Intencionalidades detectadas no processo de elaboração e implementação de um projeto de formação inicial de professores de física

This article presents part of a PhD research that investigated what are the limiting factors to be overcome by an initial training program for teachers of physics in order to achieve the identity profile of your proposed course on Pedagogical Project Course (PPC). From the survey of the intended ideal, the actions taken by professors, coordinators and managers seeking its implementation were analyzed. Data were collected from official documents, field notes taken during meetings between professors and interviews with the subjects belonging to the faculty of the course. This is a research in action grounded in Habermas principles. For data analysis, we used analytical devices of discourse analysis, using the French perspective of Pêcheux. The outline presented here seeks to highlight the intentions identified through the analysis of discourses present in the texts, in the speech of different subjects involved and the actions undertaken by them during this process. What one can conclude is that the intentions of the involved professors are permeated of contractions, since in some aspects they intend to give the program teacher's an identity (licenciature) and in other ones they try to maintain the status quo, that means, a teachers program which a bachelor’s profile.

Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatórias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported by some French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogical action, as well as teachers’ education research critical referential. The discourses interpretations evidenced that these teachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Mona Lisa: sentidos múltiplos de um sorriso enigmático

This article reviews the history of the famous painting by Leonardo da Vinci, the Mona Lisa or Gioconda, sixteenth century, aiming to discuss about some of the multiple senses (or discourses) around its meaning, with the support of the French branch of the Discourse Analysis, especially based on concepts developed by D. Maingueneau. As it is characteristic of the work of art, the senses are open, which does not exclude the possibility of detachment, among which we accentuated the "Mona Lisa smile" as one of the main traits of the authorship by Leonardo Da Vinci and, simultaneously, a trait propitious to aphorisation. Thus, the work of art is releasing of the exclusive authorship of Da Vinci and it suscitates several rereadings, which help composing a discursive ethos around this consecrated painting and, at the same time, which make circulating distinct stereotypes.

O potencial educativo da linguagem radiofônica

This study aims at comprehending the dialogic potential of language radiophonic, in context of educational radio stations. This work based on a multidisciplinary approach. The study employed concepts of discourse analysis, mainly media related, dialogism and oral language. One of the conclusions is that language radiophonic has an educational potential, to allow interactivity with the listener. After all, audience participation can happen, even in a limited way, in a direct interaction (phone, email) or on the radio statement, aspect of the construction of language, of particular interest to this work.

Possibilidades e limitações da prática do professor na experiência com a temática energia e desenvolvimento humano no ensino de ciências

Reflections on the Movement STSE, in basic education, have pointed to the introduction of discussions involving the socio-scientific issues, as a way of organization and development of forming processes in science classes. In this sense, the research that we developed sought to bring to physics classes of basic education, the discussions surrounding the relationship between science, technology, society and environment issues related to production and access to electricity and human development. In order to interpret formative aspects of this approach was achieved through a short course. Thus, we discuss in this paper, the discourse of students and a professor of physics who participated in this short course. Therefore, we seek in discourse analysis, reflection on this practice, which has limitations such as lack of recognition of this type of training status by the students as well as possibilities represented by the establishment of training spaces that contribute to the discussion of socio-scientific issues.

Nanotecnologia e nanociência em livros didáticos de física do nível médio: discursos sobre a tecnologia e a educação científica e tecnológica

In this contribution, we analyze conceptual approaches to nanotechnology and nanoscience in recent issues of secondary education of Brazilian physics textbooks. We analyzed fifteen collections of Physics textbooks of recent editions, however, only two books, belonging to different collections incorporate considerations about nanotechnology and nanoscience in their approaches. We focus our analysis on three aspects, namely: the place dedicated to approaches to nanoscience and nanotechnology, notions about technology and its contributions to critical scientific education. This is a qualitative research; it was used as conceptual approaches the Philosophy of Technology, The Discourse Analysis (DA) and Science, Technology, Society (STS) concepts. We found that in two examined textbooks the approaches to nanoscience and nanotechnology is a complementary description of modern physics, associated with quantum theory. In this context, the concepts of nanoscience and nanotechnology focus superficially in the genesis of the field and some possible areas of applications. It was not identified in all textbooks warnings about the potential risks to human health and the environment from the use of nanotechnology and nanoscience. We understand that textbooks approaches about nanotechnology and nanoscience round a instrumental technological perspective, however keep away from the scientific and technological critical education.

Demandas de professores de física em exercício no Ensino Médio: subsídios para um processo de reestruturação de um curso de licenciatura

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Justificativas para o ensino de Astronomia: o que dizem os pesquisadores brasileiros?

We present here a qualitative analysis of a sample of papers published in Brazilian science education journals, which expresses researchers discourses related to Astronomy Education. Within this analytical universe, we sought for discursive excerpts about their justifications for the teaching of this subject, which made the basis for the production of a collective discourse, which identity is socially represented by the researchers authors set. Setting up articulations with discourse analysis, the procedures of the collective subject discourse show to be an important methodological tool to answer to the central question of this study: what do the Brazilian researchers assert as justifications for teaching Astronomy? In other words: why teach Astronomy? Outcomes point to the retaking of reflections about the importance of matters like as Astronomy in formal education, catalyzing teachers work innovative articulations.

As mamas de Angelina Jolie e as relações de corpo, cultura e comunicação no discurso da revista Veja

This article analyzes the representation made by Veja magazine about american actress Angelina Jolie about the news about her preventive double mastectomy wich she was submitted. Based on the reflections of Michel Foucault, Gilles Deleuze and Felix Guattari on discourse analysis this article does not cramp about the contributions of linguistics. These reflections contribute to the understanding of this fact within the media landscape to control and discipline the body.

O discurso escolar: uma análise sobre o olhar do aluno

Pós-graduação em Letras - FCLAR

Funções e formas de provimento dos diretores das redes estaduais paulista e paranaense

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aboutness em Análise Documental de textos literários infanto-juvenis: perspectivas para o aprimoramento da representação de conteúdo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Por dentro da história: mulheres operosas no mundo do comércio em Parnaíba (1930 a 1950)

Pós-graduação em História - FCLAS

Linguagens sincréticas e construção da identidade na Revista Unesp Ciência: um estudo semiótico

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Considerações a respeito do processo de didatização dos gêneros em livros didáticos de língua portuguesa

Pós-graduação em Letras - FCLAR