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Professoralidade de bacharéis em matemática: trajetórias e experiências docentes no ICEN/UFPA
(Universidade Federal de São Carlos, 2024-08-06) Patricio, Rafael Silva; Sousa, Maria do Carmo; https://lattes.cnpq.br/6637658562543505; https://orcid.org/0000-0002-5523-757X; https://lattes.cnpq.br/1354613531666420; https://orcid.org/0000-0001-5086-0760
This thesis sought to understand the constitution of the professorship of university teachers with a bachelor's degree in mathematics. To this end, it aimed to find out, through their narratives, their trajectories and experiences in the professional and/or personal sphere that contributed to the construction of their professorship. The specific objectives were: to identify which aspects of the training path contributed to the constitution of the professorship of these professionals; to analyze, based on their answers, characteristics that permeate the constitution of the professorship of these bachelors; and, to establish possible links between the constitution of professorship, the training path and professional performance. For theoretical support, we drew mainly on the publications of: Bolzan (2001; 2002; 2006; 2007; 2016; 2019), da Cunha (2018), Freitas (2000; 2002), Isaia (2003; 2008) and Powaczuk and Bolzan (2009). The methodological approach was qualitative and sociocultural in nature, in which data was collected through semi-structured interviews and analyzed using the content analysis technique, based on the framework proposed by Bardin (2006). The participants in this research were four teachers with a bachelor's degree in mathematics, who are permanent lecturers at the Federal University of Pará (UFPA) and have extensive teaching experience. This audience was chosen because, following the bibliographic survey carried out between 1990 and 2020, which found more than 1,400 mentions of the term professorality, many of them used Pereira (1996) as their main reference, but none of the studies targeted teachers with a bachelor's degree in mathematics. In this way, we gave a voice to these teachers, in which we were able to learn about their formative paths, work experiences, particular values and their own reflections on the act of teaching and learning mathematics. Their most representative statements were categorized and, when there were similarities, they were grouped together until we reached the final categories. These were: trajectory, self-reflective aspect, experience and sociocultural aspect. We defined each of these categories and, after analyzing them, we could see that they are part of the constitution of the professorship of each of the teachers taking part in this research. We also noticed that there was a behavioral change in each of the teachers over the course of the construction of this professorship. The results showed that this change occurred mainly in their treatment of their students, their commitment to their studies, their awareness, their decision-making, their wisdom and their more flexible behavior.
Experiência outra: possibilidades na educação em ciências de afirmar a vida pelos afetos
(Universidade Federal de São Carlos, 2024-08-06) Jardim, Amanda; Souza, Carolina Rodrigues de; https://lattes.cnpq.br/8152101475247049; https://orcid.org/0000-0002-7826-1011; https://lattes.cnpq.br/9143184855577348; https://orcid.org/0009-0000-5177-6210
The theoretical development concerning Science Education is vast, leading to various directions, including the issue of experience as a practice that enables the attainment of scientific knowledge. However, upon encountering the concept of experience proposed by Deleuze, we activate this concept in a thought experiment and realize that we could outline new contours for the field. As a starting point for this experience, we will discuss the historical and political contexts of Science Education, bringing to light the forces that have shaped this field over time. This includes a selection of key historical and political events, both nationally and internationally, that have assigned different functions to science classes, traversing the pedagogical approaches that shape learning. These movements collectively establish a sense of and for experience in science classes, which, guided by relationships between subjects and objects, often limit themselves to the reproduction of laboratory practices, prioritizing the objective nature of experience and restricting creativity. They settle for the universal and do not acknowledge the existence of bodies in their uniqueness. Drawing on Spinoza's theory regarding the conception of the body and affects, as well as Deleuze’s interpretation of Bergson’s conception of experience, we will delve into this alternative thinking about the body. Through these pathways, we will reach the idea, proposed by Deleuze, that we learn through encounters when there is a fortuitous mixing of bodies, where the body undergoes a real experience and differentiates itself. It creates a new existence for itself and affirms life. Motivated by these thoughts, we find possibilities for an alternative experience—one that is not merely performed but lived. Uncertain, it does not develop in a linear fashion but engages the sensitivity of the body in search of the relationships that compose it and the affections that traverse it. An alternative experience in Science Education, as a possibility to affirm life through affections in education.
Formação de professores de ciências para pessoas com deficiência intelectual: uma pesquisa bibliográfica
(Universidade Federal de São Carlos, 2024-08-06) Santos, Priscila Maria dos; Furlan, Elaine Gomes Matheus; https://lattes.cnpq.br/3179865576965852; Bozzini, Isabela Custódio Talora; https://lattes.cnpq.br/0853746645322544; https://lattes.cnpq.br/5381330983311044
The training of teachers in the natural sciences is a field of knowledge that is related to various other areas and undergoes changes with each alteration in the historical, social and political process, as well as being a subject that has been widely researched over the years. This paper seeks to answer the following question: What does the literature say about the training of science teachers for people with intellectual disabilities? The aim is to highlight the fundamental elements for the training of natural science teachers from an inclusive perspective for PwID. The technical, practical, critical and communicative rationalities were used as theoretical foundations for teacher training models. The fundamentals of defectology were used as a basis for the development of people with intellectual disabilities. The following descriptors were used in the bibliographical research: teacher training, science teaching and intellectual disability, and the search was carried out in the Scientific Electronic Library Online (SciELO) databases. Based on the survey and the inclusion and exclusion criteria established, 7 articles were obtained for analysis. This data analysis was carried out in the light of content analysis, seeking to highlight elements considered fundamental to teacher training for maximum learning, so that they can also offer their students maximum learning. To this end, elements that are similar to or different from dialogic learning were highlighted, given that dialogic learning advocates maximum learning for all. The results obtained show that teacher training in Brazil, although theoretically valued, lacks effective practical implementation. The importance of continuous teacher training is highlighted, balancing content mastery and pedagogical reflection based on communicative rationality. Despite changes in educational policies, such as the LDB and the DCNs, a technical approach still prevails, focused on the transmission of content. The research also reveals a significant gap in science teaching for IDPs, with few studies directly addressing the training of teachers to work with these people in the classroom. Existing research focuses more on visual and hearing impairments, with less attention paid to intellectual disabilities. There is also a scarcity of studies relating Dialogic Learning to inclusive science teaching. The conclusions indicate that the general objective of highlighting fundamental elements for inclusive teacher training was partially achieved. The research suggests the need to expand investigations into science teacher training for IDPs, including longitudinal studies with a broader thematic scope. This future research could be carried out at doctoral level, deepening the understanding of inclusive pedagogical practices and contributing to more effective and equitable teacher training.
Apoio social e funcionalidade familiar de pessoas idosas em cuidados paliativos no contexto hospitalar: mapeamento das evidências e descrição do perfil
(Universidade Federal de São Carlos, 2024-08-06) Silva, Ana Laura de Souza; Ottaviani, Ana Carolina; https://lattes.cnpq.br/6355920916125637; https://orcid.org/0000-0003-4037-4587; Santos-Orlandi, Ariene Angelini dos; https://lattes.cnpq.br/1334146454214813; https://orcid.org/0000-0002-3112-495X; https://lattes.cnpq.br/5609241938093164; https://orcid.org/0000-0002-1201-9919
Population aging is a global reality that demands new approaches to the healthcare of older people. Among these, palliative care emerges as essential to improving the quality of life for patients with severe and life-threatening illnesses. In this context, social support and family functionality play crucial roles, which can influence the general state and well-being of these patients, as well as facilitate adaptation to debilitating conditions. Objective: To analyze the social support and family functionality of older people eligible for and/or receiving palliative care in the hospital context, mapping the existing scientific evidence and describing the sociodemographic and clinical profile of this population. Method: The study was developed in two stages: a scoping review and a pilot study. The scoping review mapped scientific evidence in the databases of the Virtual Health Library, Embase, Medline/PubMed, and Scopus between 2019 and 2024. The pilot study included ten hospitalized older people, eligible for palliative care, in which sociodemographic, clinical, social support, and family functionality data were collected. Results: In the scoping review, four studies were selected, with participants predominantly male, ages ranging from 66 to 91 years, and multiple chronic diseases. Feelings of depression, anxiety, loneliness, and pain were prevalent. The social support network was perceived positively, but family functionality showed weaknesses, generating insecurity. Perceived social support increased over time, while feelings of loneliness and depression decreased. In the pilot study, most older people were male, diagnosed with neoplasms, and dependent on activities of daily living. The highest perceived social support score was in the material dimension, while the lowest was in emotional support. Family functionality was considered good, with weak but harmonious family ties. Conclusion: The study revealed that social support and family functionality are important factors in the experience of patients in palliative care, especially regarding emotional support and social interaction during hospital care. However, caregiver burden and family conflicts can lead to family dysfunction and negatively impact older people in hospital-based palliative care.
Dados: ações populares ambientais e ações civis públicas ambientais ajuizadas no estado de São Paulo no período de 2015 a 2022
(Universidade Federal de São Carlos, 2024-08-06) Ribeiro, Elen Pessoa de Queiroz; https://lattes.cnpq.br/1314612121213589; https://orcid.org/0000-0001-9220-4251