A constituição da formação de professores em processos de iniciação à docência

Este artigo tem como objetivo analisar o contexto de formação de jovens futuros professores de matemática em processo de iniciação à docência, no que tange os sentidos atribuídos à experiência com o uso da tecnologia por um aluno bolsista, que se dá na relação entre teoria e prática, contextualizadas no âmbito do Programa Institucional de Iniciação à Docência (PIBID). Para o desenvolvimento desse estudo problematizamos: Quais os desafios à inicialização da prática docente em matemática, focado na comunicação matemática? Dentre outros resultados, destacamos que o professor iniciante se constitui numa relação conflituosa entre a formação especifica e pedagógica. Pontuamos ainda, a formação inicial a exigência e a necessidade de um novo perfil de aluno-professor, que nos leva a pensar na formação educacional com a tecnologia e as atividades colaborativas. Tais ambientes educacionais com o uso de tecnologia e prática colaborativa, exigem sem dúvida, a repensar uma nova postura e ações ao enfrentamento da inicialização à docência. This article aims to analyze the context of training of young future teachers of mathematics in the process of initiation to teaching, regarding the meanings attributed to the experience with the use of technology by a student stock market, which occurs in the relationship between theory and practice, contextualized in the scope of the Institutional Program of Initiation to Teaching. For the development of this study, we discuss: What are the challenges to the initiation of teaching practice in mathematics, focused on mathematical communication? Among other results, we emphasize that the beginning teacher is a conflicting relationship between specific and pedagogical training. We also point out the initial formation of the requirement and the need for a new student-teacher profile, which leads us to think about educational formation with technology and collaborative activities. Such educational environments with the use of technology and collaborative practice, undoubtedly require rethinking a new attitude and actions to confront initialization to teaching.

The Teaching of the Federal Constitution in the context of Integrated High School of the Federal Institute of Education, Science and Technology of Amapá (IFAP)

Our Federal Constitution of 1988 placed Education as a Fundamental Right in the list of social rights. One of the purposes of Education is to ensure and prepare the student for the exercise of the citizen. The proposals highlighted do not have the purpose of forming a bachelor’s degree in law, but rather a conscious citizen, who recognizes his basic rights and duties before society and the State. The objective of this research is to verify the real possibility of introducing the study of the Federal Constitution (CF) in the IFAP, based on the knowledge of these students about basic understandings about the Federal Constitution. Structured questionnaires were used with closed and open questions, of a dissertation character and others of objective character, applied in January 2018 to the participants involved, with the help of Google Forms. The Brazilian High School, examined from a punctual cut in the technical course in buildings in the integralized form of the IFAP, Macapá campus, cannot comply with the recommendations of the CF and the LDB according to the result of the questionnaire applied to the students. This teaching occupies a privileged place in the Brazilian educational formation, between the elementary and the higher. Students show to be enthusiastic about the possibility of implementing basic scans in the technical course in buildings at IFAP, Macapá campus, even if optionally.

O FETICHE DA MERCADORIA-CIÊNCIA, O CIENTISTA COMO MERCADORIA E A DOMINAÇÃO TECNOLÓGICA

This article has the objective of promoting reflections on the Technological Rationality and its implications to the production of science and the educational formation of scientists. With support on the theoretical reference of the Frankfurt School and other thinkers of the issue of technique and science, a critic is addressed to the existing disequilibrium between technical and humanitarian progress, denouncing the need of a redirection of scientific propositions to human needs and to the combat of the ever-increasing social inequality. Methodologically, this article is constituted of a theoretical discussion about the matter of the use of science as an instrument capable of enhancing the dominations directed to individuals, both scientists and consumers of science products. The findings reinforce the importance of the recovery of social and political values in science to the construction of a fairer and more balanced society.

Contextual Philosophy-Learning at the Faculty of Theology, Sanata Dharma University

Philosophy learning is an integral part of the educational formation at the Faculty of Theology, Sanata Dharma University, Yogyakarta, Indonesia. It is integrated with theology and other sciences learning to shape the identity of the faculty and to contribute to the development of the community. The focus of this writing is to answer two questions: What are the basic considerations for choosing philosophy learning in this faculty? How can method choice be accounted for? By attending to the faculty’s history, the author finds that the basic considerations for choosing philosophy learning method at the faculty are the history faculty establishment and its academic vision. Historically, the existence of the faculty was related to the efforts of Semarang Archdiocese for priest preparation and local pastoral activist education. Philosophy learning is also related to the faculty’s academic vision that leads the students towards concrete involvement in building the church living in the context of pluralism in Indonesia. Inspired by Heidegger’s idea on phenomenological method, preferences to select existential analysis method for philosophy learning in the faculty contribute to the development of contextual theological reflection as well as to priest and pastoral worker preparation, by involving students in community life, dialogue, and living together in the society, based on the values from the local wisdom that are still relevant today.

Surdez, língua de sinais e cognição: análise das mútuas implicações

Tem como propósito analisar os resultados de pesquisas realizadas com crianças surdas acerca do desenvolvimento cognitivo, com base na teoria psicogenética de Jean Piaget. A primeira teve como objetivo investigar o desenvolvimento das estruturas de classificação, seriação e conservação do número em crianças surdas em idade pré-escolar. A segunda avaliou o desenvolvimento de crianças surdas com idade variando entre 12 e 14 anos, ou seja, as estruturas referentes aos períodos operatório-concreto e operatório-formal, segundo a teoria psicogenética. Uma terceira pesquisa, desenvolvida sob a orientação de uma das pesquisadoras, tinha como objetivo verificar se as crianças surdas educadas sob a concepção bilíngüe apresentavam diferenças no desenvolvimento cognitivo em relação àquelas examinadas nas duas anteriores. Todas as três pesquisas foram desenvolvidas a partir do método clínico tal como idealizado por Piaget. A análise dos resultados nos permite afirmar que a tese piagetiana da insuficiência da linguagem para a construção das estruturas cognitivas está confirmada em nossos estudos, mas, por outro lado, podemos dizer que os resultados nos apontam para a existência de outros fatores que precisam ser compreendidos no desenvolvimento cognitivo do surdo. A adoção da língua de sinais é um avanço na concepção da surdez e, com certeza, permite ao surdo ampliar seu universo de relações afetivas e sociais com seus pares, mas entendemos que a adoção da abordagem bilíngüe não é a solução definitiva para a educação dos surdos. Apesar de ser imprescindível que os surdos aprendam, o mais cedo possível, uma língua de sinais, a sua educação, nos parece, necessita ainda de um cuidado especial. Palavras-chave: surdez; desenvolvimento cognitivo dos surdos; bilingüismo. Abstract Results from research with deaf children and their cognitive development are analyzed by Piaget's psychogenetic theory. Whereas the first research investigated the development of classification, series listing and number conservation in pre-school deaf children, the second evaluated the development of 12-14-year-old deaf children, or rather, the structures comprising the concrete operatory and formal operatory periods of the psychogenetic theory. A third research, undertaken by one of the authors, verified whether deaf children who received bilingual education showed any differences in cognitive development in contrast to those in the former two researches. The three researches have been developed according to Piaget's clinical method. Results show that our analysis confirmed Piaget's thesis of language insufficiency for the construction of cognitive structures. On the other hand, results also indicate other factors that must be understood with regard to deaf people's cognitive development. The use of the natural language for the deaf, or sign language, is a landmark in the knowledge on deafness and will help deaf people to broaden their affective and social relationships with their peers. The adoption of the bilingual approach will not be the definite solution for the education of deaf people. Although deaf people must learn sign language as early as possible, special care should be dispensed in the course of their educational formation. Keywords: deafness; cognitive development of deaf people; bilingualism.

Profissionalização dos professores universitários: raízes históricas, problemas atuais

No Brasil, muitos docentes do ensino superior não possuem formação pedagógica ou didática. O objetivo deste trabalho foi desvelar elementos do processo histórico de profissionalização do ensino superior no País, relacionando-os com problemas atuais encontrados nos processos de ensino-aprendizagem. Foi realizada revisão de literatura, na qual se utilizaram os unitermos “história”, “formação”, “professores” e “ensino superior”. Os resultados apontaram possíveis origens das falhas no processo de ensino-aprendizagem, em decorrência das formas pelas quais se inicia e se estrutura o ensino superior no Brasil, o que sugere reflexões para mudanças, como revisão do método de seleção de professores, equilíbrio da formação didática e pedagógica com a formação específica, formas de ingresso e de atuação docente e incentivo à formação continuada. Palavras-chave: histórico; profissionalização; ensino superior. Abstract In Brazil, many teachers of higher education do not have pedagogic or didactic formation. This objective of this work was to approach the elements of the historical process of professionalization of the higher education in the country, relating them with the current problems found in the teaching-learning processes. A literature revision was made, in which the terms “history”, “formation”, “teachers” and “higher education” were used. The results pointed possible origins of flaws in the teaching-learning processes, due to how the higher education in Brazil begins and is structured, what suggests reflections for changes, as a revision of the method of teachers’ selection, the balance of didactic and pedagogic with the specific formation, entrance ways, academic performance and incentives to the continuous educational formation. Keywords: historical; professionalization; higher education.