A integração das tecnologias de informação e comunicação na escola: o projto político pedagógico nesse contexto

This study aims to analyze the possibilities of integration of new information and communication technologies (ICT) in teaching and learning in a school of public elementary school Municipal Araraquara. This is a survey based on a qualitative approach, which has a strategy Case Study. Made an analysis of the Curriculum Guidelines and Policy Project (PPP) school selected, in order to check how the school addresses the issue of the use of new technologies in the educational process. For the analysis of the Curriculum Guidelines and Educational Policy Project found that the school has studied a concern to make use of ICT in teaching and learning, featuring an awareness of the importance of technology in education, but does not describe ways to integrate curricularmente them. The integration of new technologies into the curriculum requires a systematic reflection about their goals, their technical and content chosen. Not only is working with new technologies aimed at digital inclusion of students, but we need to integrate the school into their curricular, integrate them into the process of teaching and learning. Today ICT configure themselves into a new form of language, essential for knowledge representation and, if so, their presence in the school curriculum is crucial.

A importância da integração universidade e serviços de saúde

Brazilian Curricular Directrix demand changes on teaching dental surgeon, proposing new scenes of learning and study other than the classroom. So, pedagogic projects should search for integral and adequate education by relating teaching, research and extension/assistance. This paper discusses the importance of university extension activities on teaching Odontology students and relates the experience of Araçatuba Dental School of São Paulo State University. This school develops some university extension activities since the 60s by Dental Service Beyond School (SEMO, in portuguese). Among the activities included by SEMO there are several projects, such as: “Program of Dental Attention for Pregnant Women”, “Program of Dental Attention to Juvenile Foundation at Araçatuba”, “Always Smiling – Health Promotion for Institutionalized Elderlies”, “Santa Clara de Assis Nursery School Program of Dental Attention”, and "Promotion of oral health in Araçatuba public kindergarten schools”. These programs give the student knowledge of structure dimensions of public health services; chance to participate on attendance for the population, comprehension of oral health politics, and the role of dental surgeon in social context, where these students will work in the future. The positive impact obtained with these services is perceived by students return. Most of them feel satisfied about the experience lived there.

Projeto pedagógico e estrutura curricular de um curso de odontologia: análise crítica fundamentada na percepção acadêmica

Considering that the current pedagogical project for the Dentistry course at FOA-Unesp was structured in 2001, a year before the national resolution that introduced the new curricular guidelines for the dental field, the aim of this study was to analyze critically this document and assess the academic perception of the pedagogical project, as well as the current curricular structure. A previously tested and validated semi-structured questionnaire was used to obtain the needed information, and a documentary analysis was conducted. The questionnaire was drafted based on data from the National Curricular Guidelines (DCN) and Unified Health System (SUS) guidelines. The sample consisted of almost all the graduating students of 2007 (n = 61). Of these, 95% had no knowledge of the pedagogical project for the undergraduate course; 53% found the integration between the disciplines offered by the course insufficient; 66% pointed out that there was duplication of the revised contents; 41% said that the interdisciplinary relation was unsatisfactory, and 67.2% said they preferred the modular system of teaching. Furthermore, 55.7% of the students said that that the course does not fully cover the principles of completeness and resolution of actions, and 37.7% pointed out that clinical care was not humanized. As for the competence and skills needed to exercise the profession, the students admitted feeling secure about carrying out preventivecurative clinical actions, and feeling insecure about developing broad ranging actions, like managing and planning. Analysis of the documents showed a certain disagreement in the organization of the pedagogical project and the curricular structure, when confronted with the course of action set down by the National Curricular Guidelines. The data prove the urgent need to restructure the FOA-Unesp curriculum and confirm the importance of a continuous evaluation in higher education.

A educação escolar no contexto das Tecnologias da Informação e da Comunicação (TIC): desafios e possibilidades para a prática pedagógica curricular

The paper presents some reflections, in the form of questions, about the challenges and possibilities of education in respect to integration of information technology and communication in the school curriculum. For this, we present: initial considerations on contemporary education and the urgent need to rethink the teaching curriculum on information society and knowledge, perspectives on the school curriculum and the moments for which it permeates even be translated into everyday curriculum for teaching practices , and finally, emphasizes the need for integration of technologies, so cross-curricular teaching practices through inter-and transdisciplinary projects.

Interpretando la estrutura curricular de programas brasileños de licenciatura en Física, a partir de una perspectiva epistemológica de la Didáctica de la Física

This study aims to contribute to understanding the complexity related to the definition and practice of "Didactics of Physics" in initial physics teachers training. We intend to make evident how is understood the Didactics of Physics in curricular organizations, since an "observation" from a perspective based on an analysis of theoretical frameworks of Science Teaching, according to which "Didactics of Physics" is an articulating axis between different disciplines and constitutes the knowledge body to be taught in order to teachers learn to teach physics. For that, we used techniques of documentary analysis, constituting a text from a systematic search of information about Physics teachers’ initial education programs, looking for criteria justifying their organizations and contents of disciplines that aim to contribute to the training for teaching, in a study carried out during 2011. We found on these curricular organizations the presence of disciplines in fields such as: Exact Sciences, Humanities, Social Sciences and Teaching Practice, which indicates a consideration of interdisciplinary training which must receive the future teacher. However, without being consistent with Science Education' epistemology, requesting the integration of interdisciplinary knowledge to solve problems related to teach physics in high school, with some exceptions in the preparation for the subject "traineeship" or training for "Didactic transposition", but since different interpretations.

Repercussão da integração de conteúdos das disciplinas nos trabalhos finais de graduação de CAU-UFRN (2003 a 2010)

The changes in the teaching of Architecture in Brazilian Universities, from the 1990s onwards, with the upgrading of the Architecture project as an object of research and scientific knowledge and more specifically, the adoption by the Architecture and Urbanism Course (CAU) from the Federal University of Rio Grande do Norte (UFRN) of the principle of content integration of the disciplines, aroused the interest in research on issues related to the Design process and the teaching of design in this context. After 20 years of its implementation and recognized as being a major step forward in teaching the teaching/learning process, the integration is the central focus of this research, which will seek to identify changes in the teaching design and its refutation in projects developed by students at the end of their course. In general, it is understood that the need to integrate knowledge from diverse areas of Architect’s professional activity, who seeks through an exercise of summary, identify solutions to the issues involved in a project. On the assumption that the integration of content of disciplines fosters the teaching/learning of Architecture project, which can be evident in the Final Course Assignment (FCA), it becomes necessary to understand, in the light of theories of education, such as the principles of curriculum organization, such as interdisciplinarity and multidisciplinarity, transdisciplinarity and transversality are related to the term integration, is more understood and disseminated among the professors of the Architecture courses. The object of this study is consequently the relationship between the integration of subject content and Architecture projects developed by students from CAU-UFRN, in the context of Final Graduation projects (FCAs) completed in the period of duration of the Teaching Project A5-from 2003. The study has the main objective of investigating to what extent the integration of disciplinary content affects the development of the Final Assignment of UFRN, from the analysis of drawings and texts of the projects of the learners and the testimonies of teachers and undergraduate students. From a methodological point of view, the research “Architecture, Project and Knowledge Production: Academic Production – FCAs, Thesis and dissertations in PA/Brazil” carried out by the PROJETAR/UFRN team has been adopted as the basis for the construction of the analytical instruments. In order to identify aspects of their experience by various actors which were not recorded in FCA, electronic forms were applied between teachers and students, through the internet. The integration of subject content based Teaching Project of CAU-UFRN institutionalises the interdisciplinarity, organizing the curriculum by thematic semesters, in which the disciplines work the same focus and at the same site. The integrated work which derives from there tries to articulate the content of each discipline of the period and represents a general practice and has been evaluated by teachers and students, and considered as a facilitator of the teaching/learning process. The analysis of the data collected from the textual content and graphic of the sample of FCAs of CAU-UFRN suggests that the content of the various areas of knowledge are assimilated by the student and used as a resource for the design and development of Architecture projects. In other words, there is in the end product of the students record of the integration of content, whether in speech or in drawing, reaffirming the importance of the convergence of various knowledge in the Architectonic project. However, the integration of content from the point of view of their articulation and operationalization, which involves teachers and students in the same period, has as a condition sine qua non for the success of this educational principle, the provision of these to work as part of a team, for the dialogic practice, which creates areas of intersection not only between disciplines, but between the knowledge of each of the participants.

Refletindo sobre a Prática Pedagógica em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico: a integração pedagógica da Música no processo de ensino e aprendizagem do Português

O presente relatório refere-se ao Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e apresenta-se dividido em duas partes. A parte I corresponde à dimensão reflexiva na qual se apresenta uma reflexão acerca do percurso desenvolvido ao longo das Práticas Pedagógicas nos vários contextos: Creche, Jardim-de-Infância e 1.º Ciclo do Ensino Básico. Esta parte encontra-se estruturada de acordo com um conjunto de referentes: observação, planificação e intervenção, dificuldades e, por último, aprendizagens. Além disso, inclui-se o papel reflexivo e investigativo do educador e professor. A parte II apresenta a dimensão investigativa referente a um estudo realizado numa turma de 3.º ano de escolaridade, que incidiu na temática da integração pedagógica da Música no processo de ensino e aprendizagem da área curricular de Português. Esta investigação dispõe de um caráter qualitativo, uma vez que se pretendeu compreender as potencialidades da integração pedagógica da Música no processo de ensino e aprendizagem do Português. Após a organização e análise dos dados recolhidos pode sugerir-se que a utilização da canção, enquanto instrumento de integração, proporcionou aos alunos diversas aprendizagens no domínio da Música e na área de Português.

Curricular training report: clinical studies coordination in a clinical research organization vs an investigational site perspective

This report describes my experience of nine months as a trainee of a CRO (Eurotrials, Scientific Consultants), as well as a trainee of a clinical research site (Clinical Academic Center – Braga, Association). This document describes the European framework about clinical research and the Portuguese situation compared to similar countries. The activities developed during this internship are also described. These activities are divided in two phases. The first one occurred in Eurotrials, Scientific Consultants, a CRO specialized in clinical research and scientific advice. The first weeks were dedicated to intensive self-training needed to perform CTA tasks. These tasks included qualification, initiation and monitoring activities related to clinical trials, as well as the development of a quality management system. The second phase took place on 2CA-Braga, a clinical research center located in Hospital of Braga. Clinical studies coordination was the main focus of this second phase of my internship, as well as negotiation of clinical studies agreements. I had also the opportunity to participate in “1as Jornadas de Investigação Clínica e Inovação” (1st Clinical Investigation and Innovation Conference) organized by 2CA-Braga. Globally, this internship was a great opportunity to get knowledge and experience in the implementation and management of clinical trials, in a CRO and clinical research site perspectives. These two perspectives provided an interesting overview about the scientific needs of different players involved in clinical research. To conclude, this internship strengthened the knowledge acquired from my academic background, which make me able to face and overcome new challenges in the clinical research area.

Curricular trainig report as study coordinator in Blueclinical Ltd.

The present report describes in detail the activities and knowledge aquired during my internship as study coordinator in Blueclinical – Investigação e Desenvolvimento em Saúde, Ltd., in order to obtain the master degree in Pharmaceutical Biomedicine. According to the type of services provided, Blueclinical is formed by three business units: Blueclinical Clinical Research Partnership, Blueclinical Phase I and Blueclinical Research and Development. The fact of belonging to such a company gave me the opportunity to be in touch with different areas of pharmaceutical development and to contact with different research teams, which for me was an added advantage to the integration and consolidation of knowledge, as well as in the development and improvement of soft and hard skills. The main activity developed was the coordination of clinical studies, in Unidade Local de Saúde de Matosinhos, E.P.E., which was one of the institutions that established a partnership with Blueclinical, Ltd. During my internship I was able to contact with various stages of development and coordination of clinical trials, which will be reported in this report.

O desenvolvimento e integração de estratégias de cálculo mental no 5.º ano de escolaridade

Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico

A adaptação à Universidade: fragmentos de um percurso curricular

O acesso ao ensino superior universitário é um marco de extrema importância na trajetória académica de qualquer aluno. Como se processará a adaptação à universidade? É com base nesta questão, de difícil resposta, dada a dificuldade de verbalizar as emoções que, tão intensamente são sentidas, que a presente comunicação se baseou.

O conforto académico no ensino universitário como uma das dimensões da decisão curricular

A entrada na Universidade é um fenómeno que só pode ser comparado à entrada na escola. Tudo é uma novidade. A ausência de modelos é quase absoluta. Não se conhecem a instituição, os professores, os colegas, as rotinas, as normas, a organização e sistema curricular, a linguagem, as formas de tratamento formal. Por outro lado, existe uma quase total inexistência de métodos de estudo adequados aos novos processos de ensino docente e uma limitativa incapacidade em gerir o tempo disponível. Não se conhecem as balizas que enquadrarão o futuro comportamento, não são imediatamente percetíveis aos contornos do novo poder docente, não se sabe até onde se poderá, eventualmente, ir. Uma realidade demasiado incógnita, que se poderá revelar ingrata e até mesmo frustrante, se a ela o aluno não se adaptar convenientemente.

A gestão curricular na formação de professores do 1º Ciclo do Ensino Básico da Universidade de Évora

Descrição da abordagem curricular que se concretizou no âmbito da lecionação de algumas unidades curriculares aos Cursos de Formação de Professores do 1º Ciclo do Ensino Básico da Universidade de Évora.

Representações e práticas de professores sobre a gestão curricular flexível

Mestrado em Psicologia da Educação na especialidade Necessidades Educativas Especiais, Faculdade de Ciências Humanas e Sociais, Escola Superior de Educação, Univ. do Algarve, 2002

Relatório no âmbito da unidade curricular prática de ensino supervisionada

Este relatório realizado no âmbito da unidade curricular Prática de Ensino Supervisionada do Mestrado em Ensino de Português no 3º ciclo do ensino básico e ensino secundário e de Espanhol nos ensinos básico e secundário, pretende descrever, analisar e refletir sobre todo o trabalho implementado no decorrer do processo de observação, na lecionação de aulas e no desenvolvimento de outras tarefas visando a integração na vida escolar. A referida prática foi desenvolvida no Agrupamento de Escolas de Reguengos de Monsaraz, ao longo do ano letivo 2015/2016. O trabalho compreendeu, principalmente, a planificação e condução de aulas, bem como a respetiva avaliação das aprendizagens. O processo de ensino-aprendizagem foi realizado em duas turmas de níveis de ensino diferentes na disciplina de Espanhol, e duas na disciplina de Português. Este relatório constituiu uma oportunidade para refletir criticamente sobre a globalidade do processo e, consequentemente, como uma etapa de consolidação de práticas fundamentadas; Abstract: Report within the scope of Supervised Teaching Practice curricular unit This report carried out in the ambit of the curricular unit of Supervised Teaching Practice of Master’s Degree in Portuguese and Spanish Teaching in the secondary school (Key Stage 3 and Key Stage 4), has as main aim to describe, analyze and reflect about all the work implemented during the observation process, teaching classes and in the development of other tasks with the main purpose of integration in the school life. This practice was developed in Agrupamento de Escolas de Reguengos de Monsaraz, throughout the school year of 2015/2016. The work included, mainly, the planning and leading lessons, as well as the respective learning evaluation. The teaching and learning process was made in two classes of different levels of education in the Spanish subject, and in two other classes, also in different levels of education, in the Portuguese subject. This report was written as an opportunity to reflect critically on the overall process and, consequently, as a consolidation stage of substantiated practices.