Universidade Luterana do Brasil: Periódicos ULBRA
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(Im)possibilidades da atuação do psicólogo na atenção primária: demanda e atribuição na percepção de médicos e enfermeiros
Get PDFO presente estudo teve como objetivo analisar a percepção de médicos e enfermeiros de Saúde da Família (SF), sobre o que consideram demandas e atribuições do psicólogo na Atenção Primária à Saúde (APS) e como solicitam seu trabalho. Participaram 16 profissionais de três Unidades Básicas de Saúde (UBS) selecionadas de um município da região metropolitana de Curitiba não apoiadas por Núcleo Ampliado de Saúde da Família e Atenção Básica (NASF-AB) mas que contavam com o apoio de um profissional da psicologia. Optou-se por este cenário para investigar a inserção do psicólogo em outros rearranjos na saúde pública. Trata-se de uma pesquisa qualitativa, tendo como instrumento de coleta de dados a entrevista semiestruturada, sendo criadas três categorias por meio da análise de conteúdo. Os resultados apontaram dificuldades na análise da demanda psicológica, possibilidades e entraves na atribuição do psicólogo, encaminhamentos sem comunicação em equipe e desconhecimentos sobre a prática psicológica
PEDAGOGIAS DO CONSUMO E NARRATIVAS ORAIS: O QUE PENSAM, DIZEM E SENTEM OS SUJEITOS INFANTIS ESCOLARES
Get PDFAs pedagogias do consumo têm operado de forma contundente sobre as experiências de si dos sujeitos infantis escolares, produzindo determinadas formas e posições-de-sujeito a partir das quais as crianças são convocadas a atuar. O objetivo deste artigo é destacar o que as crianças conhecem, sabem e reinterpretam da cultura do consumo por meio de suas narrativas orais. A pesquisa, de natureza qualitativa, foi desenvolvida em turmas de quarto e quinto ano de escolas municipais do estado do Rio Grande do Norte. Em linhas gerais, as narrativas orais das crianças revelaram a presença marcante das pedagogias do consumo intimamente ligadas ao dinheiro e às tecnologias, evidenciando uma compreensão dos mecanismos de consumo
Preservice and In-Service Primary Teachers’ Knowledge of Mathematical Reasoning Processes in the Context of a Geometry Task
Get PDFBackground: Teachers’ knowledge of mathematical reasoning and how to foster it in pupils influence the way they plan and conduct their lessons. In geometry, it implies developing visualisation and spatial structuring. Objectives: This article addresses the knowledge of the preservice and in-service primary teachers about reasoning processes, namely the way they relate several reasoning processes when solving a didactical task involving geometry. Design: The study reported here followed a qualitative-interpretative approach, adopting a design-based research modality. Setting and Participants: The teacher education experiments were developed with 31 preservice primary teachers and 19 in-service teachers of grades 1 to 6. The participants were not selected since they were the unique classes of pre- and in-service primary teachers in the institution. Data collection and analysis: Data were collected by audio and video records of lessons, participant observation and the collection of written records of the preservice teachers. We used content analysis of the data using the framework we elaborated on before concerned with knowledge of reasoning processes. Results: The preservice teachers identified the process of generalising, relating it with comparing and exemplifying processes. Regarding the process of justifying, participants used the association to understand why a relationship works as a selection criterion for that process. On the contrary, the distinction between justifying and generalising appeared to be more difficult for in-service teachers. Conclusions: Collaborative work on didactical tasks that are supported by relevant mathematical tasks and real classroom episodes are promising scenarios to develop teachers’ knowledge about mathematical reasoning
Interactions Promoted by Teacher Educators Based on an Erroneous Approach to the Subject of Fractions
Get PDFBackground: An episode developed within the framework of a training process for primary school teachers is presented, based on a previous diagnosis where, among other shortcomings, those related to the subject of fractions and their teaching were detected. In this context, a set of interactions between the participants and two mathematics teacher educators take place, based on an error related to this theme. Objectives: To analyse the types of interactions promoted by two mathematics teacher educators from the appearance of an error in the context of a continuous training program for primary school teachers. Design: Naturalistic research of a qualitative-ethnographic nature. Scope and participants: Two mathematics teacher trainers and teachers of the second stage of primary school (9-11 years old) belonging to an educational network that offers its services in disadvantaged sectors. Data collection and analysis: Sixteen hours recorded on video were observed and analysed from two categories with their respective properties; each category characterises a type of interaction. Results: The information collected shows a different type of interaction on the part of each of the two mathematics teacher educators when an error appears about the fraction and its teaching. Conclusions: The two types of interactions that are evident in a different way in each one of the trainers, show that the characteristics proposed by an initial, continuous or professional development training program are marked by the types of interactions promoted by the trainer
Context of Data and Uncertainty: One of the Challenges for Numeracy Provision in Elementary School Teacher Education
Get PDFBackground: Student numeracy reflects their interaction with the environment, especially with their teacher. Therefore, the formation of teacher numeracy must start from their education when in college. Objectives: This study explores the numeracy, which parts become limited or lacking, and what hinders and supports those skills. Design: This study employs an exploratory descriptive method and involves case studies to achieve the objectives. Setting and Participants: The research participant is 84 students of the department of elementary school education at one of the public universities in Indonesia, consisting of 3 classes: undergraduate, postgraduate, and postgraduate cooperation class. Data collection and analysis: Numeracy tests and semi-structured cognitive interviews are used to collect data. The test results were analyzed using descriptive statistics to see the numeracy profile, and essential parts were clarified in the discussion. Results: Our findings show that for all classes, statistics and probability became the content with the lowest achievement on this test. We also highlight that the undergraduate class become the best class based on the test results, followed by the regular postgraduate class and the postgraduate cooperation class. In other words, this study's teaching experience and level of education are not enough to help students solve numeracy problems. Conclusions: Data and uncertainly (quantitative) literacy must emphasize improvements and potential studies for subsequent researchers. The implications of our research are also focused on teacher education; numeracy provision should not only be noted on in-service teachers but also target their education in college
The Reflexes of Teaching Practice in Chemistry Teaching: Searching for Interdisciplinary Dialogues
Get PDFBackground: Interdisciplinarity arises in the search to rescue and direct learning between students and educators. Objective: The objective of this paper is to understand the discussions and reflections conveyed from Theses and Dissertations aimed at the articulations between the Teaching of Chemistry from the interdisciplinary practice in Basic Education. Design: Through this, we seek to build the state of the art available on the CAPES portal in the period from 2011 to 2021. Participants: The research classified as qualitative, portrays the analysis of 44 works that were obtained in the review carried out. Data collection and analysis: The analysis of the results emerged from three categories in the light of the analysis method proposed by Bardin (2011), namely: i) Construction of scientific knowledge; ii) integration process; and, iii) interfaces between learners and educators. Results: Based on the results, it was possible to analyze throughout the discussions that interdisciplinarity has led to reflections that intertwine theory and practice in Chemistry Teaching, through more critical attitudes in school spaces. Conclusions: This corroborates that the researches present a concern to lead the students to be true protagonists of their learning
PEDAGOGIAS DA CISPASSABILIDADE, SCRIPTS DE GÊNERO E EXISTÊNCIAS TRANS
Get PDFO presente artigo visa discutir sobre alguns dos engendramentos produzidos pelas pedagogias de gênero na construção de homens e mulheres a partir da lógica cisheteronormativa na atualidade. Também se propõe a discutir e pensar criticamente sobre a operação de Pedagogias da Cispassabilidade sobre os corpos e as performances dos indivíduos, visando adequá-los, discipliná-los, produzi-los e “corrigi-los” a serem “cispassáveis” (inteligíveis), ancorados em scripts de gênero estabelecidos nas sociedades. A partir do referencial teórico dos estudos de gênero, em uma abordagem pósestruturalista de análise, o artigo objetiva refletir sobre os tensionamentos produzidos por tais pedagogias sobre as existências de docentes transgênero que atuam/atuavam na Educação Infantil. Palavras-chave: Pedagogias da Cispassabilidade; Pedagogias de Gênero; Scripts de Gênero.
Avaliação da ideação suicida em crianças: Uma revisão sistemática
Get PDFO objetivo deste estudo foi investigar os instrumentos disponíveis para mensuração da ideação suicida em crianças. Foi realizada uma revisão sistemática de literatura a partir das bases de dados Medline (Pubmed), Cochrane Library, Portal Regional da BVS, PsycInfo e literatura cinzenta. A busca retornou 119 estudos, sete deles contemplaram os critérios de inclusão. Foram identificados sete diferentes instrumentos (Child-Adolescent Suicidal Potential Index – CASPI, Risk of Suicide Questionnaire – RSQ, Children Behavior Checklist – CBCL, Mood and Feelings Questionnaire – MFQ, Suicidal Risk Scale for Hong Kong Students – C-SIS, Youth Self Report – YSR e Adolescent Suicide Assessment Protocol – 20 - ASAP-20) cujas principais características são brevemente descritas. Considera-se que o conhecimento sobre instrumentos validados para mensurar a ideação suicida na infância, além de ser uma via importante na identificação e prevenção da morte precoce, permite ampliar a discussão sobre a necessidade de contemplar as diversas fases do desenvolvimento ao abordar a temática do suicídio
Geometric Constructions in the Current Math Teacher Training Courses at the Federal University of Mato Grosso do Sul
Get PDFBackground: Math teacher training in Brazil has been the subject of numerous studies under the most diverse approaches. From a historiographical perspective, we can highlight the performance of the Oral History and Mathematics Education Group and the History of Mathematics Education in the Research Group, both acting more directly with the narratives. Disciplines with the content of Geometric Constructions have historically been part of the training of Mathematics teachers. At issue in this text is the contribution of these disciplines to the formation of future teachers. Objective: This paper adds elements to mapping Mat teacher training and performance in the state of Mato Grosso do Sul and in Brazil, expanding discussions about the state and the possible role of geometric disciplines in undergraduate courses. Design: We present the normative documents of such courses and disciplines and the narratives, in the end, comparing the relevant literature for their analysis based on the researchers' questions. Environment and participants: Courses of Math Teacher Training at the Federal University of Mato Grosso do Sul – Brazil. The time frame of the research ranged from 2004 to 2019, the period in which the seven interviewees taught the subjects mentioned earlier. Data collection and analysis: The narratives of the interviewees, the teaching materials presented by them, and the normative documents are analyzed. Results: The narratives and pertinent literature allowed us a dispersive look, which turned outside the narratives themselves, having in them the triggering movement of reflections. Thus, we could produce questions and possible answers to such inquiries. Conclusions: Among the final notes, the following stand out: the importance of these disciplines, identified as “basic” in the course, to recover Geometry contents that students should have studied in Basic Education; the relevance of failure as a stimulus for the study; and the choice of materials that focus on other aspects of geometry. Such subjects are often intended for the substitute teacher, and there is no prior training to work in this discipline with a specific focus on teacher training
The City Has Abandoned Geometry: The Countryside Has Not! Reflections on Geometry and Its Teaching from the Perspective of Countryside Education
Get PDFBackground: On the one hand, the history of mathematics teaching in Brazil is marked by the gradual abandonment of Geometry teaching; on the other hand, the countryside has always assumed it as an essential ally in the political and identity affirmation of its populations. Objectives: This paper discusses how Geometry and its teaching can emerge, in the paradigm of Countryside Education, as a possibility of political-epistemic disobedience to a Mathematics Education referenced in the knowledge, procedures, attitudes, and values of urban, industrial, and market forms of life. Design: The research uses qualitative methodology with a focus on Countryside Education. Setting and participants: The investigation was developed in the context of an Undergraduate Teaching Degree in Countryside Education, based on records of students' activities. Data collection and analysis: The text mobilizes formative experiences of a degree in Countryside Education with emphasis on Mathematics to reflect on how Geometry can be articulated to rural peoples' territories and territorialities, aiming to contribute to pedagogical guidelines for teaching K-12 Mathematics. Results: The paper contributes to evaluating epistemological and educational positions regarding Geometry and geometric knowledge commonly established by school cultures, not necessarily limited to schooling in rural regions. Conclusions: Geometry in school cultures can be used to understand the social reality in which subjects, communities and collectives are inserted, mapping inequality relations, and proposing ways to overcome them