Escola x tecnologia: reflexões sobre a formação de professores de educação física

INTRODUÇÃO: Na educação, os meios de comunicação de massa trouxeram mudanças e possibilidades significativas, como as mudanças cognitivas, resultando num confronto entre a forma que se aprende na escola tradicional e a forma como se aprende mediado pelas novas tecnologias de comunicação. OBJETIVO: Analisar se os alunos da graduação do curso de Educação Física Licenciatura da Universidade Federal de Ouro Preto sentem-se preparados para trabalhar com a tecnologia em suas aulas. MÉTODOS: Foram selecionados randomicamente alunos do primeiro, quinto e oitavo períodos, o critério de seleção foi alunos que estivessem cursando as disciplinas disponibilizadas para seus respectivos períodos. Foi analisado, através de entrevista, a opinião de nove alunos. A entrevista teve um total de três perguntas principais e abrangeu assuntos da atualidade e aqueles já estudados na matriz curricular do curso. A análise dos dados foi conduzida de acordo com a seguinte sequência: transcrição, organização e interpretação (classificação e organização). As gravações foram transcritas por meio de digitação em um computador. A classificação e organização das informações foi feita através do método Meaning Unit (MU). RESULTADOS: Os achados da pesquisa apontam que, sob a perspectiva discente, existe um volume reduzido de encargos didáticos que se valem dos recursos tecnológicos como ferramentas pedagógicas. Isso pode demonstrar limites no grau de sistematização da referida temática nos conteúdos trabalhados durante o curso e, consequentemente, na percepção dos alunos e alunas acerca de seu preparo para atuação na Educação Física Escolar. CONCLUSÃO: Conclui-se que os alunos do curso de Educação Física da Universidade Federal de Ouro Preto não se sentem preparados para trabalhar com a tecnologia na escola. ABSTRACT. School x technology: reflections about formation of physical education teachers. BACKGROUND: In education, the mass media brought changes and significant possibilities, such as cognitive changes, resulting in a confrontation between the way that you learn in traditional school and the way that you learn mediated by new communication technologies. OBJECTIVE: To analyze if the undergraduate students of Physical Education Degree from Federal University of Ouro Preto feel prepared to work with the technology in their classes. METHODS: Students from the first, fifth and eighth periods were randomly selected; the selection criteria were students who were studying the subjects available for their respective periods. It was analyzed, through an interview, the opinion of nine students. The interview had a total of three main questions and covered topics of the present time and those already studied in the curricular matrix of the course. Data analysis was conducted according to the following sequence: transcription, organization and interpretation (classification and organization). The recordings were transcribed by typing on a computer. The classification and organization of the information was done through the Meaning Unit (MU) method. RESULTS: Analyzes of these transcriptions initially totaled 117 MUs and, after a concordance analysis between the three evaluators with experience in qualitative research, with the objective of categorizing each MU in a pre-defined category, resulted in 77 MUs, being some used in the present study. CONCLUSION: It is concluded that the students of the Physical Education course from Federal University of Ouro Preto do not feel prepared to work with the technology in their classes.

Evaluating Two Array Autocalibration Methods with Multifrequency HF Radar Current Measurements

One pivotal factor affecting the accuracy of HF radar current measurements is the direction of arrival (DOA) estimation performance of the current signal. The beamforming technology or superresolution algorithm cannot always perform best in practical applications because of the phase errors existing in array channels. These phase errors, which cause uncertain estimation of DOA, lead to confused values in radial current maps. To solve this problem, this paper is focused on discussing the performances of two autocalibration methods using sea echoes for multifrequency high-frequency (MHF) radar current measurements. These two array calibration methods, based on maximum likelihood (ML) and multiple signal classification (MU), first seek single-DOA sea echoes and then gather them for array calibration using different cost functions. The ML and MU methods provide approximate mean phases, while the standard phase errors of the MU method are smaller. After array calibration using these two methods, the results show significant improvements in current retrievals. Comparisons between the MHF radar and ADCPs reveal that array calibration using the ML and MU methods also improves the estimation of radial currents clearly, with correlation coefficients over 0.93 and rms differences of 0.09–0.18 m s−1 at different operating frequencies and sampling locations. The performance of the bearing offset is also improved. Only small bearing offsets less than 10° exist in radial current measurements. Therefore, this paper demonstrates that array calibration is a crucial part for current measurements, especially for direction-finding HF radar.

Assimilation of Lightning Data Using a Nudging Method Involving Low-Level Warming

This study presents a new method for assimilating lightning data into numerical models that is suitable at convection-permitting scales. The authors utilized data from the Earth Networks Total Lightning Network at 9-km grid spacing to mimic the resolution of the Geostationary Lightning Mapper (GLM) that will be on the Geostationary Operational Environmental Satellite-R (GOES-R). The assimilation procedure utilizes the numerical Weather Research and Forecasting (WRF) Model. The method (denoted MU) warms the most unstable low levels of the atmosphere at locations where lightning was observed but deep convection was not simulated based on the absence of graupel. Simulation results are compared with those from a control simulation and a simulation employing the lightning assimilation method developed by Fierro et al. (denoted FO) that increases water vapor according to a nudging function that depends on the observed flash rate and simulated graupel mixing ratio. Results are presented for three severe storm days during 2011 and compared with hourly NCEP stage-IV precipitation observations. Compared to control simulations, both the MU and FO assimilation methods produce improved simulated precipitation fields during the assimilation period and a short time afterward based on subjective comparisons and objective statistical scores (~0.1, or 50%, improvement of equitable threat scores). The MU generally performs better at simulating isolated thunderstorms and other weakly forced deep convection, while FO performs better for the case having strong synoptic forcing. Results show that the newly developed MU method is a viable alternative to the FO method, exhibiting utility in producing thunderstorms where observed, and providing improved analyses at low computational cost.

Improved Mu Method with Mixed Perturbation to Dynamic Pressure

Mu method is a flutter solution technique based on frequency domain mu-analysis, which directly applies perturbation to dynamic pressure in aeroelastic equation of motion. In a previous study, the dynamic pressure perturbation was modeled as a purely real uncertainty, which could not guarantee the continuity of mu. To improve the continuity of mu, a small amount of complex perturbation is added to the dynamic pressure in addition to the real perturbation. Thus the mu method is improved with this mixed real/complex perturbation. Formulations and algorithm of the improved method are presented and validated with sample test cases. It is demonstrated that the improved mu method is more feasible and conservative than the original mu method due to the mixed perturbation.