A concepção estratégico-tática no handebol : implicações para a formação de jogadores inteligentes

Universidade Estadual de Campinas . Faculdade de Educação Física

Formação, educação física e inclusão : compreendendo os processos inclusivos

No intuito de contribuir para a problematização da Educação, numa perspectiva inclusiva, esta dissertação procura conhecer e analisar a prática pedagógica inclusiva experimentada pelos professores de Educação Física na escola, por meio de suas narrativas, em uma ação de formação continuada. O projeto de extensão intitulado Formação Continuada de Professores de Educação Física para a Educação Inclusiva foi a estratégia utilizada para a criação de um grupo de estudos, denominado Grupo Operativo de Formação (GOF). A ação de formação continuada foi realizada durante o período de julho a dezembro de 2011, em um encontro presencial semanal, totalizando dezesseis encontros, com uma carga horária final de 90h. Participaram da ação de formação quatro professores da Secretaria Municipal de Educação de Vitória-ES. A pesquisa baseia-se em elementos da pesquisa-ação, utilizando como instrumentos e procedimentos para a produção dos dados a narrativa, o diário de campo, o memorial e a entrevista. Da análise dos dados produzidos identifica três categorias norteadoras das discussões: a) o trabalho coletivo como possibilidade para inclusão; b) trilhando caminhos para o desenvolvimento de práticas inclusivas: o autismo como foco do percurso; c) o olhar dos professores sobre a ação de formação experimentada no GOF. As análises realizadas revelam que essa ação de formação traz resultados que sinalizam positivamente para sua efetivação como instrumento ativo no processo de formação de professores para a educação básica, na perspectiva da inclusão. Portanto, essa é uma interessante ferramenta a ser utilizada pelas redes de ensino como alternativa metodológica em programas de formação continuada. Além disso, a proposta promove momentos para a prática reflexiva dos professores, representando uma rica oportunidade, capaz de fazer com que eles se apropriem de teorias educacionais que poderão contribuir na elaboração de suas aulas.

Da formação ludopiética à autopoiese do lazer: significados para a autoformação humanescente do profissional do lazer

The present study aimed to understand and interpret the connections between the training of graduate ludopoiética leisure and the process of autopoiesis of leisure. From the main objective, the following objectives had been formulated specific: a) To interpret more significant the ludopoiéticas experiences in the academic formation of graduandos of leisure; b) To analyze the experiences of the leisure most significant, disclosed for the group investigated, before, during and after the course; c) To describe and to interpret the process of autopoiese of the leisure and its respective meaning for the autoformação human being. The study it articulated the following metodológicas boardings: autobiogr á fica, etnogr á fica and fenomenológica. For the construction of the ludopoiéticas bridges between the academic formation proposal for the course of Leisure and Quality of Life of the CEFET-RN and the autoformação lived deeply human being as leisure for the participants of the study, we use as categories of analysis, five properties that had constituted the respective autopoiético system of the leisure. Thus, for our autopoiética reflectivity we adopt the following categories: autotelia; autoliberação; autoconectividade; autovalia and autofruição. The carried through research obtained to evidence given important of the ludopoié tica formation of these professionals of the leisure for its autoforma ç ã o human being and the autocriação of the proper leisure, that for recursividade feeds this autoformação in way permanently. Lived deeply properties of the ludopoiético system in the formation are searched with autonomy in the leisure. Thus, the learning of the autotelia, the autovalia, the autofruição and the autoconectividade lived deeply during the course of graduation in Leisure and Quality of Life is valued by the emotion of the joy and the love to the life, having become something desired by the citizens that had chosen the leisure as profession

Formação de educadores de jovens e adultos no Programa Geração Cidadã: relação entre saberes na proposição curricular

This paper deals with the fundamental elements of a curricular proposal aiming at the formation of alphabetizers of young and adults, as long as it concerns the relation between the academic knowledge and that one arising from the classroom experience. The empirical field of the research comes from the work of the teachers responsible for the formation of the alphabetizers of the GerAção Cidadã Program (2004-2005) linked, as an Extension Program, to Federal University of Rio Grande do Norte. Indeed, it tries to understand how these young and adult educators makers figure out the link between the experienced knowledge, which their lives give testimony of, with the scientific knowledge, which they are entitled to mediate in class. This work is funded in the principles of the Collaborative Research, which constitutes a kind of qualitative research. It makes use of procedures supported by qualitative research, especially those ones related to reflexive sessions, as well as to documental researches and semi-structured interviews. These spaces have afforded the group of alphabetizers the opportunity to talk over their practice, not only individually but also collectively, in order to work out contributive proposals having in view changes in the educative actions. As elaborated contributions, we present a discussion about the specificities in the making of educators to EJA, in their differentiated social roles. Reflecting on the experiences of the educators makers, we highlight those elements we regard as essential to the constitution of a formation proposal, like formative times and spaces, dialogue and social memory. The curricular organization is compreneded as part of an enlarged dimension that does not restraint itself to school; rather, it is visualized as a structuring instance that connects different knowledge surpassing community and university. Under this optics, we come to the conclusion that the connection the scientific knowledge establishes with the experienced one, which is immersed in the cultural practices of those who are involved in the formative process, is the basement to a curricular proposal of a formation course destined to educators committed with the need of changing society

Práticas de leitura e escrita na formação em ciências e tecnologia

The discussion about the need of improving the reading and the writing practices of professionals from the most different knowledge areas has caused, in Brazilian and foreign institutions of higher education, a movement of insertion of curricula components whose focus is the reading and the writing in academic formation. To contributing with the reflection about that discussion, this master s degree dissertation has as object of study the situated linguistic formation. Our general objective is to analyze a linguistic formation proposal to graduating students from the Bachelor s degree in Science and Technology (BCT) of the Federal University of Rio Grande do Norte (UFRN). To constructing that analysis, we have established four specific objectives: a) verifying if the ten brazilian Institutions of Higher Education which offer the BCT have curricula components of reading and writing directed to that formation; b) describing how these Bachelor s degree reading and writing curricula components are presented; c) examining differences and similarities which, in general, exist among curricula components related to reading and writing in each one of the researched institutions; d) revealing which categories delineate the linguistic formation developed in the BCT of the UFRN. In order to reaching our goals, this work has been based on the dialogical conception of the language (BAKHTIN [1952-1953] 2010), on the literacy studies (KLEIMAN [1995] 2008; TINOCO, 2008) and on the critical pedagogy (FREIRE, 1980; 2007). Methodologically, this qualitative research of ethnographic direction (ANDRÉ, 1995) is grounded in Applied Linguistics (PEREIRA; ROCA, 2009; PASCHOAL; CELANI (Orgs.), 1992). This research has the contribution of professors, scholars and monitors of the field of Reading and Writing Practices (PLE) and also graduating students from the UFRN BCT which had already studied PLE-I and/or PLE-II. The tools used for data collection/generation were: curricula components programs related to reading and writing in the BCT in the researched higher education institutions (IES), questionnaires, semi-structured interviews and profiles. The generated data allowed us to establish the following analysis categories: situationality (real situation, thematic contemporaneity and thematic focalization) and literacy projects (learning community and protagonism). The results achieved show that most IES which offer BCT worry about improving the reading and writing competences of their graduating students; however, there is still a lot to be done (increase of the number of class hours, contents and methodological aspects review, theoretical referential sophistication) so that the curricula components can be configured as a situated and significant linguistic formation. Finally, we make some suggestions for improving the work which has been made in the BCT of the UFRN, making then the mother tongue teaching in courses of the area of exact and technological sciences stronger

Ações regressivas acidentárias sob a perspectiva da previdênca social e da responsabilidade civil

Pós-graduação em Direito - FCHS

Uma proposta de formação de gestores tendo em vista a implantação do Programa São Paulo Faz Escola

Pós-graduação em Educação Escolar - FCLAR

Proposal of Using Ozonated Water to Control Biofilm Formation on Mouth-Related Devices

The purpose of this study was to evaluate the antimicrobial effectiveness and dental applications of ozonated water generated by portable equipment (0.667 mg/L). Total elimination of C. albicans, E. coli and S. mutans planktonic cells was observed after 5 min. Reduction in the number of viable cells of biofilms formed on acrylic resin was observed for C. albicans, S. mutans and E. coli. The same effect was observed on biofilms of E. coli, S. aureus, S. mutans and C. albicans formed on stainless steel. Ozonated water was effective for the disinfection of experimentally contaminated toothbrushes.

The Recognition as a Quality Methodology Proposal in the Learning Process

In the education field, the question for the holistic formation is continuous and controversial. Moreover, with the obvious changes in the global knowledge production, apprehension and transmission, is crucial asking for the role of the education in the changes of the individual toward autonomy and take decisions in relationship with the educational process and the responsibility like a person sharing with knowledge like an issue of social development. In this context, this paper, presents results of an investigation made on 1995, about the recognition value like a methodology proposal of learning quality, for consider their propositions to be in force into an educational structure.

Gap size measurement: the proposal of a new field method

In the tropical Atlantic Forest, 42 canopy gaps had their areas estimated using four different field methods of measurement: Runkle, Brokaw and Green [Runkle, J.R., 1981. Gap formation in some old-growth forests of the eastern United States. Ecology 62, 1041-1051; Brokaw, N.V.L., 1982. The definition of treefall gap and its effect on measures of forest dynamics. Biotropica 14, 158-160; Green, P.T., 1996. Canopy Gaps in rain forest on Christmas Island, Indian Ocean: size distribution and methods of measurement. J. Trop. Ecol. 12, 427-434] and a new method proposed in this work. It was found that within the same gap delimitation, average gap size varied from 56.0 up to 88.3 m(3) while total sum of gap area varied from 2351.3 to 3707.9 m(3) Differences among all methods and between pairs of method proved to be statistically significant. As a consequence, gap size-class distribution was also different between methods. When one method is held as a standard, deviation on average values of gap size ranged between 11.8 and 59.7% as deviations on single gap size can reach 172.8%. Implications on forest dynamics were expressed by the forest turnover rate that was 24% faster or 15% slower depending on the method adopted for gap measurement. Based on my results and on methods' evaluation, the use of a new method is proposed here for future research involving the measure of gap size in forest ecosystems. Finally, it is concluded that forest comparisons disregarding the influence of different methods of gap measurement should be reconsidered. (c) 2005 Elsevier B.V. All rights reserved.