Tornar-se doCENte: uma viagem pelas experiências formativas de professores da Educação Infantil do Centro Educacional de Niterói de 1980 a 2006

Esta dissertação tem como centralidade investigar as narrativas de professores que atuaram no segmento da Educação Infantil do Centro Educacional de Niterói (CEN), entre 1980 e 2006. Esta pesquisa busca compreender, em um mergulho nas abordagens (auto)biográficas, como estes docentes viveram as ações de formação, ou de (trans)formação, desenvolvidas no espaçotempo desta escola, percebidas como movimentos instituintes. Por último, busca compreender os impactos que a experiência de ser docente no CEN, ou tornar-se doCENte, trouxe para a construção de sua identidade e de sua atuação pedagógica. Para a consecução destes objetivos, tornou-se necessário, em paralelo, compreender a escola e suas principais marcas identitárias. Sendo assim, a dissertação contempla também uma investigação sobre o contexto histórico de sua criação no final da década de 1950 e início da década de 1960. Elementos de uma viagem foram tomados como metáfora a fim de elucidar o itinerário da pesquisa e, assim, refletir acerca dos referenciais teóricos metodológicos que a perpassam e fundamentam, tais como os conceitos de história, experiência, narrativas (auto)biográficas, formação docente, movimentos instituintes, conversas e análise de conteúdo. A partir do entrelaçamento destes conceitos, tomados como fundamentais à investigação, da interlocução com o contexto histórico institucional e das conversas com os professores, vividas como parte do trabalho de pesquisa, esta dissertação busca compreender discursos, processos de formação e espaços formativos. Dentre as muitas reflexões que a pesquisa proporciona, destaco: a importância da busca pelo conhecimento como elemento constitutivo da identidade docente, ou seja, a formação docente deve ter com preocupação central a formação de professores pesquisadores; a necessidade do estreitamento do diálogo entre escola e universidade; e a transformação de cada escola em centro de formação docente, em fórum de discussão e construção de saberes e fazeres, em uma perspectiva pessoal e coletiva.

Tornar-se professor de história: um estudo das experiências de professores iniciantes com a formação e o trabalho docente

A presente dissertação se situa no debate que envolve os saberes, as práticas, os processos formativos e o trabalho docente. Os referencias teóricos elencados propõem um debate teórico amplo sobre a realidade atual que perpassa a formação institucionalizada de professores, bem como a educação escolar pública. Assim, evidencia-se na atualidade um campo de forças na educação, que ora revela um sistema educacional marcado pela perversidade, ora aponta para a possibilidade de movimentos transformadores capazes de romper com as mazelas instituídas na educação escolar. Algumas questões orientam a discussão, tais como: Como o sujeito se torna professor? Qual o papel da formação inicial no processo na preparação dos professores? Como é ser um professor iniciante de História na realidade atual do ensino público? Como os professores experenciam o choque de realidade ao ingressarem profissionalmente em sala de aula? Quais os maiores desafios e possibilidades no início de carreira? Neste sentido, o trabalho tem como propósito central compreender o processo de tornar-se professor, dialogando com as experiências formativas e profissionais de dois professores iniciantes de História, egressos da Faculdade de Formação de Professores FFP-UERJ e atuantes na rede estadual de ensino do Rio de Janeiro. A pesquisa é embasada nas contribuições de Arroyo, Frigotto, Gatti e Barretto, Guarnieri, Monteiro, Nóvoa, Tardif, e, notadamente, nas experiências narradas pelos docentes. A investigação é de cunho qualitativo e sobre/com os sujeitos do cotidiano escolar, lançando mão da abordagem teórico-metodológica das histórias de vida com recorte temático. Como procedimento metodológico, utiliza-se as entrevistas/conversas a fim de se ter uma escuta sensível, além de um entrosamento maior e mais profundo com as narrativas dos participantes. A dissertação dialoga com temáticas forjadas no debate entre a literatura na área e as experiências docentes, tais como: trajetória e escolha profissional, formação inicial na FFP-UERJ, desafios do início de carreira, dentre outros. A partir dos achados da pesquisa e das reflexões feitas juntamente com os professores de História, aponta-se para a necessidade de (re)pensarmos elementos que perpassam as instituições formadoras de professores, assim como a cultura escolar e as políticas públicas educacionais. A pesquisa tenciona, assim, lançar luz e contribuir no debate sobre a formação inicial institucionalizada e o trabalho docente, os processos formativos, saberes e práticas de professores.

Cartographic notes on the work in the Family Health Strategy: relationships between workers and the population

The objective of this intervention study was to map instituted and instituting movements present in the work of the Family Health Strategy in the development of their care practices. The theoretical framework is based on institutional analysis, using the schizoanalytic approach. Group meetings were carried out with the staff to discuss how they provided collective care in continuing health education. The study subjects were professionals from the team and students who were engaged in academic activity in the service. The average attendance was twelve people per meeting, and there were a total of eight meetings from March to July 2010. Data were grouped into two immanent strata: the relationships of the team and the relationship with clients. The strata point to the intersection of education and legal institutions and the social and technical division of labor. Collective thinking in groups appeared to be effective in denaturalizing established processes and interrogating places, knowledge and practices.

Hacia una educación inclusiva : reinventar las prácticas curriculares, más allá de las políticas educativas

El presente artículo se propone dejar planteados algunos aportes y debates en torno a la definición de políticas educativas que promueven la inclusión y sus efectos en las prácticas curriculares que se configuran en el dispositivo escolar, el que define sus condiciones de posibilidad. Se plantea que no existe una aplicación lineal de las políticas educativas, atendiendo a las mediaciones que los actores educativos ponen en juego en las prácticas curriculares fundadas en una lógica escolar naturalizada. Por ello la necesidad de propiciar procesos de desnaturalización de las creencias de los actores educativos acerca de las formas de lo escolar, el aprender y el enseñar, el curriculum, la educación común, la educación especial y sus posibles relaciones. De este modo habilitar movimientos instituyentes que transformen las prácticas curriculares en herramientas para la inclusión educativa en términos de igualdad para todos/as.

O cuidado em saúde mental infantil na perspectiva de profissionais, familiares e crianças

Introdução: A preocupação e a incorporação da problemática da saúde mental infantil nas políticas públicas de saúde são recentes, assim como o desenvolvimento de ações voltadas a esse cuidado. Preconiza-se que essa atenção se proceda a partir de uma rede composta por serviços atuando de modo articulado a outros setores. Objetivo: Analisar os processos e as condições de produção de cuidados em saúde mental de criança na perspectiva do modo psicossocial na Rede de Atenção Psicossocial. Método: Pesquisa qualitativa, com referencial teórico-metodológico oriundo da Análise Institucional, desenvolvida por meio de Observação Participante em (1) espaços de articulação entre serviços de saúde, (2) Unidade Básica de Saúde e (3) Centro de Atenção Psicossocial Infantojuvenil (CAPSi) no município de Mauá, São Paulo. A Observação Participante permitiu reconhecer os procedimentos de cuidados no cotidiano dos serviços. Para aprofundamento da investigação, foram realizados Grupos Focais com profissionais da Estratégia de Saúde da Família e do CAPSi, com familiares de crianças que frequentam o CAPSi e com crianças usuárias do serviço. Os dados foram analisados e interpretados a partir de conceitos advindos da psicanálise winnicottiana, do modo de atenção psicossocial e da análise institucional. Resultados e Discussão: O interesse, o investimento político e o direcionamento das ações e da organização dos serviços, coerentes com a lógica de atenção psicossocial, têm propiciado um terreno fértil para a construção de práticas transformadoras de cuidado em saúde mental. A incorporação desse cuidado na Atenção Básica, ainda que apresente desafios e tensões entre o modelo instituído (departamentalizado em especialidades) e instituinte (saúde mental integrante da saúde geral), levou a mudanças nas ações e concepções dos profissionais. Contudo, o desenvolvimento de ações intersetoriais e a construção de uma rede ampliada de atenção têm sido limitados pela escassez de serviços e profissionais da rede e por diferentes concepções que atravessam o campo. Os participantes da pesquisa expressam visão conflitante em relação à concepção acerca de problemas de saúde mental e das expectativas quanto ao cuidado, sendo observada forte presença de uma cultura psiquiátrica, que se acentua nas falas dos familiares e na articulação com outros serviços, e uma inclinação a favor da atenção psicossocial, mais presente nas expressões dos profissionais. Nos serviços de saúde, há movimentos instituintes que enfatizam a integralidade da atenção, a interdisciplinaridade do cuidado, a multideterminação do processo saúde-doença, alinhados ao modo de atenção psicossocial. O acolhimento, o vínculo, a escuta e a confiança, importantes elementos do cuidado estão presente nas ações dos serviços. As intervenções terapêuticas têm sido desenvolvidas a partir da singularidade dos casos por meio de Projetos Terapêuticos Individuais, embora sejam consideradas aquém das necessidades das crianças, limitações advindas da escassez de profissionais e serviços da rede. Considerações Finais: Embora os serviços de saúde atuem na direção do cuidado alicerçado no modo psicossocial, eles têm atuado de forma pouco articulada com outros setores. A hegemonia da cultura psiquiátrica é um desafio a ser enfrentado. São urgentes ações que possam promover mudanças nessa cultura predominante e no imaginário social no que toca aos problemas de saúde mental e aceitação das diferenças.

Movements in gesture interfaces

There is a mismatch between the kinds of movements used in gesture interfaces and our existing theoretical understandings of gesture. We need to re-examine the assumptions of gesture research and develop theory more suited to gesture interface design. In addition to improved theory, we need to develop ways for participants in the process of design to adapt, extend and develop theory for their own design contexts. Gesture interface designers should approach theory as a contingent resource for design actions that is responsive to the needs of the design process.

Increasing stochastic perturbations enhances acquisition and learning of complex sport movements

Traditionally, the aquisition of skills and sport movement has been characterised by numerous repetitions of presumed model movement pattern to be acquired by learners. This approach has been questioned by research identifying the presence of individualised movement patterns and the low probability of occurrence of two identical movements within and between individuals. In contrast, the differential learning approach claims advantage for incurring variability in the learning process by adding stochastic perturbations during practice. These ideas are exemplified by data from a high jump experiment which compared the effectiveness of classical and a differential training approach with pre-post test design. Results showed clear advantages for the group with additional stochastic perturbation during the aquisition phase in comparison to classically trained athletes. Analogies to similar phenomenological effects in the neurobiological literature are discussed.

Eye-movements and visual imagery : a working memory approach to the treatment of post-traumatic stress disorder

It has been claimed that the symptoms of post-traumatic stress disorder (PTSD) can be ameliorated by eye-movement desensitization-reprocessing therapy (EMD-R), a procedure that involves the individual making saccadic eye-movements while imagining the traumatic event. We hypothesized that these eye-movements reduce the vividness of distressing images by disrupting the function of the visuospatial sketchpad (VSSP) of working memory, and that by doing so they reduce the intensity of the emotion associated with the image. This hypothesis was tested by asking non-PTSD participants to form images of neutral and negative pictures under dual task conditions. Their images were less vivid with concurrent eye-movements and with a concurrent spatial tapping task that did not involve eye-movements. In the first three experiments, these secondary tasks did not consistently affect participants' emotional responses to the images. However, Expt 4 used personal recollections as stimuli for the imagery task, and demonstrated a significant reduction in emotional response under the same dual task conditions. These results suggest that, if EMD-R works, it does so by reducing the vividness and emotiveness of traumatic images via the VSSP of working memory. Other visuospatial tasks may also be of therapeutic value.

Influence of presbyopic corrections on driving-related eye and head movements

Purpose: To investigate whether wearing different presbyopic vision corrections alters the pattern of eye and head movements when viewing and responding to driving-related traffic scenes. Methods: Participants included 20 presbyopes (mean age: 56.1 ± 5.7 years) who had no experience of wearing presbyopic vision corrections, apart from single vision (SV) reading spectacles. Each participant wore five different vision corrections: distance SV lenses, progressive addition spectacle lenses (PAL), bifocal spectacle lenses (BIF), monovision (MV) and multifocal contact lenses (MTF CL). For each visual condition, participants were required to view videotape recordings of traffic scenes, track a reference vehicle, and identify a series of peripherally presented targets. Digital numerical display panels were also included as near visual stimuli (simulating the visual displays of a vehicle speedometer and radio). Eye and head movements were measured, and the accuracy of target recognition was also recorded. Results: The path length of eye movements while viewing and responding to driving-related traffic scenes was significantly longer when wearing BIF and PAL than MV and MTF CL (both p ≤ 0.013). The path length of head movements was greater with SV, BIF, and PAL than MV and MTF CL (all p < 0.001). Target recognition and brake response times were not significantly affected by vision correction, whereas target recognition was less accurate when the near stimulus was located at eccentricities inferiorly and to the left, rather than directly below the primary position of gaze (p = 0.008), regardless of vision correction. Conclusions: Different presbyopic vision corrections alter eye and head movement patterns. The longer path length of eye and head movements and greater number of saccades associated with the spectacle presbyopic corrections may affect some aspects of driving performance.

Comparison of high-speed videokeratoscopy and ultrasound distance sensing for measuring the longitudinal corneal apex movements

Two different methods to measure binocular longitudinal corneal apex movements were synchronously applied. High-speed videokeratoscopy at a sampling frequency of 15 Hz and a customdesigned ultrasound distance sensor at 100 Hz were used for the left and the right eye, respectively. Four healthy subjects participated in the study. Simultaneously, cardiac electric cycle (ECG) was registered for each subject at 100 Hz. Each measurement took 20 s. Subjects were asked to suppress blinking during the measurements. A rigid headrest and a bite-bar were used to minimize undesirable head movements. Time, frequency and time-frequency representations of the acquired signals were obtained to establish their temporal and spectral contents. Coherence analysis was used to estimate the correlation between the measured signals. The results showed close correlation between both corneal apex movements and the cardiopulmonary system. Unraveling these relationships could lead to better understanding of interactions between ocular biomechanics and vision. The advantages and disadvantages of the two methods in the context of measuring longitudinal movements of the corneal apex are outlined.

Ultrasonic measurement of fine head movements in a standard ophthalmic headrest

We aimed to investigate the naturally occurring horizontal plane movements of a head stabilized in a standard ophthalmic headrest and to analyze their magnitude, velocity, spectral characteristics, and correlation to the cardio pulmonary system. Two custom-made air-coupled highly accurate (±2 μm)ultrasound transducers were used to measure the displacements of the head in different horizontal directions with a sampling frequency of 100 Hz. Synchronously to the head movements, an electrocardiogram (ECG) signal was recorded. Three healthy subjects participated in the study. Frequency analysis of the recorded head movements and their velocities was carried out, and functions of coherence between the two displacements and the ECG signal were calculated. Frequency of respiration and the heartbeat were clearly visible in all recorded head movements. The amplitude of head displacements was typically in the range of ±100 μm. The first harmonic of the heartbeat (in the range of 2–3 Hz), rather than its principal frequency, was found to be the dominant frequency of both head movements and their velocities. Coherence analysis showed high interdependence between the considered signals for frequencies of up to 20 Hz. These findings may contribute to the design of better ophthalmic headrests and should help other studies in the decision making of whether to use a heavy headrest or a bite bar.

Influence of presbyopic corrections on driving-related eye and head movements

Purpose: To investigate whether wearing different presbyopic refractive corrections alters the pattern of eye and head movements when searching for dynamic targets in driving-related traffic scenes. Methods: Eye and head movements of 20 presbyopes (mean age = 56.2 ± 5.7 years), who had no experience of wearing presbyopic corrections or were unadapted wearers were recorded using the faceLABTM eye and head tracker, while wearing five different corrections: single vision lenses (SV), progressive addition lenses (PALs), bifocal spectacles (BIF), monovision and multifocal contact lenses (MTF CLs) in random order (within-subjects comparison). Recorded traffic scenes of suburban roads and expressways with edited targets were viewed as dynamic stimuli. Results: The magnitude of eye and head movements was significantly greater for SV, BIF and PALs than monovision and MTF CLs (p < 0.001). In addition, BIF wear led to more eye movements than PAL wear (p = 0.017), while PAL wear resulted in greater head movements than SV wear (p = 0.018). The ratio of eye to head movement was smaller for PALs than all other groups (p < 0.001). The number of saccades made to fixate a target was significantly higher for BIF and PALs than monovision or MTF CLs (p < 0.05). Conclusions: Different presbyopic corrections can alter eye and head movement patterns. Wearing spectacles such as BIF and PALs produced relatively greater eye and head movements and saccades when viewing dynamic targets. The impact of these changes in eye and head movement patterns may have implications for driving performance under real world driving conditions.

Head and eye movements and lane keeping in drivers with hemianopia and quadrantanopia compared to controls

Purpose: To compare the eye and head movements and lane-keeping of drivers with hemianopia and quadrantanopia with that of age-matched controls when driving under real world conditions. Methods: Participants included 22 hemianopes and 8 quadrantanopes (M age 53 yrs) and 30 persons with normal visual fields (M age 52 yrs) who were ≥ 6 months from the brain injury date and either a current driver or aiming to resume driving. All participants drove an instrumented dual-brake vehicle along a 14-mile route in traffic that included non-interstate city driving and interstate driving. Driving performance was scored using a standardised assessment system by two “backseat” raters and the Vigil Vanguard system which provides objective measures of speed, braking and acceleration, cornering, and video-based footage from which eye and head movements and lane-keeping can be derived. Results: As compared to drivers with normal visual fields, drivers with hemianopia or quadrantanopia on average were significantly more likely to drive slower, to exhibit less excessive cornering forces or acceleration, and to execute more shoulder movements off the seat. Those hemianopic and quadrantanopic drivers rated as safe to drive by the backseat evaluator made significantly more excursive eye movements, exhibited more stable lane positioning, less sudden braking events and drove at higher speeds than those rated as unsafe, while there was no difference between safe and unsafe drivers in head movements. Conclusions: Persons with hemianopic and quadrantanopic field defects rated as safe to drive have different driving characteristics compared to those rated as unsafe when assessed using objective measures of driving performance.

Driving-related eye and head movements are changed by the type of presbyopic correction

Purpose: To investigate whether wearing different presbyopic vision corrections alters the pattern of eye and head movements when viewing dynamic driving-related traffic scenes. Methods: Participants included 20 presbyopes (mean age: 56±5.7 years) who had no experience of wearing presbyopic vision corrections (i.e. all were single vision wearers). Eye and head movements were recorded while wearing five different vision corrections: single vision lenses (SV), progressive addition spectacle lenses (PALs), bifocal spectacle lenses (BIF), monovision (MV) and multifocal contact lenses (MTF CL) in random order. Videotape recordings of traffic scenes of suburban roads and expressways (with edited targets) were presented as dynamic driving-related stimuli and digital numeric display panels included as near visual stimuli (simulating speedometer and radio). Eye and head movements were recorded using the faceLAB™ system and the accuracy of target identification was also recorded. Results: The magnitude of eye movements while viewing the driving-related traffic scenes was greater when wearing BIF and PALs than MV and MTF CL (p≤0.013). The magnitude of head movements was greater when wearing SV, BIF and PALs than MV and MTF CL (p<0.0001) and the number of saccades was significantly higher for BIF and PALs than MV (p≤0.043). Target recognition accuracy was poorer for all vision corrections when the near stimulus was located at eccentricities inferiorly and to the left, rather than directly below the primary position of gaze (p=0.008), and PALs gave better performance than MTF CL (p=0.043). Conclusions: Different presbyopic vision corrections alter eye and head movement patterns. In particular, the larger magnitude of eye and head movements and greater number of saccades associated with the spectacle presbyopic corrections, may impact on driving performance.