Concepções e práticas da psicologia escolar :um olhar através do estágio curricular supervisionado

School psychology can be considered a growing professional field in Brazil, in spite of the difficulties concerning both the role of the psychologists in the schools and the restrictions of the labor market. Professional training is one of the most problems faced by the area. The present study is an attempt to investigate the conceptions of school psychology and the practice of the school psychologists inside de educational agencies, from the point of view of the professional training, expressed by curricular supervised training. The reason for this choice was the important role played by supervised training in the process of professional training. To carry out this study, supervised training reports written in the 1980s and the 1990s used in the student evaluation process were examined. As the main results, we point out the co-existence during the 1980-decade of two models of psychological practice: the clinical and the educational, with the dominance of the first one. During the 1990-decade, we can observe the co-existence of the same models with the dominance (but not the hegemony) of the educational model, as shown by the activities of the students. In the 1980s, for instance, the most common activities were observation of the children (45.9%), teachers guidance (40.5%) and psychodiagnostic (37.8%). In the 1990s, the main activities were participation in staff briefings (66.6%), parents guidance (58.0%), teachers guidance (50.0%) and students counseling (41.6%). Aspects related to the importance of professional training - represented by curricular supervised training - to the professional practice are discussed

O estágio supervisionado da educação infantil no curso de Pedagogia da FCT/UNESP: a práxis na visão dos alunos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O professor-colaborador no estágio curricular supervisionado em educação física: perfil, papel e potencialidades

Pós-graduação em Ciências da Motricidade - IBRC

Prática como componente Curricular e estágio supervisionado na formação de professores de Educação Física

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.

Imaginário e estratégias didáticas: análise das atividades desenvolvidas por um licenciando em Física durante o Estágio Curricular Supervisionado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Effects of progressive resistance strength training on knee biomechanics during single leg step-up in persons with mild knee osteoarthritis

Background: The goal of this study was to determine if increasing strength in primary knee extensors and flexors would directly affect net knee joint moments during a common functional task in persons with knee osteoarthritis. Methods: An exploratory single sample clinical trial with pre-post treatment measures was used to study volunteers with clinical diagnosis of mild knee osteoarthritis (OA) in one knee. Subjects participated in an individually supervised training program 3 times a week for eight weeks consisting of progressive resistive exercises for knee extensors and knee flexors. Pre and post training outcome assessments included: 1. Net internal knee joint moments, 2. Electromyography of primary knee extensors and flexors, and 3. Self-report measures of knee pain and function. The distribution of lower extremity joint moments as a percent of the total support moment was also investigated. Findings: Pain, symptoms, activities of daily life, quality of life, stiffness, and function scores showed significant improvement following strength training. Knee internal valgus and hip internal rotation moments showed increasing but non-statistically significant changes post-training. There were no significant differences in muscle co-contraction activation of the Quadriceps and Hamstrings. Interpretation: While exercise continues to be an important element of OA management, the results of this study suggest improvements in function, pain, and other symptoms, as a result of strength training may not be causally related to specific biomechanical changes in net joint moments. (C) 2011 Elsevier Ltd. All rights reserved.

Relatório de Estágio de Qualificação Profissional (Educação Pré-Escolar)

Relatório EPE - Relatório de Estágio em Educação Pré-Escolar: Para aprender a ensinar é necessário passar por diversas etapas, assim sendo, o presente relatório é o culminar de um primeiro momento de estágio, do primeiro contacto com a profissão com todas as dinâmicas e especificidades de que dela fazem parte. Pretendendo-se ser um educador reflexivo e investigador, em que o desejo de saber o porquê daquilo que observa, o leva a descobrir novas coisas e a refletir sempre sobre elas, é fulcral que se conheçam alguns pressupostos teóricos que sirvam de suporte à prática a realizar. Desta forma, é feita uma contextualização teórica em que se aborda o papel do Educador de Infância, agente tão importante na educação das crianças, uma vez que educa os cidadãos de amanhã. Ao mesmo tempo, são ainda abordados alguns tópicos pertinentes relativamente à educação de infância, como a organização do ambiente educativo, a intencionalidade educativa, assim como modelos e perspetivas teóricas que fundamentam toda a prática desenvolvida. Com a realização deste relatório, inicia-se a construção do profissional reflexivo e investigador. Neste sentido, reflete-se acerca de toda ação pedagógica desenvolvida, assim como dos aspetos que se devem melhorar no futuro e que objetivos anteriormente definidos foram já alcançados. Na certeza de que o período de prática pedagógica referenciada foi o primeiro de muitos momentos de autodescoberta e realização pessoal, espera-se que o mesmo seja capaz de transparecer toda a experiência e enriquecimento para quem o lê. Relatório EPE - Relatório de Estágio em Educação Pré-Escolar:In order to learn how to teach, one needs to follow several stages, and on that path, the present report is the final step of a first stage in the trainee program, one that marked the first contact with the teaching profession and with all its dynamics and specifics. The aim is to be a reflexive educator and researcher, one that desires to understand the reason and motive of its object, one that is led to the discovery of new things and to a reflection on them. On that line, it is important to know some theoretical concepts to support the practice. With that goal in mind, this paper is a theoretical contextualization relating to the role of the infant teacher, a very important one, as it concerns the education of future citizens. At the same time, some relevant topics are addressed in what concerns the work of the infant teacher, such as the arrangement of the educational environment, the educational intentionality, and also theoretical models and perspectives, fundamental to the developed work. With this report begins the construction of the reflexive professional and researcher. In doing so, it is a reflection on several issues, namely, on all the pedagogical actions developed throughout the stage, on the features to improve in the future, and what previously defined goals were already achieved. Without a doubt, this stage of educational action is the first of several moments of self-discovery and personal achievement. Hopefully, this report will be able to reflect all the experience and to be an enriching experience to the reader.

High-intensity intermittent training in hypoxia: a double-blinded, placebo-controlled field study in youth football players.

High-intensity intermittent training in hypoxia: A double-blinded, placebo-controlled field study in youth football players. J Strength Cond Res 29(1): 226-237, 2015-This study examined the effects of 5 weeks (∼60 minutes per training, 2 d·wk) of run-based high-intensity repeated-sprint ability (RSA) and explosive strength/agility/sprint training in either normobaric hypoxia repeated sprints in hypoxia (RSH; inspired oxygen fraction [FIO2] = 14.3%) or repeated sprints in normoxia (RSN; FIO2 = 21.0%) on physical performance in 16 highly trained, under-18 male footballers. For both RSH (n = 8) and RSN (n = 8) groups, lower-limb explosive power, sprinting (10-40 m) times, maximal aerobic speed, repeated-sprint (10 × 30 m, 30-s rest) and repeated-agility (RA) (6 × 20 m, 30-s rest) abilities were evaluated in normoxia before and after supervised training. Lower-limb explosive power (+6.5 ± 1.9% vs. +5.0 ± 7.6% for RSH and RSN, respectively; both p < 0.001) and performance during maximal sprinting increased (from -6.6 ± 2.2% vs. -4.3 ± 2.6% at 10 m to -1.7 ± 1.7% vs. -1.3 ± 2.3% at 40 m for RSH and RSN, respectively; p values ranging from <0.05 to <0.01) to a similar extent in RSH and RSN. Both groups improved best (-3.0 ± 1.7% vs. -2.3 ± 1.8%; both p ≤ 0.05) and mean (-3.2 ± 1.7%, p < 0.01 vs. -1.9 ± 2.6%, p ≤ 0.05 for RSH and RSN, respectively) repeated-sprint times, whereas sprint decrement did not change. Significant interactions effects (p ≤ 0.05) between condition and time were found for RA ability-related parameters with very likely greater gains (p ≤ 0.05) for RSH than RSN (initial sprint: 4.4 ± 1.9% vs. 2.0 ± 1.7% and cumulated times: 4.3 ± 0.6% vs. 2.4 ± 1.7%). Maximal aerobic speed remained unchanged throughout the protocol. In youth highly trained football players, the addition of 10 repeated-sprint training sessions performed in hypoxia vs. normoxia to their regular football practice over a 5-week in-season period was more efficient at enhancing RA ability (including direction changes), whereas it had no additional effect on improvements in lower-limb explosive power, maximal sprinting, and RSA performance.

Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental

This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piauí and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible

Combined exercise training in asymptomatic elderly with controlled hypertension: Effects on functional capacity and cardiac diastolic function

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O estágio com espaço de elaboração dos saberes docentes e a formação do professor

Pós-graduação em Educação - FCT

A educação física adaptada no contexto da formação profissional: implicações curriculares para os cursos de educação física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cursos de licenciatura em Letras: a prática de ensino sob o enfoque interdisciplinar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)