Lições Albertianas : para a teoria e a prática da arquitetura contemporânea

Este trabalho se fundamenta na constatação da importância que os aspectos artísticos desempenham na produção e na apreciação da arquitetura, qualificando-a ao mesmo tempo em que problematizam seu ensino e sua avaliação. Considerando essa ambivalência como um traço distintivo que resiste há muito tempo à tentativa de objetivar a disciplina, o processo da subjetividade na arquitetura é aqui abordado a partir de um personagem do Renascimento, época em que efetivamente se estabelece e se consolida a crítica arquitetônica. Leon Battista Alberti, na condição de autor do primeiro tratado de arquitetura do período e de obras que contribuíram para as transformações estéticas de seu tempo, nos mostra, através da teoria e da prática profissional, a atualidade de uma postura que assume as incertezas que caracterizam a disciplina.

Relatório sobre a atividade profissional desenvolvida no âmbito dos ensinos básico e secundário: uma reflexão contextualizada

Este relatório de mestrado foi elaborado com vista à obtenção do grau de Mestre em Ensino de Educação Física nos Ensinos Básico e Secundário. Através deste, tentamos demonstrar todo o nosso percurso profissional, com o intuito de refletir acerca de todo o processo, facultando informações importantes das práticas exercidas, os seus contextos, as metodologias e estratégias seguidas e adotadas Neste trabalho, procuramos não nos limitar à reprodução de vivências relativas à prática profissional, tendo optado por salientar também aspetos importantes da pedagogia e metodologia do ensino da Educação Física e da sua didática. O presente relatório está organizado em três capítulos: 1. Revisão bibliográfica, onde foi feito um enquadramento do ensino em Portugal e onde foram expostos aspetos de natureza concetual a ter em conta na atividade profissional do professor de Educação Física, contexto legal, contexto institucional e do contexto de natureza funcional; 2. Experiência profissional, capítulo onde foram expostas as práticas desenvolvidas como professor e os seus contextos, as conceções do professor, planeamento, as atividades desenvolvidas, as dificuldades, as estratégias e controlo do trabalho desenvolvido, bem como a formação continua frequentada e, por último, a Reflexão Final, onde é realizada uma síntese reflexiva sobre as temáticas abordadas.

Henrique Novaes: técnica, território e cidade em uma trajetória profissional: Brasil, primeira metade do século XX

The career of civil engineer Henrique de Novaes, a remarkable figure in the academic, technical and political fields, demonstrates its extensive and relevant work across Brazil in the first half of the twentieth century. It covered from the design of water supply and sewage works, road and rail transport networks, works against drought in the Northeast, hydroelectric and harbor facilities to the urbanization planning and architectural projects, which displays a systematic and multiple production. City and territory conformed to his fields of verification, practical and above all, transformation. The search for understanding of the inclusion of a social actor in this process thus contributes to the specific analysis of the doings of Henrique de Novaes, who graduated at Polytechnic School of Rio de Janeiro in 1906. From a polymorphic activity in different scales, one tries to figure how, through academic education or professional practice, urban history in Brazil can be told or built. The introduction of technological innovations matched the purposes of planning and urban sprawl, as well as met the specifications of regulation and institutionalization of public infrastructure services at the time. The overall plans proposed by the engineer thought of the city as a whole, interconnected to the structural networks. At the same time, the knowledge of a larger physical scale the territory bounces back in the urban in a relationship of reciprocity and completeness. The objective research, therefore, tries to understand the roles played by Henrique de Novaes s works and academic education in the accomplishment of systematic modernization of Brazilian urban space and territory, recovering a little known historical figure by current historiography. It is proposed, as methodological axis, that the study of this professional career configures itself as an essential element for understanding the idea of progress embodied in the technical studies and proposals for improvements and sanitation nationwide in the first half of the twentieth century . The primary sources for the construction of this analysis were technical articles in journals of the period ( Clube de Engenharia , Viação e Revista Brasileira de Engenharia ), and technical reports, government messages, newspaper articles published at the time, autobiographical reports and the engineer s verbal communications with relatives. The work is structured in three chapters: "Biographical traces, academic education and 'technical and political' activities" illustrates the initiation into the technical, public and political environment; Chapter 2, "Technique and territory" outlines his network understanding through sanitation and transport services; Chapter 3 "Technique and City" describes the influence of polytechnics knowledge on the propositions of modernization of cities; Finally, "Final Thoughts: An Evaluation," presents an overview of the affiliations and practice of an engineer in the different scales, and its contribution to the modernization of Brazilian urban and territorial space

A mediação do diálogo e da reflexão na prática do supervisor pedagógico no município de Jardim de Piranhas/RN

In preparation for reviewing and reflect about the pedagogical practice of teaching supervisor, noting instances of continuing education in service, dialogue-based, reflective and shared as propelling in the construction of theoretical and practical knowledge is that we propose to undertake this research. Based in our professional practice and stimulated by the desire to contribute with the education in the city of Jardim de Piranhas-RN our intention was to highlight issues which arising from practice teaching, especially those guided in the principles of a continuing, dialogic and reflexive teachers training. In that sense we are encouraged to answer the following question. How has been developed the work of teaching supervisor in the city of Jardim de Piranhas and what kind of elements should be constituted by a continuing education in school if those elements are enhanced by a reflexive action and dialogue-based? Thus, we performed studies of theoretical foundation based in Nóvoa (1995, 2001, 2003), where he emphasizes the importance of take in account the practice itself as a source for the study in the construction of a new teaching practice process, in Alarcão (1999; 2001; 2002; 2003), Schön (1995, 2000), Tardif (2003) and Perrenoud (2002), Gomes (1998), Navarro (2005) and Oliveira (2006), among others, provided the basis to discuss the role of reflection and dialogue in the school and classroom. We still emphasize the ideas of Paulo Freire (1981; 1992; 1996; 2001; 2002), which is consistent with the proposal for a reflexive action and training. For this we adopted a methodology based in the qualitative research with field note, intending to observe the strategies which emerge in the educational supervisor practice. This practice should contribute to the training of teachers. In this process we chose three dimensions that provide structure and power in their work. So, we can describe as conceptual, strategic and changeable

Uma ação reflexiva sobre o processo de (re)escrita de textos: a prática pedagógica da professora Maria

T he reflexive action on the process of texts (re)writing, central topic of this study, is still a challenge within the elementary school. What made this issue a special theme of study was the fact that the chosen focus is based on a lived experiences with (re) writing activities where the uniqueness of the professional practice would be transformed into a place of knowledge production, offering theoretical and a practical support to a teacher, in order to understand the interactive nature of language as a space for recovery of the individual (as a historical, social, and cultural being). The empirical field research, structured in the light of assumptions of qualitative research into the action research format, was a public school in Bahia, in a third grade classroom. The instruments of data collection were open questionnaire, semistructured interviews, observations with video recording, documentary analysis of texts produced by students, and reflective sessions. The objectives that supported the research study were: 1) Investigate, in the pedagogical action of teacher Maria, activities on the writing process, 2) Interact with the teacher, in the form of action inquiry to: a) reflect on the procedures for theoretical and methodological development of reflective practice on the process of the (re) writing of the text, b) intervene in the construction of didactic situations that enable the learning and the development of reflexive actions in the (re) writing of texts. To accomplish these goals, it was established as a commitment a dialogic communication with the protagonist, providing reflection sessions so she could examine her teaching practices. The most relevant theoretical arguments to the establishment of this research came from the theoretical and methodological approaches of Bakhtin s theory of enunciation-discourse (2003, 2004) and Vygotsky s socio-interactionist theory (1989, 1998), as it is believed that both theories, through a paradigm shift, in which the constitution of the individual and the participation of others in the actions of analysis and reflection on the language, would give opportunities for internalization and construction of knowledge. The systematic and critical pondering led the participating teacher into reviewing her teaching praxis, compelling her to promote a more insightful understanding of the writing process of her students. That experirence brought into evidence three categories of actions: 1) actions that reflect the technical rationalism, 2) actions that reflect an emancipatory metamorphosis, and 3) actions that reflect empowerment and awareness. The results confirm that the action / reflection on the process of the (re) writing of a text has a dimension of increasing levels of awareness and self criticism, reproducing other meanings for teaching praxis

Políticas de educação profissional técnica e de ensino médio no Brasil: a implementação no CEFET-RN (1998 2008)

This study has analyzed the high school and professional education policies (1998-2008) and their impacts on the Centro Federal de Educação Tecnológica do Rio Grande do Norte. It has presented an analysis and design of the productive restructuring process in the world of work and education, the technical, vocational education and high school policies in Brazil, referring to this period, as well as the changes in Cefet-RN for implementation of Political Guidelines of Vocational, Technical and High School Education. This study is guided by assumptions related to these policies, which are located in different historical moments. It is a study in which subjects are understood as historical and social beings, embedded in the economic, political and cultural rights which, by its actions, can be transformed. It was based on a theoretical framework consistent with the object of research to give it shape and meaning, serving as a parameter to address the problem outlined in research questions. It was used analysis of bibliographical material and specific documents from the Institution, semi-structured interviews with the subjects part of technical and high school. Results show that many of the recommendations in the present high school policies and vocational technical and high school education, implemented in Cefet-RN, for the period 1998-2002, show inconsistencies between what is said and what can be officially established in the pedagogical practice of teachers and professional practice of some graduates. Regarding the integration of vocational education with the high school (2005-2008) in this Institution, the study signaled that its prioritization failed to materialize in full, in Cefet-RN, although it was developed and implemented a Political-Pedagogical Project in 2005

Abordagem clínica da atividade de trabalho do cozinheiro: interação de saberes, gênero profissional e inovação criativa

The focus of this dissertation is the study of work activities developed in the context of professional occupations characterized by varied previous schooling levels amongst those that work in them, and, at the same time, a high degree of complexity related to the typical tasks performed in the context of such professional practices. This dissertation intends to investigate the cook s professional activity, based on data from a determined specific professional genre in Natal (RN), in order to establish aspects related not only to the activity performed (activity which manifests itself empirically in registered behaviors), but also related to the real aspects of the work activity, that also compromises the non-realized options of the guiding of professional activity, be it by a matter of choice, be it due to the activity s own impediment. In this context, we tried to evaluate how much the professional activity observed keeps in relation to the reference practices of the professional genre, be it in terms of conformity, be it in terms of innovation (stylization) in relation to this genre. In addition, we tried to verify the contribution of the school and extra-school knowledge to the professional activity observed. Such work plan took on a preliminary step of the description of the socialprofessional profile of a cook in the city of Natal (RN), followed by a step of clinical labor approach, specifically utilizing as a methodological tool the simple and crossed self-confrontation procedure guided by the francophone theoretical referential of the Activity Clinic. The preliminary step in the description of profile of cooks from Natal (RN), of which 138 cooks took part in, evidenced three professional groupings, all predominantly masculine in their composition and fundamentally differentiated amongst each other by the time of professional activity, schooling type and time, work place and salary. The clinical approach step, composed by a pair of cooks, allowed us to verify elements of the cooks subordination to the professional genre, but also evidences of individual innovation (stylization) by these cooks, as well as the predominance of usage of extra-school knowledge when compared to school knowledge. We tried, in this step, to demonstrate how much the inclusion and submission to the genre dynamic, coordinated with the stylization initiatives, was able to contribute to the maintenance and amplification of the cook s power of acting in his professional practice.

Formação profissional e inserção no mercado de trabalho: percepções de egressos de graduação em enfermagem

A trajetória profissional dos egressos permite analisar, compreender e refletir sobre o ensino superior e as características inerentes ao mercado de trabalho. Os objetivos deste estudo foram: apreender e analisar percepções de egressos de curso de graduação em Enfermagem de instituição privada em relação ao processo de formação, frente às condições de inserção no mercado de trabalho e às demandas vivenciadas no cotidiano profissional. O método utilizado foi o Discurso do Sujeito Coletivo. Os 104 egressos foram divididos em três grupos de acordo com a atuação após a graduação. A análise dos discursos possibilitou uma reflexão aprofundada dessa formação, indicando a necessidade de revisão do projeto pedagógico, destacando o ensino voltado para o desenvolvimento de competências nas quatro dimensões do processo de cuidar: gerência, assistência, educação e pesquisa.

Prática de vacinação em crianças com doenças reumáticas

INTRODUÇÃO/OBJETIVOS: Avaliar a prática clínica com relação à verificação do cartão vacinal e à indicação de vacinas específicas em pacientes com doenças reumáticas pediátricas em uso de diferentes drogas, e evidenciar a possível associação entre frequência de vacinação e tempo de prática clínica dos reumatologistas pediátricos do estado de São Paulo. MATERIAL E MÉTODOS: Um questionário foi enviado para os reumatologistas pediátricos do Departamento de Reumatologia da Sociedade de Pediatra de São Paulo. Esse instrumento incluiu questões sobre tempo de prática em Reumatologia Pediátrica, vacinação de pacientes com Lúpus Eritematoso Sistêmico Juvenil (LESJ), artrite idiopática juvenil (AIJ), dermatomiosite juvenil (DMJ) e imunização de acordo com os tratamentos utilizados. RESULTADOS: Cartão de vacinação foi visto por 100% dos profissionais na primeira consulta e por 36% anualmente. Vacinas de agentes vivos não foram recomendadas para pacientes com LESJ, AIJ e DMJ em 44%, 64% e 48%, respectivamente. Os profissionais foram divididos em dois grupos: A (< 15 anos de prática, n = 12) e B (> 16 anos, n = 13). Nenhuma diferença estatística foi observada no uso de vacinas de agentes vivos e vacinas de agentes inativos ou componentes proteicos em relação ao tratamento nos dois grupos (P > 0,05). Além disso, os grupos foram similares em relação à opinião sobre a gravidade de imunossupressão em pacientes com LESJ, AIJ e DMJ com ou sem atividade e a terapêutica utilizada (P > 0,05). CONCLUSÕES: A frequência de vacinação por reumatologistas pediátricos de São Paulo é baixa, especialmente após a primeira consulta, e não é influenciada pelo tempo de prática profissional.

Os significados e as implicações da extensão universitária na formação inicial e na atuação profissional em educação física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estágio supervisionado na formação docente em serviço: do 'aproveitamento' da prática à tentativa de reinventar os professores

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

Práxis e a noção de prática nos documentos oficiais sobre a formação de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O Profissional de educação física e as práticas corporais alternativas: interações ocupacionais

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O plantão do Serviço Social nas Unidades Básicas de Saúde-UBS de Franca - reflexão dessa prática sob um novo olhar

Pós-graduação em Serviço Social - FCHS

A prática do assistente social na Escola Municipal Adolfo Bezerra de Menezes: uma experiência do município de Uberaba/MG

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)