seja na mudan��a dos sistemas. Nesse sentido foram transcritas e cotadas em painel de peritos, 10 sess��es do Programa ���Incredible Years���, tendo em conta os 4 subsistemas parentais que o frequentaram. Verificou-se que ocorreram Singularidades, em grande n��mero, desde o in��cio da interven����o e que estas tendiam gradualmente em diversificar-se, flexibilizando a narrativa: no Eixo das Interac����es, na Forma como �� Narrada a Hist��ria, na sua Conota����o e nos seus Temas Centrais. Em suma a amplifica����o das Singularidades possibilita a reorganiza����o e reconceptualiza����o coerente das experi��ncias do sujeito, que quanto mais complexa for mais coerente �� o seu significado