A representação social de disciplinas didático-pedagógicas no contexto da formação inicial docente: um entremear de saberes

We seek, through this study, to analyze about social representation that the students of licentiate degree course of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN - have about didactic-pedagogical subjects. We utilize the Social Representations Theory (MOSCOVICI, 2009; 2012; JODELET, 2001) as a theoretical and methodological contribution and as aim, we identify this social representation and understand how it is influenced by the formation of these undergraduates. So we developed the research under the seven undergraduate classroom courses offered by IFRN, namely: Biology, Spanish, Physics, Geography, Computer Science, Mathematics and Chemistry, covering units located both in the capital and in the countryside. While methodological approach we used the Procedure of Multiple Classification (PMC) - (ROAZZI, 1995), whose realization requires a set of words achieved through of Free Technique of Words Association - FTWA - (ABRIC, 1998). For this realization we have a total of one hundred twenty (120) participants, with thirty (30) in FTWA and other stage in the realization of free classification and directed that correspond to the MPR. Achieved the empirical data, we use the analysis of content (BARDIN, 2011; FRANCO, 2007) and multidimensional (ROAZZI, 1995) for the course of his interpretation. Finally, we identify the social representation of didactic and pedagogical subjects centered around the idea that it is through these subjects that can achieve the profile of "good professional" as one who gathers knowledge and attributes required for the full development of teaching involving capabilities it and characteristics that mark the sense of professionalism. Furthermore, we found that the anchoring social representation on the understanding that these disciplines "teach the teacher to be" in the image and its objectification of the "good teacher", ie, one that reaches through the training process and experiences, qualities that make it unique and able to carry full professional. Still see that the actions of the teacher trainer affects the way students perceive, assume and engage in the study of teaching and pedagogical subjects and it reflects significantly the social representation then created

Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation

Concepções de licenciandos sobre violência sexual e políticas educacionais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Evasão e evadidos: o discurso dos ex-alunos sobre evasão escolar nos cursos de licenciatura

Pós-graduação em Educação - FFC

Reflexões e observações sobre as novas diretrizes curriculares e a sua influência na formação inicial do professor na universidade

With reference to curricular changes proposed by the CNE Resolution 1 /2002 and CNE 2/2002 on Teacher Education in Basic Education teaching degree - this study aims to analyze the new professional profile proposed in curriculum pedagogy , Physical Education , Science Biology , Mathematics , Physics and Geography . Within the curriculum guidelines was observed in a more normative articulated curriculum, focused on action-reflection- action. A guided design in practical rationality and the skills set without breaking the commitment of the public university with emancipation and quality education . Although there is this understanding we must also attend to the care that must be given to the new guidelines , based on the same reveal great concern with vocational training , with its instrumentation , with the pragmatic and utilitarian dimension of the training process . It is noteworthy that throughout the twentieth century in Brazil , where he fought for educational policies that were to solidify the construction of teacher identity , but the gains have largely remained restricted to the issue of educational reforms and a roster of disciplines , called pedagogical varnish . Therefore, this work is to deepen this thematic perspective , studying the identity of the teacher in the new curriculum design presented by undergraduate courses . Therefore , the central objective seeks to understand how the identity of teacher ( professional profile ) was presented in the proposals for teacher training , as well as the different elements that make up this identity process . Specifically if you want to ( a) identify the proposals of courses for Teachers of Primary Education , UNESP / RC - Institute of Biosciences and Geosciences and Exact Sciences - Biological Sciences , Physical Education , Physics , Geography , Mathematics and Pedagogy - the proposed profile and ( b ) analyze the fundamental knowledge that this professional listing the elements...

Photographic illustrations for projection, plain or colored ... : photographic views from nature in all parts of the world : extensive collection : astronomy, light and optics, anatomy, crystallography, physics, botany, geology, geography.

Cover title.

From ""Geography of Accumulation"" to ""Geography of Reproduction"": a dialogue with Harvey

This article aims to discuss the space, revealing its powerful in the comprehension of modem world, from the thesis which the geographic space consists itself as condition, medium and product of society reproduction in its totality, evolving several temporal-spatial scales and several levels of reality, that should prolong Marx's work, having in view the construction of a ""social theory of space"" in the sense of a radical critical geography. This argumentation allows to understand, in the limits of geography, the passage of the notion ""production of space"" as condition of the accumulation of capital to the notion ""production of space"" as condition of present reproduction in front of the accumulation crisis. As a starting point, a discussion about some David Harvey's works, who supports the thesis that accumulation crisis of capital would be solved, in the modem world, through the spatial fix.

Transition amplitude for two-time physics

We present the transition amplitude for a particle moving in a space with two times and D space dimensions having an Sp(2, R) local symmetry and an SO(D, 2) rigid symmetry. It was obtained from the BRST-BFV quantization with a unique gauge choice. We show that by constraining the initial and final points of this amplitude to lie on some hypersurface of the D + 2 space the resulting amplitude reproduces well-known systems in lower dimensions. This work provides an alternative way to derive the effects of two-time physics where all the results come from a single transition amplitude.

Reverse engineering in many-body quantum physics: Correspondence between many-body systems and effective single-particle equations

The mapping, exact or approximate, of a many-body problem onto an effective single-body problem is one of the most widely used conceptual and computational tools of physics. Here, we propose and investigate the inverse map of effective approximate single-particle equations onto the corresponding many-particle system. This approach allows us to understand which interacting system a given single-particle approximation is actually describing, and how far this is from the original physical many-body system. We illustrate the resulting reverse engineering process by means of the Kohn-Sham equations of density-functional theory. In this application, our procedure sheds light on the nonlocality of the density-potential mapping of density-functional theory, and on the self-interaction error inherent in approximate density functionals.

Fundamental Skills in Physics: Embedded Learning

Student attitudes towards a subject affect their learning. For students in physics service courses, relevance is emphasised by vocational applications. A similar strategy is being used for students who aspire to continued study of physics, in an introduction to fundamental skills in experimental physics – the concepts, computational tools and practical skills involved in appropriately obtaining and interpreting measurement data. An educational module is being developed that aims to enhance the student experience by embedding learning of these skills in the practicing physicist’s activity of doing an experiment (gravity estimation using a rolling pendulum). The group concentrates on particular skills prompted by challenges such as: • How can we get an answer to our question? • How good is our answer? • How can it be improved? This explicitly provides students the opportunity to consider and construct their own ideas. It gives them time to discuss, digest and practise without undue stress, thereby assisting them to internalise core skills. Design of the learning activity is approached in an iterative manner, via theoretical and practical considerations, with input from a range of teaching staff, and subject to trials of prototypes.

A 2D numerical model for simulating the physics of fault systems

Simulations provide a powerful means to help gain the understanding of crustal fault system physics required to progress towards the goal of earthquake forecasting. Cellular Automata are efficient enough to probe system dynamics but their simplifications render interpretations questionable. In contrast, sophisticated elasto-dynamic models yield more convincing results but are too computationally demanding to explore phase space. To help bridge this gap, we develop a simple 2D elastodynamic model of parallel fault systems. The model is discretised onto a triangular lattice and faults are specified as split nodes along horizontal rows in the lattice. A simple numerical approach is presented for calculating the forces at medium and split nodes such that general nonlinear frictional constitutive relations can be modeled along faults. Single and multi-fault simulation examples are presented using a nonlinear frictional relation that is slip and slip-rate dependent in order to illustrate the model.