RCAAP Repository

We present the results of a bibliographical research whose objective was to identify how many Research Groups, certified in the Brazilian Research Group Directory at CNPq (National Council for Scientific and Technological Development), have as their object of investigation the training of teachers and what have produced, quantitatively, an article on this topic, in the period from 2012 to 2015. The research included the following steps: a) Selection of Research Groups that investigate teacher training on the CNPq website; b) identification of the production in the form of articles of the selected Research Groups; c) quantification and systematization of the information obtained; d) identification of the themes addressed in the productions found. A large number of articles were found, allowing mapping the trends that have driven scientific research in the field of teacher education, outlining the movement in this area. These trends were organized in four thematic nuclei that demonstrate the interfaces of teacher education with teaching knowledge and pedagogical practices; with educational policies; the training of teachers in the different stages and modalities of teaching; and initial and continuing training.

The goal of this work is to present an experience report using smartphone, QR code generator and Google Forms in favor of the teaching of brainstem in Neuroanatomy. The proposal was implemented by the following steps: selection of neuroanatomical images; edition of the images in order to signal the structure to be identified; creation of Google Forms by the usage of images and by the multiple-choice task; access and creation of the QR code, and finally execution of the task by the learners with a cell phone. After an expository-dialogue class about the brainstem with the help of the multimedia projector, the QR code was presented with the task of revision. After completing and sending the task, we generated, on Excel, graphs containing the frequency of the answers for analysis and discussion of the items that presented the greatest number of misconceptions. Technologies simplify the student evaluation process and offer a more attractive, modern and dynamic teaching.

The objective of producing this Dossier is to contribute to the discussion regarding Technologies and Distance Education in Higher Education. [...]

This dissertation results from research carried out with young former workers of the Brazilian Red Cross (CVB) who worked at the Federal University of Minas Gerais (UFMG) from 2011 to 2013. The research aimed to understand how paths of individuation have been configured among youth, paying attention to the intersection between work and schooling. It takes into consideration the processes of socialization in place five years after this youth had left the university. The theoretical-methodological pathway sought to give a sociological zoom in the individual plots, stories, and dramas of young people by considering authors of the sociology of youth, of work, and education, as well as the sociology of the individual. Therefore, we wove analyses that sought to articulate the experiences of young people in the family, work, and schooling. As for the methodological approaches, we had 95 young people responding to a survey aiming to build their profiles, and we developed individual interviews with nine of them. Biographical narratives were expressed in "sociological scenes" that revealed the movement and dynamics that permeated young people lives who were immersed in multiple socializing instances. These scenes evidenced how each one of them faced their challenges and what were their supports. Among the results, we found a homogeneity concerning labor paths of these youth through their insertion in the service sector taking jobs seen as precarious. Although, the heterogeneous manner in which young people lived, struggled and faced the world of work also stood out. The experiences of young former workers of the CVB were marked by unique ways of (re) existing to precarious work processes through their supports. Thus, young people questioned and also refused to accept some jobs which were "destined" to them. Their reasons, among other things, were related to the work experience they had at UFMG. In the scope of schooling processes, the narratives mostly reflected the lack of articulation between school longevity projects and the objective conditions of the young. Nonetheless, young people used different supports and strategies to become students and to reach higher education or other projects. Families, especially mothers, have a significant place, functioning as important support, but also and quite often contradictory, in the process of constructing young people as individuals. In summary, we consider that the young people in this research constructed their pathways of individuation, having as support the expectation of “becoming something in life.” They constituted themselves as "hyper-individuals" in the face of the permanent adventure of facing challenges. Therefore, the way young people lived became for them a biographical solution to systemic contradictions.

This research was developed in the Alto Paraopeba Region, Minas Gerais, and it refers to curriculum of the technical mining course. As the starting point for this study is to analyze the following questions: which curricular conceptions could subsidize the proposal of the technical mining course? How has the curriculum been structured in order to respond accordingly to legal requirements and official information treatment both evidently regard to mining course? What is discussed and what is done related to curriculum structure of the course in question? Our aim was to go through the public policies for professional’s education and to uncover how the researched institution aligns its processes of organization, discussion and implementation of those policies. We seek to comprehend the proposal of this course having as references theoretical contributions on the curriculum and the changes that have taken place in the Brazilian education since its implementation. Therefore, the authors Michael Apple, Tomás Tadeu Silva, Marise Ramos, Gaudêncio Frigotto, among others, are considered referecences for this work. In to order to establish context, we report on history about the mining in Brazil and in the studied region. The locus of research was the Center of Professional and Technological Education General Edmundo Macedo Soares e Silva - CET, which it was characterized in a case study. After analyzing the collected data, it was concluded that, although each historical period presents different official documents and proposals, the curricula undergo few changes, establishing a traditional school culture. Bureaucratic compliance with legal requirements does not always lead to a reflection on school practice.

The thesis aims at analyzing the teaching work in the Professional and Technological Education of the workers. This study deals with the relationship between capital, labor and teaching activity in contemporary ruling capitalism. In this sense, we orient ourselves based on some references of Karl Marx, such as: Economic-philosophical Manuscripts, of 1844, The German ideology, of Marx and Engels, The Capital, book I, Theories of surplus value and "Chapter VI - unpublished", by The Capital. Lukacs and Mézáros are also used as a Marxist referential. 

Este artigo objetiva estabelecer um diálogo entre o campo educacional em Ciência, Tecnologia e Sociedade (CTS) e a filosofia de Hugh Lacey, que mostra o papel desempenhado pelos valores na pesquisa tecnocientífica atual, oportunizando um novo olhar para as interrelações CTS. Desse modo, inspirados na Análise Textual Discursiva, aproximamos as categorias de Lacey com o enfoque CTS, resultando nas seguintes aproximações: (1) a inteligibilidade dos valores possibilita i) discutir a complexidade das relações CTS e, desse modo, ii) superar crenças distorcidas; (2) o desenvolvimento autêntico proposto por Lacey se aproxima do Pensamento Latino Americano em CTS devido i) ao endosso à participação pública na escolha de estratégias e ii) à necessidade de se voltar para o contexto e as prioridades locais; (3) a epistemologia de Lacey pode contribuir para o autoconhecimento do professor, auxiliando-o a refletir e concretizar seus objetivos educacionais. This article aims to establish a dialogue between the educational field in Science, Technology, and Society (STS) and the philosophy of Hugh Lacey, which shows the role played by values in current technoscientific research, giving a new look to the STS mutual relationship. Thus, inspired by Discursive Textual Analysis, we approximate the categories of Lacey with the STS approach, wich resulted in the following approximations: (1) the intelligibility of the values makes it possible to i) discuss the complexity of the STS relations and, thus, ii ) allows overcoming distorted beliefs; (2) the authentic development proposed by Lacey approaches the Latin American Thought in STS due to (i) endorsing public participation in the choice of strategies and (ii) the need to turn to local context and priorities; (3) Lacey’s epistemology can contribute to the self-knowledge of the teacher, helping him to reflect and achieve his educational goals.

Provide authentic learning experiences in the training of students is a challenge for many educational institutions. The search for ongoing initiatives that may contribute to achieving this objective may expose possibilities for future actions. In this work we present the results of an ethnographic study in a Center of Academic Technology of a Brazilian public university. We assume that its knowledge management model can be used to foster non-formal learning spaces. As a result, we were able to typify it as a community of practice, identifying its structural elements. This characterization can inspire the creation of similar centers in other teaching institutions assisting professionals interested in expanding the training opportunities for their students.  

It is not uncommon to link evasion to failure. In order to investigate this point of view, we have built a theoretical framework that, based on the sociology of education, allows us to understand the quest for excellence in undergraduate courses. We performed a statistical analysis of data collected from the Physics course at UniX and supplemented it with student testimonials. The analysis showed that socially vulnerable students are generally less successful in the course; however, among those who intend to leave, we find students with various degrees of success. When interviewed, students point out that faillure on disciplines contribute to the lack of social integration of peers and that the need to anticipate future content undermines their basic education. Finally, even though dropout has no statistically significant relationship to success in the course, quest for excellence structures students' experiences in a variety of ways that need to be understood with a critical eye.

Women are appointed as the main responsible for life-sustaining work, and even when in the labor market, they accumulate productive and reproductive services. From this understanding we propose, in this essay, debate the value of the sexual division of labor, and social relations of sex, in the classical discussions about the division of labor. For this, we start from the studies of Smith, Durkheim, Marx and Engels on division of labor, and moving to the conceptual work of Kergoat and Hirata on sexual division of labor and social relations of sex. Approaches between Smith, Marx and Engels regarding materiality on the basis of the formation of society were evidenced in this path, and Marx and Engels go deeper on the discussion of classes exploration, and distances between Smith and Durkheim - while one sees the exchanges as a link. between people, the other attributes the same function to interdependent consciousness. However, it is observed that the specificities of the female condition were not considered. The sexual division of labor demonstrates that there are socially determined jobs for men and women, and men’s work is most valued. This division appears as the material basis that changes the social relations between men and women, generating a tension that contributes to the maintenance of the social and economic devaluation of women. Thus, it is concluded that the gender variable is extremely relevant in discussions about the division of labor and social production and reproduction.

Given the lack of qualified Physics teachers in Brazil, it may be noted that the paucity of these professionals is linked to several factors, among which are the low conclusion rate of undergraduate course students. As such, we approach the issue from the perspective of graduating students. To this end, we will discuss elements of the relation that these subjects constructed with regard to physical knowledge and teaching. Mindful of these conditions, we elicit Bernard Charlot’s theory of relation with knowledge to argue that the continuity of this group of alumni on the Federal University of Santa Catarina Licentiate Course in Physics was due to factors such as: personal and inner motivation, in contrast to external adversities; establishing an identity with the area, Physics or teaching in Physics; and support from the university, mainly though projects that provide financial assistance.

The purpose of this article is to analyze the papal discourses promoting the devotion of the Rosary of the Virgin Mary from the papal bulls of Sixtus IV (1471-1484), Pius V (1566-1572) and Gregory XIII (1572-1585), produced between 1469 and 1573. For this purpose, we seek to carry out a brief history of the devotion of the Marian Rosary, emphasizing important aspects for its establishment as a Catholic devotion. Futhermore, we try to go throughout the spaces of diffusion of this devotion, from the religious monasteries to the lay confraternities, and, at last, to present the place occupied by the Rosary in the papal discourse. Corroborate, in our aims, the analytical categories of social place and authoritative language, of Michel de Certeau (1982) and Pierre Bourdieu (1998), respectively.

This report describes an experience of a teaching internship in higher education. The purpose of this paper is to tell the experience of the trainee-teacher in the elective course "Information and Communication in Organizations", offered in the undergraduate course in Librarianship of the School of Information Science of the Federal University of Minas Gerais. The objective is to reflect on the application of active teaching-learning methodologies in the theoretical discipline, based on the analysis of students' perceptions about the methods and pedagogical techniques developed by the trainee-teacher. The conceptual discussions foreseen in the teaching plan of the course were supported by practical didactic activities, applied in an interspersed way with the theoretical content. In order to understand how such activities were received by the students, a case study was carried out. The data collection consisted of the application of a questionnaire with a structured question and a discursive one, besides the direct observation. The responses were quantitatively analyzed, measuring the degree of approval for each active methodology, and qualitatively, evaluating the respondents' opinion on a preferred technique. 17 of the 21 enrolled students answered the questions. Data analysis indicates students' preference for practical activities, assisting them in systematizing concepts and theories. The expository and dialogic classes interspersed with the use of active methodologies highlight the students’ engagement and interest in the taught content. Significant aspects of authenticity, student appreciation and empathic understanding were also noted through the respondents' comments spontaneously recorded in the responses form.

This article aims to analyze how objects originating from the African continent during the period of colonization were transformed into 'art' by European artistic vanguards and European Museums. Analyze how they were incorporated into the Western aesthetic framework and, at the same time, how the image of primacy in relation to the African cultures was conceived. The main line of analysis is based on the perception of the alterity construction between colonizers and colonized, which can be understood through the concepts of 'colonial situation' and 'anachronistic space' and through the pathologies perceived by Frantz Fanon.

This article aims to identify links between the brazilian March to the West and the construction of a new national project, during the Estado Novo (1937-1945), responsible for intensifying the domination of indigenous populations and the conquest of their lands. For that we will proceed an analysis of the campaign that culminated in project of the recognition, occupation and integration of the national territory, as well as the articulation that incorporated the symbolic image of the indigenous population within the construction of an ideal of “Brazilianness”. Thus, we are interested in the reflection on the issues related to the indigenist policies of the period, focusing on the Roncador-Xingu Expedition (1943-1948), the spearhead of the expansionist project of Getulio Vargas.

This paper aims to relate the identity elements of a group of History teachers who work with basic education in Belo Horizonte relating to the constitution of the identity in Latin America, its general aspects and policies of education in the region. It was investigated about the teacher's professional identity in order to correlate the themes present in the text with the report of teaching professionals who work in basic education schools in the metropolitan area of ​​Belo Horizonte, Minas Gerais. To do this, as a method for the investigation, a questionnaire was applied, with closed and open questions, requesting information of personal data and perceptions about the teaching activity. It was noticed that the teacher of History of Basic Education is shaping their identity and, during the stabilization phase of Huberman (1995), teachers are already more aware of their attributions and contributions to society, even perceiving the movement of public policies that deprofissionalize their role and make them rethink, several times, about future expectations and projections. There were also major problems in the educational area and in the relation of the teachers with the public educational policies implemented in the last decades. Thus, the teaching condition at the beginning of the 21st century is heterogeneous, unequal, in line with the changes in the labor field of the capitalist world and tangled by elements that interfere in the quality of life of the teachers.

The study of movement has engaged a considerable portion of the science development. Different approaches tried to present the plausibility of systems that were dedicated to measuring the relationship between distinct objects and their position in the universe. In addition, they sought to explain how and why many of these objects moved. Galileo and Descartes are important personalities of this history, whose contributions were fundamental to the improvement of the concept of inertia, which is still fundamental. By cleaving movement and repose Galileo made possible the separation of movement from the body’s nature. Descartes, understanding repose and movement as a contingent state of matter, saw a full space, without the possibility of emptiness. In this paper we present how, between kinematics and dynamics, gravity and collisions, both author’s established safe bridges for the later development of the inertia concept (although they never mentioned the term).

ABSTRACT: In this article, I discuss the "apocalyptic" narrative adopted by Globo Rural magazine from 1985, when it was founded,  until 1987, emphasizing its issue number 16, January 1987, where the paper sought to draw attention to deforestation of the biome Pantanal of Brazil. Such an example presents one of the main reports of the magazine related to environmental preservation. The report entitled "The Scream of the Pantanal" had a national repercussion attracting the attention of several environmental institutes and the government in the period of national redemocratization. The customary approach to the idyllic rural environment is shattered by some agent of change whose mystery is emphasized by the use of the natural and supernatural terminology of the terrifying narrative of destruction of the Pantanal's fauna and flora. Thus, I analyze historically, from an environmental cultural history of the rural environment, how this narrative is constructed that aims to project the environment and its social transformations through the use of apocalyptic metaphors and languages. Keywords: Globo Rural, Pantanal, História ambiental, Environmental History.

 Apresenta a Nota Clínica "A febre dengue em Curityba", de autoria do médico Trajano Joaquim dos Reis (1852-1919), texto publicado na Gazeta Médica da Bahia em 1896 e cujo valor histórico reside no fato de ser considerado um dos primeiros relatos de ocorrência da dengue em território brasileiro. Relaciona a publicação com a trajetória do autor e com outros artigos encontrados em periódicos médicos e a articula com a historiografia acerca do tema, de maneira a elucidar o estatuto nosológico da doença descrita pelo esculápio, e em que medida ela pode se relacionar com o que hoje entendemos por dengue.

The significant number of undergraduate courses in rural education initiated in the country with emphasis on the natural sciences makes relevant the relationship between science education and rural education. We raised in the national and international science education literature the articles that reflect on rural education and analyze how they discursively construct this approach. A Bakhtinian analysis suggests that all constructed hybrid discourses valuing local reality, but in different ways, in relation to the appropriation of scientific knowledge and or science teaching: without modification of pre-selected contents; with selection of contents based on local problems and with modifications of science education practices. The last groups would be closer to what we call scientific rural education.