Intencionalidades detectadas no processo de elabora����o e implementa����o de um projeto de formação inicial de professores de f��sica

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 P��cheux. 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.

F��sica Moderna e Contempor��nea no ensino m��dio e a formação de professores: desencontros com a a����o comunicativa e a a����o dial��gica emancipat��rias

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, J��rgen 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.

Cartografias contempor��neas: mapa e mapeamento como met��foras para a pesquisa sobre a formação de professores de Matem��tica

This essay sketches some principles according to which a research project called ���Mapping of math teacher education and practice in Brazil��� is been conducted by a group of researchers with the objective of understanding the way policies related to teacher education and practice are effectively implemented in different regions of the country. The main objective of this article is, therefore, to discuss the pressupositions of this project, its foundation, the basic beliefs in which it is rooted. In order to emphasize such principles, some remarks on theorization, methodology, teacher education, narratives and on the concept of mobilization/apropriation are done. The essay is based on a metaphor built on cartographical practices.

Aprendizagem ap��s via exclus��o e formação de classes de equival��ncia em crianças com defici��ncia auditiva e implante coclear (aceito condicionalmente)

Studies on learning by exclusion have shown that participants tend to select a new object or a new figure when a new word is dictated, rejecting the objects and figures they already know or that were associated with other words. This study aimed at training conditional relations between dictated word-picture and between picture-printed word, by exclusion, and verify whether this training would be a condition for the emergence of relations between dictated word-printed word, printed word-figure, picture naming and reading. We also investigated whether responding to the words dictated with a female voice generalized to other frequencies such as male and child voices. Participants were five children between five and nine years old, with acute neurosensorial bilateral hearing impairment, users of cochlear implant Nucleus 24k��. They were exposed, individually, to tasks that consisted in selecting a comparison stimulus (either picture or printed word) related to the sample (either dictated word or picture). Words with lowest scores on a pre-test were used. The relations between dictated word-figure (AB) and figure-printed word (BC) were taught by exclusion. We assessed the emergence of the relations between dictated and printed words (AC), printed word and picture (CB), male and child voices generalization (A���C and A������C), naming (BD) and reading (CD). All the children responded by exclusion and learned relations AB and BC, showing receptive vocabulary; AC and CB relations also were learned, consistent with class formation. Responding generalized to male and child voices, but data on naming were not systematic. Learning by exclusion was similar to that of children with typical hearing and these results describe some conditions that can improve receptive verbal repertoire.

Agrot��xicos - toxidade versus custos: uma experi��ncia na formação de professores com as quest��es sociocient��ficas no ensino de ci��ncias

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of S��o Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

Uma proposta de formação continuada de professores de ci��ncias e matem��tica na interface do agir comunicativo e das quest��es sociocient��ficas

The objective of this paper is to present a theoretical proposal for the training of teachers of mathematics and science at the interface of communicative action and socio-scientific issues. In this paper we argue for the need for a continuous training of teachers if we are to be interested in developing the scientific training of students from the public school system. To form communicatively competent students, by the end of schooling, becomes necessary the training of argumentatively competent teachers. Therefore, we believe that the theory of communicative action by Jurgen Habermas, will cooperate to this end.

Diversidade religiosa e formação de professores de ci��ncias: uma discuss��o em Habermas e um caso no ensino de F��sica

This article brings a discussion of the implications of religious diversity on science education as well as on teacher education. To orientate our discussion, we adopt as framework the ideas of German philosopher J��rgen Habermas on the political relationship that should govern relations between a naturalistic culture and different religious cultures. We also present a research with future teachers of physics, which aimed at investigating the positions taken by the future teachers towards non scientific models presented by students about the origins of the universe. We tried to identify, especially, the expectation of these future teachers would demonstrated about the contributing of the lifting of such models in class by students. We were able to find that most of them believe that the manifestation of these ideas could bring contributions to the discussion in the classroom. We also found that teaching practices based on communication, questioning and dialogue of the undergraduate course done by the prospective teachers has generated an ownership by the undergraduates of these practices and their potential application in other situations and other discussions, including inter-religious.

O papel do est��gio supervisionado na formação inicial de professores: investigando perspectivas de alunos de um curso de licenciatura em Ci��ncias Biol��gicas

O presente trabalho teve como objetivo identificar e analisar concep����es sobre o papel do est��gio supervisionado de um grupo de alunos de um curso de Ci��ncias Biol��gicas. Participaram 48 alunos de um curso de licenciatura que responderam a um question��rio com quest��es abertas. Foram identificados 4 agrupamentos das ideias dos alunos sobre o papel do est��gio supervisionado: "Treinamento profissional" que reuniu 15 alunos participantes, "Aprendizado com a pr��tica" e "Intera����o com a realidade escolar", que reuniram, cada um, 12 alunos participantes e "Desenvolvimento de habilidades pessoais", que reuniu 6 alunos. Observamos que houve um predom��nio de uma concep����o t��cnico-instrumental do est��gio supervisionado.

Formação continuada de professores: contribui����es de estudos sobre hist��ria da ci��ncia

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Pr��tica como componente Curricular e est��gio supervisionado na formação de professores de Educa����o F��sica

This study aims to investigate the main issues presented in the literature relating to teacher training during the period 2005/2014. Particular attention is paid to articles that address the Supervised Training and Practice as a Curriculum Component. For the analysis of the articles from the literature, the technique of Content Analysis was used. The results showed that the potential which is attributed to these curricular components depends on the ability to put the trainee teacher in touch with the experience of being a teacher, whilst enabling the approach of the training content to be consistent with professional practice. The technical and fragmented curriculum for training and the extensive content in the disciplines, limited by outmoded practices, is presented as a barrier against this occurring. This shows a discrepancy in the proposed training between the pedagogical design of the course and, what is actually designed as concrete action in its development.

Representa����es de conte��do inseridos no plano de ensino de professores em formação continuada

A partir de um curso com abordagem interdisciplinar contemplando as ��reas: Qu��mica, F��sica e Ci��ncias Biol��gicas, solicitou-se aos professores de Qu��mica a elabora����o de Planos de Ensino, sobre o tema Equil��brio Qu��mico. O objetivo foi construir uma an��lise das representa����es de conte��do (CoRe) no planejamento. A pesquisa realizada caracteriza-se como qualitativa descritiva e a an��lise foi realizada com base na an��lise de conte��do. Inicialmente os professores apresentavam preocupa����o com rela����o �� memoriza����o dos conceitos pelos alunos. Ao final, pode-se perceber uma ligeira mudan��a no discurso dos professores e sua postura valoriza a compreens��o dos conceitos relacionados ao conte��do, e os conhecimentos pr��vios dos alunos como requisitos de aprendizagem.

Programas educativos a televis��o digital ambientes prop��cios para a formação continuada de professores

Este artigo pretende trazer reflex��es sobre as possibilidades da televis��o digital para a formação continuada dos professores, a partir da produ����o e divulga����o dos conte��dos formais e informais veiculados, ainda, analisar a teleduca����o como ferramenta de apoio �� pr��tica pedag��gica interativa, envolvendo educadores, pesquisadores e demais profissionais da Educa����o e a formação de uma cultura digital que poder�� colaborar com a formação continuada de professores, agentes fundamentais no processo educativo escolar, a partir da utiliza����o das tecnologias da informação e comunica����o (TIC). Para tanto, a formação do professor respons��vel pelo processo educativo requer a cont��- nua atualiza����o profissional para o ensino dos conte��dos com o aux��lio dos ve��culos midi��ticos digitais, tendo nos programas educativos da Televis��o Digital (TVD) um recurso voltado �� ���instrumentaliza����o��� desses profissionais. A TVD, por meio da disponibilidade de acesso a conte��dos extras e da intera����o, poder�� representar um ambiente tanto para o acesso, como de troca de experi��ncias, viv��ncias e conhecimentos.

Pr��-letramento matem��tica: um programa de formação continuada de professores do Brasil

O presente artigo apresenta as contribui����es do programa Pr��-Letramento em Matem��tica para um grupo de professores cursistas. Sob diferentes orienta����es, pelo vi��s do professor reflexivo e por meio do estudo de caso, foram estabelecidas tr��s categorias de an��lise. Dos resultados, obtidos pela an��lise de dois question��rios aplicados �� 18 professores cursistas e de dois relat��rios das professoras tutoras desse grupo, foi poss��vel concluir que o curso foi importante pela retomada de conte��dos matem��ticos, por abordar quest��es pertinentes ao trabalho em sala de aula, discutindo-as entre os pares e proporcionando altera����es na pr��tica pedag��gica. Al��m disso, os professores cursistas consideraram que a participa����o de professores no programa Pr��-Letramento em Matem��tica pode ser um dos motivos para a melhora no desempenho dos alunos na Prova Brasil, avalia����o em larga escala para a Educa����o B��sica. Esse programa, parceria do MEC-Minist��rio de Educa����o do Brasil com as Universidades parceiras e Sistemas de Ensino, aconteceu de 2005 a 2013.

O tratamento de quest��es sociocient��ficas na formação de futuros professores de ci��ncias: possibilidades e desafios nas vozes dos licenciandos

The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, enables discussion of the nature of science and its implications for social and environmental issues. The present work aims to contribute to training of science teachers that approximates the current demands of contemporary society. Having as theoretical reasons the implications of STSE Movement in science teaching, we bring some considerations on pedagogical practices of undergraduates in Biological Sciences held within its Supervised. Through content analysis of the speeches of undergraduates, we can identify contributions and limitations that treatment of socio-scientific issues (SSI) revealed in the process, putting to discuss some aspects that are tangent training teachers committed to a contextualized view of science and scientific training. It discusses, among them, the relationship theory and practice in supervised training of future teachers��� conceptions about the implications of the STSE perspective in science teaching and science teacher positioning ahead controversial themes.