Repositório RCAAP

This work focused on the presentation of the activities developed in the scope of intervention for the Pedagogical Residence project, in the context of a third year high school class of a state school, which dealt with the theme of visual poetics in the axis of the modernist experience in Brazil. In this sense, there was a diachronic approach, from modernism – pointing out its phases and, specially, paying attention to the poetics interested in the development of visual components, such as those from João Cabral de Melo Neto, from Pernambuco – to the concrete poetry, a movement that will be responsible for proposing a possible horizon, wich is conventionally called visual poetry. Together with the literary discussions, we worked with the genre critical review, to enable students to develop a written production about the documentary Poetas de campos e espaços (1992), the final activity of the sequence. Given the pandemic scenario by which the world was challenged, the classes were organized in two axes: regular and online classes, as the experience took place in a hybrid model. In the first case, the meetings in the classroom were organized in the expository-dialogue model, while in the second, the aid of the youtube platform was used to broadcast recorded classes.

O Programa Institucional de Bolsas de Iniciação à Docência (PIBID) tem como objetivo principal iniciar os futuros professores de Ciências Biológicas e das demais licenciatura vivências da realidade escolar, além disso, são desenvolvidos atividades e estudos sobre temas relacionados a docência. Este trabalho tem o objetivo de relatar os desafios dos bolsistas pibidianos na criação um vídeo educativo sobre as Infecções Sexualmente Transmissíveis (IST) para as aulas remotas do Ensino Fundamental anos finais de uma escola núcleo do PIBID. A partir da ideia de que produção de vídeo é uma ótima ferramenta para enriquecer aulas, bem como para desenvolver habilidades e das leituras realizadas sobre a Base Nacional Comum Curricular e dos Referências Curriculares do Estado de Alagoas para o Ensino Fundamental. Os bolsistas pibidianos utilizaram a plataforma de edição de vídeo Animaker. O vídeo foi criando em 8 cenas(partes) e aborda os temas: Infecções Sexualmente transmissíveis (IST). Os principais desafios enfrentados pelos bolsistas na criação do vídeo foram: dificuldade em manuseia a plataforma, elaborar um roteiro para que o vídeo não ficasse muito longo e selecionar os principais conteúdos que fosse mais interessante para o público-alvo.

The objective of the article was to identify the possibilities and difficulties of teaching Physical Education in the context of the Covid-19 pandemic, glimpsing the contributions of the Pedagogical Residence Program (PRP) to the initial training of future teachers. The approach was qualitative, through documentary study, experience reports and interviews with the twenty residents participating in the 2nd edition 2020-2021 of the subproject. In the first moment, a documentary analysis of the records (documentary and recordings) posted in the virtual learning environment of the EF subproject was carried out and in the second moment, interviews were carried out from the Google Meet platform with questions directed to the conducting experience with regard to content procedures , possibilities and difficulties experienced in the course of the PRP stages and importance for training. The results showed that the 2nd edition of the PRP was created in the context of the Covid-19 pandemic; made it possible to monitor the construction of the legal bases that institutionalized remote teaching and the return to face-to-face activities, as well as the interfaces with the boiling social and educational context. Interlocution with residents was marked by the identification of countless hardships and moments of realignment of pedagogical know-how in the context of the virtual environment and face-to-face feedback. The school floor, even if experienced behind a cold screen of the computer and/or cell phone, once again provided the opportunity for residents to identify that difficulties in the teaching path require a critical reflection on the role of the Physical Education teacher in basic education. The objective of the article was to identify the possibilities and difficulties of teaching Physical Education in the context of the Covid-19 pandemic, glimpsing the contributions of the Pedagogical Residence Program (PRP) to the initial training of future teachers. The approach was qualitative, through documentary study, experience reports and interviews with the twenty residents participating in the 2nd edition 2020-2021 of the subproject. In the first moment, a documentary analysis of the records (documentary and recordings) posted in the virtual learning environment of the EF subproject was carried out and in the second moment, interviews were carried out from the Google Meet platform with questions directed to the conducting experience with regard to content procedures , possibilities and difficulties experienced in the course of the PRP stages and importance for training. The results showed that the 2nd edition of the PRP was created in the context of the Covid-19 pandemic; made it possible to monitor the construction of the legal bases that institutionalized remote teaching and the return to face-to-face activities, as well as the interfaces with the boiling social and educational context. Interlocution with residents was marked by the identification of countless hardships and moments of realignment of pedagogical know-how in the context of the virtual environment and face-to-face feedback. The school floor, even if experienced behind a cold screen of the computer and/or cell phone, once again provided the opportunity for residents to identify that difficulties in the teaching path require a critical reflection on the role of the Physical Education teacher in basic education.

The present study aimed to identify the possibilities and the weaknesses in relation to the teaching learning of the students of the Degree Course in Biological Sciences of the Pedagogical Residency Program (PR) of the IF Goiano. This research is characterized as a qualitative approach research; the data for the study were collected by means of a questionnaire applied via Google Forms, composed of 29 open and closed questions. The questionnaire was sent to all the undergraduates of the IF Goiano, and in this text we analyse the narratives of only the undergraduates in Biological Sciences. The results indicate situations that favor teaching learning, however, weaknesses are also identified. About possibilities, undergraduates highlight the contact with the school environment and contributions of the preceptor teacher. Regarding the weaknesses, the following problems were observed: high workload of regency and difficulty of undergraduates to insert themselves in situations of school management. Therefore, it is inferred that the program provides the participating undergraduates the real contact with their future work environment, an important factor for teaching learning, however, weaknesses were identified, which makes it necessary strategies within the program in order to overcome the weaknesses and enhance the possibilities.

The worldwide spread of COVID-19 demanded a readaptation in all sectors of society, especially in the area of ​​education, where it brought to the center of the educational debate the use of technologies and their financial, operational and human challenges for carrying out non-essential school activities. face-to-face in Basic Education. The reflections made in this work are based on the application of a project in the remote format of the Institutional Scholarship Program for Initiation to Teaching (PIBID) carried out at the Senador Alexandre Costa Municipal Integrated Unit, in the municipality of Codó, Maranhão. During the experience of the project, some difficulties and challenges were faced for the realization of the seminars, meetings and the production of audiovisual materials for the pedagogical ones that were carried out remotely. The article also interprets the experience of remote teaching and how it will reflect on the professional lives of teachers and fellows, who had to reinvent themselves in the face of extraordinary situations in times of a pandemic.

Immunology is the area of ​​science that studies the immune system of all living beings. The immune system is composed of cells, tissues and molecules responsible for the body's defense mechanism with two distinct types of immune response, the innate and the adaptive. Understanding that immunology has important content to be discussed, especially in a period when humanity is affected by an infectious disease, this article aims to report the experience lived by the Institutional Scholarship Program for Teaching Initiation (PIBID) in Biology, highlighting the actions of the project “IMMUNE SCIENCE: immunology in audiovisual format”. It is a descriptive methodology, which reports the activities carried out online, due to the social isolation caused by the pandemic, COVID-19. A total of 160 students from the two classes of the 8th and 9th grades of Elementary School participated, who used digital tools to produce audiovisual resources with subjects related to immunology, thus seeking to develop the creativity and skills of these students. Although some of the videos had technical problems, the activities were successfully performed by the students. Therefore, it is concluded that there was a good learning of the students.

The present report aims to present the experiences acquired from the Pedagogical Residency program, which, in turn, aims to stimulate and improve pedagogical practices in undergraduate courses, providing academic access to Basic Education. In this sense, this work presents the experiences acquired with the use of games as a tool to teach children who had losses in the process of acquiring the alphabetic system, reading and writing, as a result of the social isolation of COVID-19, which caused the withdrawal in person. from school. After a diagnostic activity, there was a need to seek an effective methodological tool that could significantly contribute to the advancement of these children's literacy. The report brings authors such as: Ferreiro and Teberosk (1985), Soares (2009), Kishimoto (1993), Piaget (1975) and Vygotsky (1991), to discuss the topic. The games were used in a 3rd year class of Elementary School - Anos Iniciais, achieving literacy success of almost 100% of the class.

Teacher training has sought to insert research as an inherent action to the teaching profession, forming educators who produce and divulge scientific knowledge. This training has been encouraged by government programs that seek to bring the university closer to basic education schools. In this sense, this article aims to highlight the importance of training the researcher teacher, as well as to present the experience of the Geography subproject of the Institutional Scholarship Program for Teaching Initiation (PIBID) of the Federal University of Alagoas (UFAL), 2020-2022 edition, regarding the incentive to scientific production, as well as the view of the Scholarship holders of Initiation to Teaching (ID) on the experience. Thus, this work presents the academic productions of the Scholarship holders and the contributions that this process provided for their training as future teachers. In order to know the view of the ID scholarship holders, a questionnaire was applied to 13 of them. The results showed, among other aspects, that PIBID provided the first experience of scientific production in their lives at the academy and among the greatest difficulties faced is the lack of experience in writing and developing research.

The teaching of Physical Geography in schools is a challenge for teachers, either due to the difficulty in the initial training process, caused by a separate curriculum in closed subjects, which fragment the contents and make it difficult to understand the scientific knowledge, or by the lack of pedagogical knowledge, impairing the teaching-learning process of the contents. Thus, we sought to develop, through the actions of the Institutional Program of Teaching Initiation Scholarship (PIBID), edition 2018-2020, of the subproject Geography, a work that stimulated the eyes of the freshman year students of an Integrated High School to exercise the knowledge acquired in class on the subject of relief. The work consisted of guiding and encouraging students to observe the landscape of the areas where they transit and register, through photography, the forms of relief and its modifying actions, especially those of anthropic origin. The students were encouraged to analyze the images and share the results with their classmates. The activity aimed to develop the students' perception of the landscape around them and improve their analysis capability, promoting significant educational action, as well as providing the developing teachers with a better understanding of Physical Geography and the teaching-learning process.

This work presents the analysis of the use of music in Early Childhood Education; highlighting the experience of the Institutional Program for Teaching Initiation Scholarships (PIBID). We propose a reflection on the importance and contribution to the child's development, in addition to observing the presence of music in pedagogical planning and practices. The research had a qualitative approach, with an emphasis on participatory research, arising from the experience in 2017. Data collection took place in two stages: observation and application of a questionnaire. In addition to performing a documentary analysis of the National Curriculum Framework for Early Childhood Education (RCNEI, 1998), the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2010) and the Common National Curriculum Base (BNCC, 2018), we sought to verify how music is evidenced in those documents. There are several ways to use music in this space as long as it is contextualized in order to contribute to the child's integral development. It is concluded that from the planning and teaching practice it is possible to turn music into an active pedagogical instrument in the Kindergarten classroom.

Aiming at teacher improvement, the Pedagogical Residency Program (PRP) offersundergraduate students the opportunity to experience theoretical-practical experiences aimed atteaching practice. The pandemic context, initiated as a result of COVID-19, involved severalatypical contexts. In education, the teaching-learning process was submitted to new perspectivesand adaptations, and in the midst of social distancing, remote learning gained significant space.In this bias, the objective of this research was to report and present reflections on theapplicability of activities developed remotely in the PRP linked to the State University of Alagoas(UNEAL) in partnership with Adriano Jorge State School, both located in the Arapiraca-AL city,leaving of the following issue: how has the respective program in front of remote teachingcontributed to the acquisition of knowledge and teaching practices? identifying the challengesand contributions found from the experience of a resident scholarship holder and the tutorteacher, both linked to the project. The justification for conducting this research came from theimportance that the program has in relation to teacher training, even though it is consolidated ina context that differs from that experienced in person in schools. For the methodology of thisinvestigation, descriptive qualitative research was adopted, supported by bibliographic studies.Based on this experience, it was possible to conclude that, despite being challenging, remoteteaching experienced in RP enabled the acquisition of teaching learning, enabling professionalgrowth by providing an innovative, critical and reflective look at the relationship establishedbetween student, teacher, teaching and school in pandemic reality.

The article aims to present an experience report of the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course at the Universidade do Estado de Minas Gerais (UEMG) of the Academic Unit of Divinópolis. The literacy theme is at the center of the debate of the Pedagogy subproject for teaching and teaching practice to consider the possibilities of school education to provide the full development of students in literacy in the initial grades of the elementary school in a municipal public school. Therefore, a qualitative study of a descriptive nature of the experience report type was carried out, which aims to describe the experiences and perspectives of academics/scholarship holders, supervising professor of the public education network, and area coordinators linked to the Program, which, during the development activities provided us with moments of reflection and monitoring of teaching practices. The report explores the playful-didactic activities developed in classrooms, giving a little glimpse of their routine, and highlights the relevance of PIBID in allowing scholarship holders to experience the teaching practice.

A ideia de organizar um Dossiê, sobre o Programa Institucional de Bolsa de Iniciação a Docência (PIBID) e o Programa Residência Pedagógica (PRP) na revista Diversitas Journal, surgiu do reconhecimento da importância dos referidos programas para a formação inicial docente e da possibilidade de reunir e divulgar as experiências desenvolvidas em todo o território brasileiro em seus âmbitos. Essa idealização se intensificou em meio a crise sanitária, política, social e educacional no período pandêmico ocasionado pela Covid-19, pois, apesar desse momento ter sido difícil e atípico não apenas, mas especificamente, para a educação, foram momentos marcados pela adaptação, criatividade, resiliência, luta e capacidade de superação de todos os envolvidos nos processos educativos. As adversidades causadas pela Covid-19 escancararam as desigualdades existentes no Brasil. Agregadas a elas, incessantes ataques à educação pública brasileira, caracterizados pelos cortes orçamentários, corrupção e contínuas tentativas de desacreditar no processo educativo, tornaram assim, necessária e urgente a divulgação de toda dedicação, compromisso e determinação dos profissionais da educação e das políticas públicas voltadas para a formação docente. A proposta do presente Dossiê reflete a perseverança dos envolvidos com a educação e a formação docente em todo o país. Foram submetidos mais de 80 trabalhos para avaliação do periódico, situação que fez com que o desejo de organizar um único volume do Dossiê sobre o PIBID e PRP na Diversitas Journal, se ampliasse para a publicação de mais 2 volumes, com previsão de publicação nos meses Julho e Outubro do corrente ano. O presente Dossiê objetiva contribuir com os estudos e investigações relacionados ao PIBID e PRP, ajudando na ampliação das práticas investigativas relacionadas aos programas e a divulgação das inovadoras práticas pedagógicas desenvolvidas nas atuações dos participantes. Os 15 artigos aqui reunidos neste primeiro volume contemplam as ações desenvolvidas no PIBID e PRP em diferentes Instituições de Ensino Superior (IES) brasileiras. Destes, 10 são sobre as ações desenvolvidas pelo PIBID de Instituições Federais (Universidade Federal de Alagoas – Ufal; Instituto Federal de Alagoas – Ifal e Universidade Federal do Maranhão – Ufm) e Estadual (Universidade Estadual de Alagoas - Uneal); (Universidade do Estado de Minas Gerais - Uemg) e 5 são sobre as ações desenvolvidas pelo PRP de Instituições Federais (Ufal; Universidade Federal do Rio Grande do Norte – Ufrn; Instituto Federal de Educação, Ciência e Tecnologia – Ifectec; Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas IFSULDEMINAS em parceria entre UNEAL e IFAL). No que diz respeito aos trabalhos realizados no âmbito do PIBID, cinco são do campo das Ciências Biológicas, que buscaram, de forma geral, relatar as experiências a partir de sequências didáticas e projetos de intervenções, seja por meio de abordagens investigativas (C. SILVA et al., 2022); oficinas de plataformas digitais (SANTANA et al., 2022), temática de imunologia (SANTOS et al., 2022), sobre a água (BARBOSA et al., 2022) ou doenças sexualmente transmissíveis (ALCANTARA et al., 2022). Outros dois trabalhos relacionados ao PIBID trouxeram discussões acerca da formação inicial e a docência na área de Geografia, seja pela defesa de um perfil de professor pesquisador (SOUZA et al., 2022) ou pela importância da consideração dos contextos e o cotidiano dos alunos para a ação educativa (CALAZANS et al., 2022). Encerrando os trabalhos que compõem o PIBID, os autores Aragão-Silva et al. (2022) procuraram tratar sobre estratégias de tratamento ao bullying e a violência escolar; Voss e Lima (2022) analisaram o uso da música enquanto instrumento de aprendizagem; e Lessa et al. (2022) exploraram o uso de atividades lúdico-didáticas no que diz respeito à alfabetização.             No contexto do PRP, três trabalhos trazem reflexões sobre as experiências vividas no contexto da disciplina de Língua Portuguesa, seja por meio do uso de jogos didáticos (PANTOJA et a.l, 2022); poesia e literatura (PASSOS & PATRÍCIA, 2022) ou pelo diagnóstico das atividades realizadas durante a experiência (R. SILVA et al., 2022). No que diz respeito à formação inicial, Jatobá et al. (2022) procuraram relatar experiências vividas pelos residentes na ação da regência no contexto da disciplina Educação Física e Oliveira et al. (2022) procuraram identificar contribuições e fragilidades do curso de licenciatura em Ciências Biológicas para a docência. Por fim, acreditamos que este dossiê reflete perspectivas pedagógicas dialógicas, prezando pela articulação entre a Universidade e a Escola/Secretarias de Educação, realizando a interlocução e integração de ações entre as IES e Educação Básica durante a vigência dos Programas PIBID e PRP, no intuito de fortalecer o processo de ensino e de aprendizagem e o diálogo entre a Universidade e a Educação Básica. Dado o exposto, o Dossiê convida o leitor a dialogar com os aportes teóricos e com as experiências práticas vivenciadas no âmbito do PIBID e PRP. Desejamos uma boa leitura!

Contemporary web-based technologies have enabled torrents of information to arrive at our doorstep. Much of this information documents the here and now and most of it disappears leaving little trace. It services our need for news and may help people feel connected to the world in which they live. This knowledge of the present also synchronizes communities and creates webs of relationships critical for functional and operational effectiveness. However, it is argued, that this synchronic mapping is not sufficient to enable communities to work effectively through time. In addition to the present, communities need knowledge of their past - a diachronic mapping of what went before. These mappings provide contextual frameworks against which current and past events can be understood. They provide places where meanings can be explored and reasons discovered. Whether it is managing radioactive waste or dealing with the consequences of out-of-home care, communities need access to resilient and reliable information about their past. This paper explores the necessary conditions for building web-based long-lasting public knowledge places.

After being formulated by John Dalton (1766‑1844) in 1803, and published in his New System (1808), the chemical atomic theory was further developed by Jöns J. Berzelius (1779‐1848) in the 1830s, exerting great influence on contemporary scientists. Based on a series of experimental facts, some chemists opted for the theory of equivalents, which they deemed to be more trustworthy. By mid‑19th century, the confusion in this regard was so rampant that the chemists felt the need to meet and clear up the differences between both theories. That meeting took place in Karlsruhe, Germany, in September 1860, and as a result, the concepts of molecule and atom were clarified. Ramón Torres Muñoz de Luna (1822‑1890) was the only Spanish representative at that meeting. The main aims of the present article were to describe some features of Torres’ biography and publications, analyse his participation in the Karlsruhe Congress, and discuss the influence that the latter and the atomic theory had on Torres’most relevant works.

The aim of the present article is to make clear the role of the Latin writer of comedies Plautus in the conceptions about the spleen upheld by the seventeenth and eighteenth-century man of letters and physician Richard Blackmore in his “An Essay upon the Spleen”. To better appraise the comedist’s relevance among other Classical thinkers, first some of the various functions formerly attributed to this organ will be reviewed. Next, after briefly considering the impact on the ideas about the spleen occasioned by the discovery of the circulation of the blood, the aim of this article shall be contemplated.

No summary/description provided

No summary/description provided

The focus of the present paper is on work MILK – A National Problem, written by the doctor, journalist and professor Francisco Pompêo do Amaral, which earned the National Academy of Medicine 1955 award, and was then published by José Olympio Editora in 1957. The reason of our interest is the presence of memory hints relevant for the history of chemistry and dietetics, such as scientific instruments and iconographic and bibliographic documents deposited at Memory Center, Carlos de Campos State Technical School, São Paulo, Brazil. To elucidate the process of management of this work, we describe the studies conducted from the 1940s onward at Superintendency of Professional Education of the State of São Paulo, involving the dietitian staff, namely teachers at course for “Food Assistants or Dietitians”, which was the be first devoted to diet and nutrition in Brazil, established by Pompêo do Amaral in 1936. The aforementioned studies mention dietary surveys conducted with students at the female and male professional institutes of São Paulo, as well as teaching practices recorded in books and scientific journals from 1940 to 1955, which provide information on the use of scientific instruments in chemical laboratories via the iconographic records of the Institutes and exhibited at Diet and Nutrition Visiting Technical Reserve.

The presented study focuses on analysing the pictorial decoration of realistic forms of architecture named by quadrature, whose origin in Luso-Brazilian universe dates from the first half of the 18th century. This text approaches a theme scarcely studied and investigated in the historiography of Brazilian and Portuguese art, with the exception of stylistic studies of Baroque and Rococo as a whole, but, rarely, the false architecture painting has been examined isolatedly. This subject aims to link the study of the painting of Baroque period with the science of Perspective. The analysis of representations of false spaces in perspectic “break-ins” combined with the evolution of the theoretical conception inserted in foreign treatises diffused in Portugal is another important aspect, without, however, neglect the Portuguese writings. Beyond the particular attention devoted to the painting itself, another concern was the relation between the real and the falsely built space. It is well known that the illusionistic painting constitutes an essential modality in the creation of rich interiors, for it is presented as a type of formal contamination in which Painting and Architecture mutually interpenetrate and simulate in audacious scenographic effects.