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Tecendo olhares sobre a educação física e a inclusão : um estudo sobre a subjetividade do trabalho docente em contexto de formação continuada
Get PDFThis work is a theoretical study on developing continuing training of physical education
teachers, with an emphasis on inclusion - specifically people with disabilities. The aim is to
understand the characteristics and potential of continuing traininggroups, strongly present
teachers, as indicators elements of (re) construction of subjectivity and the consequent impact
on pedagogical practices of teachers. It is evident, therefore, the formation of understanding
as a living and continuous activity of the building itself, as pointed out by Antonio Nóvoa,
and brings together a diversity of human dimensions in the (re)constitution of subjects,
integrating as praxis, the know how and knowledge, as stated by Marie-Christine Josso. In
contemplating the subjectivity concerning what Fernando González Rey points out, we start
from the perspective of the same as a complex system between the individual dimension and
the social dimension in a reciprocal manner and interrelated, performing in the constitution of
the subject by the group and vice versa. In this sense, we try to understand the continuing
training of those teachers impacted the subjectivity of individuals participating in the process,
about to pass in the pedagogical practice of a truly inclusive manner. Then, the research made
use of documental approach in order to produce some considerations about the theme itself.As
documental research material will be used documents — reports, interviews and narratives —
which resulted in a master's thesis and a post-doctoral report produced through the analysis of
the narratives of the teachers who participated in the Operating Training Groups (GOF) of an
extension project occurred in 2011 in Adapted Physical Education Laboratory, Center of
Physical Education Sports, Federal University of Espírito Santo (Laefa/Cefd/Ufes). The
analysis points to the establishment of an environment (re)construction subjective of teaching
in that spaces are enhanced training to recognize the subject as alive and significant source of
content and actions; who understand the reflection and dialogue as an effective means of
approaching senses and meanings historical and socially accumulated; making exchanges of
experience situations a moment of conceptual construction, procedural and attitudinal; and
that by doing the teaching the starting and finishing point of the training path, realize the need
to emphasize experiences that can support new thinking, new looks, new performance
settings.Este trabalho é um estudo teórico sobre a formação continuada de professores de Educação
Física com ênfase na inclusão. Pretende compreender as características e potencialidades dos
grupos de formação continuada, presentes nas narrativas docentes, como elementos
indicadores da (re)construção da subjetividade e consequentes repercussões nas práticas
pedagógicas desses professores. Evidencia, portanto, o entendimento de formação como uma
atividade viva e contínua da construção de si próprio, como aponta Antonio Nóvoa, e reúne
uma diversidade de dimensões humanas na (re)constituição dos sujeitos, integrando, como
práxis, o saber-fazer e os conhecimentos, como afirma Marie-Christine Josso. No que
contempla a subjetividade, concernente ao que Fernando Gonzaléz Rey aponta, parte da
perspectiva que a visualiza como um sistema complexo entre a dimensão individual e a
dimensão social de forma recíproca e inter-relacionada, realizando-se na constituição do
sujeito pelo grupo e vice-versa. Busca compreender de que maneira as narrativas dos
professores participantes dos grupos de formação continuada em Educação Física, com ênfase
na inclusão, indicam mudanças na (re)construção da subjetividade do trabalho docente. Para
tanto, a pesquisa valeu-se de uma abordagem documental a fim de tecer considerações sobre o
tema em questão. Como material documental da pesquisa, foram utilizados os documentos —
relatórios, entrevistas e narrativas — que resultaram em uma dissertação de mestrado e em um
relatório de pós-doutoramento produzidos em meio à análise das narrativas dos professores
que participaram dos Grupos Operativos de Formação (GOF) de um projeto de extensão
ocorrido em 2011 no Laboratório de Educação Física Adaptada, Centro de Educação Física e
Desportos, Universidade Federal do Espírito Santo (Laefa/Cefd/Ufes). As análises apontam
para a constituição de um ambiente de (re)construção subjetiva do trabalho docente na medida
em que são potencializados espaços de formação que reconheçam o sujeito como fonte viva e
significativa de conteúdos e ações; que entendam a reflexão e o diálogo como meios eficazes
de se aproximar dos sentidos e significados acumulados histórico-socialmente; que façam das
situações de trocas de experiências um momento de construção conceitual, procedimental e
atitudinal; e que, ao fazer do trabalho docente o ponto de partida e chegada do percurso
formativo, percebam a necessidade de enfatizar experiências que possam subsidiar novas
reflexões, novos olhares, novas configurações de atuação
Desvelando a distrofia muscular congênita: implicação na educação escolar e no atendimento pedagógico domiciliar
No full textLa distrofia muscular congénita (DMC)es una enfermedad de origen genético que puede afectar el desarrollo motor y funcional de niños y adolescentes desde los primeros meses de vida. Su gravedad varía desde formas leves hasta condiciones complejas, comprome-tiendo significativamente la calidad y la expectativa de vida del individuo. Este artículo tiene como objetivo describir comprensivamente la DMC a partir de la producción cien-tífica existente y analizar sus implicaciones en el proceso de escolarización, con énfasis en las prácticas de inclusión educativa y en la atención pedagógica domiciliaria. Para ello, se realizó una revisión bibliográfica en bases de datos académicas como la Biblioteca Electrónica Científica en Línea (SciELO), la Coordinación de Perfeccionamiento de Per-sonal de Nivel Superior (Capes), la Asociación Nacional de Posgrado e Investigación en Educación (ANPEd) y el Repositorio Institucional de la Universidad Federal del Espírito Santo (RiUfes), abarcando el período de 2011 a 2022. Se observó que la mayoría de las investigaciones sobre la DMC se concentran en el campo de la salud, existiendo una es-casa producción en el área de la educación. El análisis de los pocos estudios que abordan esta interfaz revela desafíos relacionados con la accesibilidad, las prácticas pedagógicas inclusivas y la formación docente. Se destaca además la importancia de una mirada inter-disciplinaria y de una actuación articulada entre escuela, familia y equipo de salud para garantizar el derecho a la educación de los sujetos con esta condición. Se concluye que existe una brecha significativa de investigaciones dirigidas al contexto educativo y a la atención pedagógica domiciliaria de la DMC, lo que refuerza la urgencia de ampliar los estudios en esta área.A distrofia muscular congênita (DMC) é uma doença de origem genética que pode afetar desenvolvimento motor e funcional de crianças e adolescentes desde os primeiros meses de vida e sua gravidade pode variar desde formas leves às condições complexas, com o comprometimento significativo da qualidade e expectativa de vida do indivíduo Este artigo tem como objetivo descrever compreensivamente a DMC, a partir de produção científica existente e suas implicações no processo de escolarização, com ênfase nas práticas de inclusão educacional e no atendimento pedagógico domiciliar. Para tanto, foi realizada uma revisão de literatura em bancos de dados acadêmicos como da Biblioteca Eletrônica Científica Online (SciELO), Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), Associação Nacional Brasileira de Pós-Graduação e Pesquisa em Educação (ANPEd) e Repositório Institucional da Universidade Federal do Espírito Santo (RiUfes), abrangendo o período de 2011 a 2022. Observou-se que a maior parte das pesquisas sobre DMC encontra-se no campo da saúde, havendo poucos estudos na área da educação. A análise dos poucos trabalhos que abordam essa interface evidencia desafios relacionados à acessibilidade, práticas pedagógicas inclusivas e formação docente. Ressalta-se ainda a importância do olhar interdisciplinar e da atuação articulada entre escola, família e equipe de saúde no sentido de garantir o direito à educação de sujeitos com essa condição. Conclui-se que há uma lacuna significativa de investigações voltadas ao contexto educacional e do Atendimento Pedagógico Domiciliar da DMC, o que reforça a urgência de ampliar os estudos na área.Congenital Muscular Dystrophy (CMD) is a genetic disease that can affect the motor and functional development of children and adolescents from the first months of life. Its severity ranges from mild forms to complex conditions, significantly compromising both quality of life and life expectancy. This article aims to comprehensively describe CMD based on existing scientific literature and analyze its implications for the schooling process, with an emphasis on inclusive educational practices and home-based pedagogical support. A literature review was conducted using academic databases such as the Scientific Electronic Library Online (SciELO), the Coordination for the Improvement of Higher Education Personnel (Capes), the Brazilian National Association of Graduate Studies and Research in Education (ANPEd), and the Institutional Repository of the Federal University of Espírito Santo (RiUfes), covering the period from 2011 to 2022. The results indicate that most research on CMD is concentrated in the health field, with a notable lack of studies in the field of education. Theanalysis of the few works that address this interface reveals challenges related to accessibility, inclusive pedagogical practices, and teacher training. The importance of an interdisciplinary perspective and coordinated action between schools, families, and healthcare teams is emphasized in ensuring the right to education for individuals with this condition. It is concluded that there is a significant gap in research focused on the educational context and on home-based pedagogical support for CMD, underscoring the urgent need to expand studies in this area
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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