Repositório RCAAP

This study examines the concepts and extension policies in Brazil and investigates the impacts of the University Extension Program(PROEXT) for the institutionalization of university extension. The research characterized as qualitative, document type, helded by the Content Analysis. We analyzed legislation concerning higher education and the projects and programs submitted to PROEXT in 2009 and 2010 editions. The results show the close approach of outreach activities with teaching activities, higher expression in Line Focus Education, Social Development and Health and great emphasis on the qualification of teachers who work in the educational system.

Este estudo de caso, realizado em uma escola pública de Uruguaiana-RS, investigou as dificuldades percebidas por professoras dos anos iniciais do Ensino Fundamental para trabalhar o tema saúde. Quatro professoras, com idade entre 34 e 65 anos e tempo de docência entre 2 e 40 anos, responderam a uma entrevista,gravada e transcrita. A partir da análise de conteúdo, foram identificadas cinco dificuldades: a baixa condição de vida da família, a falta de apoio da família, a falta de capacitação profissional dos professores, as dificuldades particulares dos alunos e a necessidade de alfabetizar os alunos. Sugere-se que uma educação baseada na participação ativa e crítico-reflexiva dos alunos, partindo de uma formação docente preocupada com esta necessidade, possa reduzir as dificuldades de trabalhar o tema saúde nos anos iniciais e, ainda, colaborar com o processo de alfabetização.

The teacher training of Brazilian Basic Education is a very important issue for the quality of education, therefore, the aim of this study is to present the results of a query made in 2010 to Pro-Chancellors of Higher Education Institutions to subsidize the fostering policy of Brazilian Federal Agency for Support and Evaluation of Graduate Education - CAPES to the teachers of public (municipal and state) basic education of the Education area. Ninety four questionnaires were administered and 68 graduate programs provided data of 1.055 teachers that work in Basic Education, which represents 22% of all students. After analyzing the data on the support received for the completion of the master level, has been observed that only 6.8% of the municipal teachers receive some form of support, while nearly 11% of state teachers are supported. Thus, it is concluded that there are few teachers receiving support to study.

This paper presents the results of a study assessing the level of Scientific Literacy of fifty-eight students. These students were enrolled in a course of chemistry at a University Community of Rio Grande do Sul. This study additionally included eight teachers who were trained at the Institution for more than five years. The instrument used to perform this evaluation was the Test of Basic Scientific Literacy (TBSL), created and validated by Laugksch and Spargo (1996). This data analysis is a reflection on the development of the Scientific Literacy during the teacher education in chemistry.

This work in an entry in Fleck's epistemology with the objective of understanding how future teachers in Biological Sciences identify with teaching profession in their formative path. Data are representing a cut of material analyzed in dissertation (TOLENTINO, 2010). The research sample consisted of 138 undergraduate students from 1st to 4th year of the Biological Sciences Graduation Course of the State University of Ponta Grossa of afternoon and night shifts and the methodology adopted part of an interaction between the qualitative and quantitative approaches by the use of SPSS (Statistical Package for the Social Sciences). In presenting the data, we can see that the students draw a first time the expectations on the course, but the more inserted in the daily training of their initial aspirations and expectations are no longer answered. The lack of identity references to teaching demonstrates the fragility epistemological and contextual knowledge within the educational degree and evidence of the prevailing style of thought in the course studied. Even before the need for a deeper theoretical epistemology of Ludwick Fleck regarding the training of science teachers, it is considered that this may be a fruitful perspective in understanding the peculiarities present in this formation.

Physics Teaching in Brazil has been increasingly acknowledged as a research field. Thus, the use of History and Philosophy of Science in Physics Teaching has been drawn significant attention from government and research guidelines for education. Advances in related research in education have shown its usefulness to the teaching-learning process. However, despite the increased interest in the integration of these topics in education, there are still few concrete proposals to bring History and Philosophy of Science to the classroom. For this reason, this paper aims to draw a preliminary framework concerning researches related to this subject presented in the most important Brazilian Physics Teaching seminars and journals. To do so, we selected History and Philosophy of Science related papers, which were then classified according to their specific Physics topic and their contribution towards integration or consolidation to History and Philosophy of Science in Education. The results show that most of the papers aim to explore History, by describing or interpreting historical episodes. Also, most of papers relate to Mechanics and Modern and Contemporary Physics. Less than twenty percent of the studies propose classroom activities, which shows the distance between History and Philosophy of Science research topics and classroom practice.

This paper has the goal to describe an Instrumental English teaching experience, regarding the production of students of the second semester of a Computing Course in a Federal School in Rio Grande do Sul. For the execution of the project, it was used a base tool, the software Hot Potatoes and its five applicative tools, which resulted in the production of a CD ROM with the activities of each student involved in the project. For this, it was used authors such as Carroll (1960) and Ellis (2000).

This article was produced inside a subproject of undergraduate research that investigates study situations (SS) in High School. The focus research is to analyze the distribution of the time between speech/ actions of the teacher and the students in this process, as well as the types of discursive interaction that manifest themselves in chemistry classes. The data were produced from video recordings of the SS “Water and Life”. The classes’ analysis is referenced in Amaral and Mortimer (2006), with map preparation of activities and teaching episodes, and Mortimer et al (2007) for analysis of the types of discourse in the classroom. A special attention was given to the time that the teacher uses in each episode and discursive period. It was found that considerable time is compared with the time that students use for a variety of enunciations. We show some specificities in classes that deserve further study.

This study aimed to examine the importance of supervised probation in the formation of biology teachers, in terms of the 2010 graduates degree in biological sciences at the University Federal de Pelotas. The study was qualitative, based on content analysis of the questionnaires applied to graduated students in degree in biology. The importance of supervised training is reference to content analysis, and the need guidance during the practice stage, and construction of learning from the experiences school. According to the results, the role of supervised probation for students undergraduate students in biological sciences, is the moment of contact with reality and school is ully connected to the theory and practice.

This paper engages in a discussion of the major strands of liberal and progressive pedagogical trends and key facts that relate to teaching practice for PROEJA - National Programme for Integration of Professional Education with Basic Education in the Form of Youth and Adults. Thus it is expected to obtain results which indicate that the trend that is best related to what is expected of the methodology applied in PROEJA. The PROEJA is a program at the federal level, with professional and innovative in character mode Youth and Adult Education, founded in 2006. Teaching trends come from the union between pedagogical thinking, philosophical, that in a given period of history combine their didactic and pedagogical practices, based mainly on human society and culture. Many researches have been done on both the importance and on the theoretical and practical pedagogical trends, as well as on the identity and profile of the student PROEJA, but little is discussed about the pedagogical practice in this mode. To achieve our objective, we carried out a qualitative study, literature review and exploratory, culminating in a review article. With such studies it is concluded that the historical-critical pedagogy provides more consistent with the particular needs of the methodological PROEJA, aimed at training the student's full.

Master, may I write with my own words? What seems more a chorus of Elementary and High School students also can be heard in Higher Education classrooms, in professors training courses of Science and Biology, on disciplines for internships teachers. What provides this silencing of the textual productions of our future teachers? Which of other issues are involved in this feeling of worthlessness of writing? Starting from the initial interrogation of this summary, conducted by the students of the final Degree in Biological Sciences from two public Universities (2005 – 2011), and the work developed within the semester, I aim to analyze what situations that leads to the silencing in writing, as well as the notion within a course of formation of the own words (or the own head) and the authors in textual production activities. During these semesters is possible to notice how the idea of being graduated as an transformation act, of self change, of the self construction as subjects, who thinks and acts regarding to what they’ve learned, is not clear to the students. That is, sometimes, often by claiming to be offset by the possibility of writing in their own words, the students do not identify themselves, in their way to deal with the professionals challenges (the course conclusion research or the text production for the regency, for example) the traces of their formation, or the learning of the disciplines (both classes and texts readings) as participating of their constitution as subjects. Besides, they take the formal-academic writing (and scientific divulgation texts – for the scholar public) not only neutral and impersonal, as without a establishment of links with the culture or production of senses delinked from those strictly scientific.

This article presents the preliminary results from a current research program on innovation in Chemistry teaching at the pre-universitary level in Uruguay. The information was collected and analyzed according to the point of view of qualified informants following the dimensions in Educational Innovation proposed by Tejada (2008).

This article in Education Science is about “Education and Neuroscience”, with the objective of showing the academic communities, professionals of area and society in general the importance of the knowledge and application studies data about the brain to the docents’ education, as well as to present some of the most important realizations in Cognitive Neuroscience in the last year’s referent to the teachers’ education. It treats of a study based in a descriptive bibliographic qualitative research by Neuroscientists who realize functions of researchers and professors. Such as: BLAKEMORE, S., FRITH, U. (2000), SALAS, R. (2007), SHERIDAN, K., ZINCHENKO, E. GARDNER, H. (2005) among others. To write this article, it uses several ichnographic and bibliographic sources. Much of them researched in libraries, own file, among others. It concludes showing Educational Neuroscience is a reality that soon will be in the curriculums of teachers’ education and it will be a challenge to the learning and teaching process. KEYWORDS: Brain. Neuroscience. Education. Professors.

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Trata-se de uma abordagem hermenêutica acerca da poesia do poeta e filósofo Victor Hugo Guimarães Rodrigues. A poeia institulada Oração ao Deus dos Sonhadores é o mote do presente Artigo, apresentando passo a passo as interpretações realizadas, bem como mantendo a originalidade do texto apresentado ao poeta.

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El presente escrito se enmarca en la tesis doctoral en curso cuyo interés se orienta en producir conocimiento sobre las dinámicas de socialización y formación de los docentes universitarios. Se organiza en cinco apartados. Se inicia con la formulación de interrogantes que van definiendo el interés por el tema. Los siguientes puntos presentan los objetivos, el marco teórico de referencia, el objeto de la investigación y el abordaje metodológica. Por último se muestra el contexto de la Universidad en la que se insertan los casos en estudio - se incluye una breve descripción de dos casos -. Se concluye con algunos resultados provisorios.

A política de pós-graduação no Brasil tem na concessão de bolsas um de seus maiores instrumentos de fomento. Entretanto, por meio de uma análise das informações apresentadas pelas Instituições de Ensino Superior (IES) e utilizadas pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) para subsidiar a concessão adicional de bolsas do Programa de Demanda Social em 2011, verifica-se a existência de algumas tendências na pós-graduação brasileira que não são consideradas no processo de concessão de bolsas, mas que poderiam contribuir para a redução das assimetrias do Sistema Nacional de Pós-Graduação (SNPG).