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Search Results: 1 - 10 of 418471 matches for " Márcia Serra Ferreira "
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Rela??es entre teoria e prática na forma??o de professores: investigando práticas sociais em disciplina acadêmica de um curso nas ciências biológicas
Viana, Gabriel Menezes;Munford, Danusa;Ferreira, Márcia Serra;Moro, Luciana;
Educa??o em Revista , 2012, DOI: 10.1590/S0102-46982012000400002
Abstract: in this study, we analyze processes of construction of relationships between theory and practice in teacher education. the investigation took place in a content-specific methods course in a biology-teaching program. the course was offered in a biological sciences institute, addressing health teaching in elementary education. we investigated aspects of social practices in different activities of the discipline and sought to characterize the knowledge addressed. we adopted a qualitative approach with a naturalistic design. the analyses were initially based on models of teacher education discussed in the literature. results indicate that the relationship between theory and practice varied according to the activity developed. despite the prevalence of biological knowledge, we identified evidence of the professor's concern with educational and contextual knowledge, as well as with knowledge about students.
Rela es entre teoria e prática na forma o de professores: investigando práticas sociais em disciplina acadêmica de um curso nas ciências biológicas Relationships between theory and practice in teacher education: investigating social practices in an academic discipline in a biology teaching program
Gabriel Menezes Viana,Danusa Munford,Márcia Serra Ferreira,Luciana Moro
Educa??o em Revista , 2012,
Abstract: Este trabalho apresenta uma pesquisa voltada para o estudo de processos de constru o das rela es entre teoria e prática na forma o de professores. A investiga o ocorreu em uma disciplina acadêmica de um curso de Licenciatura em Ciências Biológicas. A disciplina era oferecida em um Instituto de Ciências Biológicas, abordando o ensino de saúde na educa o básica a partir do conteúdo específico de Patologia. Investigamos aspectos das práticas sociais em diferentes atividades da disciplina e buscamos caracterizar conhecimentos mobilizados. Empregamos um desenho naturalista, utilizando métodos de pesquisa qualitativa. As análises partem de modelos de forma o docente discutidos na literatura. Os resultados indicam que as rela es entre teoria e prática variavam de acordo com o tipo de atividade desenvolvida. Apesar de certa predominancia do conhecimento biológico, observamos iniciativas da professora que evidenciam preocupa o com conhecimentos educacionais, do contexto escolar e do aluno. In this study, we analyze processes of construction of relationships between theory and practice in teacher education. The investigation took place in a content-specific methods course in a biology-teaching program. The course was offered in a Biological Sciences Institute, addressing health teaching in elementary education. We investigated aspects of social practices in different activities of the discipline and sought to characterize the knowledge addressed. We adopted a qualitative approach with a naturalistic design. The analyses were initially based on models of teacher education discussed in the literature. Results indicate that the relationship between theory and practice varied according to the activity developed. Despite the prevalence of biological knowledge, we identified evidence of the professor's concern with educational and contextual knowledge, as well as with knowledge about students.
Os Centros de Pesquisas Educacionais do INEP e os estudos em ciências sociais sobre a educa??o no Brasil
Ferreira, Márcia Santos;
Revista Brasileira de Educa??o , 2008, DOI: 10.1590/S1413-24782008000200007
Abstract: the brazilian centre and the regional centres for educational research were created within the structure of the national institute for pedagogical studies (inep) in 1955. the main objective of these centres was to promote the development of social science research on questions related to brazilian education. these centres encouraged the development of research in the federal district and in the states of s?o paulo, minas gerais, pernambuco, bahia and rio grande do sul. in order to develop the research projects, above all in the period 1956-1961, the inep centres obtained the collaboration of a diversified group of social scientists who suggested interpretations, at times innovative, of the relations between schooling and social change in course at that time, at different speeds, in different regions of the country.
Constru o de identidades docentes: entre a voca o, as necessidades objetivas e os processos sociais = Construction of teaching identities: gathering the vocation, the objective necessities and the social processes
Ferreira, Márcia Ondina
Educa??o , 2011,
Abstract: Aborda-se a constru o das identidades docentes, argumentando-se que decorrem das regula es do trabalho do professorado em cada contexto. Na primeira parte do texto apresenta-se uma concep o de identidade, defendendo-se a constante provisoriedade das identidades e indicando-se que s o resultado de disputas. Ao aplicar-se essa no o ao caso do professorado, afirma-se que a intensa referência às identidades, atualmente, denota que vivemos um momento de transforma o do que se espera do trabalho docente. As identidades docentes n o s o conferidas ao acaso, nem dependem, exclusivamente, da forma o recebida. Para exemplificar tal tese, na segunda parte do texto s o apresentadas a gênese e a constitui o da docência na Argentina, onde, com o passar do tempo, distintos modelos de docentes têm sido enfatizados: o modelo vocacional – sacerdotes e vestais; o de funcionários de Estado; o de técnicos especializados; o de trabalhadores assalariados. Por fim, nas conclus es, retoma-se o abordado, relacionando-o com o título do trabalho.
Os Centros de Pesquisas Educacionais do INEP e os estudos em ciências sociais sobre a educa o no Brasil
Márcia Santos Ferreira
Revista Brasileira de Educa??o , 2008,
Abstract: El Centro Brasile o y los Centros Regionales de Investigaciones Educacionales fueron creados en la estructura del Instituto Nacional de Estudios Pedagógicos (INEP) en 1955, con el objetivo principal de estimular el desarrollo de investigaciones en ciencias sociales sobre cuestiones relacionadas a la educación brasile a. Actuando en variadas regiones del país, los centros promovieron la realización de investigaciones en el Distrito Federal y en los estados de S o Paulo, Minas Gerais, Pernambuco, Bahia y Rio Grande do Sul. Por medio de las actividades de investigación desarrolladas, principalmente entre los a os de 1956 y 1961, los centros del INEP obtuvieron la colaboración de un diversificado grupo de investigadores sociales que sugirieron interpretaciones algunas veces innovadoras sobre las relaciones entre la educación escolarizada y los cambios sociales que se procesaban en diferentes ritmos, en las diversas regiones brasile as, en aquel momento histórico.
A IMPORT NCIA DAS REDES SOCIAIS E DO GERENCIAMENTO DE CARREIRA PARA A INSER AO NO MERCADO DE TRABALHO
Márcia Crespo Ferreira
Revista PRETEXTO , 2006,
Abstract: oprocesso de empregabilidade contém desafios e obstáculos que só poder o ser enfrentados mediante o gerenciamento de carreira, com investimento em pesquisas sobre orienta o, planejamento e desenvolvimento de competências individuais, principalmente quanto ao fator relacionamento intelpessoal "O diferencial exigido pelo mercado deve ser buscado pelo profissional em fontes extracurriculares, em cursos de pós-gradua o ou nas oportunidades oferecidas pelas próprias empresas, afinal, o responsável direto pela defesa da carreira é o próprio profissional" (MALSCHITZKY, 2001). "Atualmente, praticamente n o há como conseguir um bom emprego se n o houver a utiliza o da rede social do individuo" (MINARELLI, 2005). "Este artigo tem como objetivo mostrar a importancia do gerenciamento de carreira, do autoconhecimento, do desenvolvimento da rede social e do aprimoramento do conhecimento para a inser o no mercado de trabalho.
Multivariate QSAR
Ferreira, Márcia M. C.;
Journal of the Brazilian Chemical Society , 2002, DOI: 10.1590/S0103-50532002000600004
Abstract: in this work, the chemometric techniques most frequently used in qsar (quantitative structure-activity relationships) studies are reviewed. they are introduced in chronological order, beginning with hansch analysis and the exploratory data analysis methods of principal components and hierarchical clustering (pca and hca). principal component regression and partial least squares regression methods (pcr and pls) are discussed, followed by the pattern recognition methods (knn and simca). different applications are presented to illustrate these chemometric techniques. the methodology used for regression in 3d-qsar is presented (unfolding pls). finally, the higher order method called multilinear pls, already used in analytical chemistry but not yet explored by the qsar community, is introduced. this method maintains the multiway structure of the data and has several advantages over bilinear pls including speed in calculation, simplicity and stability, since the number of parameters to be estimated can be greatly reduced.
Multivariate QSAR
Ferreira Márcia M. C.
Journal of the Brazilian Chemical Society , 2002,
Abstract: In this work, the chemometric techniques most frequently used in QSAR (quantitative structure-activity relationships) studies are reviewed. They are introduced in chronological order, beginning with Hansch analysis and the exploratory data analysis methods of principal components and hierarchical clustering (PCA and HCA). Principal component regression and partial least squares regression methods (PCR and PLS) are discussed, followed by the pattern recognition methods (KNN and SIMCA). Different applications are presented to illustrate these chemometric techniques. The methodology used for regression in 3D-QSAR is presented (unfolding PLS). Finally, the higher order method called Multilinear PLS, already used in analytical chemistry but not yet explored by the QSAR community, is introduced. This method maintains the multiway structure of the data and has several advantages over bilinear PLS including speed in calculation, simplicity and stability, since the number of parameters to be estimated can be greatly reduced.
Notas sobre as rela??es entre identidade e sindicalismo docentes
Ferreira, Márcia Ondina Vieira;
Educa??o & Sociedade , 2007, DOI: 10.1590/S0101-73302007000200005
Abstract: this text aims at discussing possible relationships between the themes of teacher identity and teacher unionism. it is thus divided in three parts. first, some articulation alternatives between both themes are presented to point what led me to make research on teacher unionism. some studies related to the unionism themes are then reviewed, specially those carried out within the project sindicalismo docente y reforma educativa en américa latina (teacher unionism and educational reform in latin america). finally, the text provides hints to continue research on these topics. the relevance of understanding the connection between the production of teachers' identities and the regulation process of teachers' work is thus highlighted.
Somos todos trabalhadores em Educa??o? reflex?es sobre identidades docentes desde a perspectiva de sindicalistas
Ferreira, Márcia Ondina Vieira;
Educa??o e Pesquisa , 2006, DOI: 10.1590/S1517-97022006000200002
Abstract: the work discusses implications of the phenomenon of teacher union affiliation upon the identities of this category, especially when considering the alleged process of its proletarianization, and the inclusion of other school personnel in the teachers unions. the arguments are based on two studies carried out with union officials from cpers/sindicato (teachers center of the state of rio grande do sul - union of workers in education), representing different degrees of participation in the political hierarchy of the organization. the theoretical framework used recovers the genesis of school and teaching, approaching two of its most significant images: women's work and proletarian work. the article speaks of the affiliation of teachers to unions in brazil, a phenomenon that becomes official after the promulgation of the 1988 constitution, but that had consolidated before that: during the struggles for democracy under the dictatorship. the analysis reveals a variety of positions among union officials with regard to the teachers' identities as workers in education or as professionals, even though a universal feature is the absence of mentions to the modifications in the process of teacher work to justify the proletarianization. there is also agreement with respect to the instrumental aspect of the affiliations, that is, to the fact that most people become affiliated to obtain personal advantages. the conclusions point out to the hybrid character of the current teachers' identities. they also present for analysis the fact that, although the phrase "workers in education" might indicate a dilution of teachers among the other categories of workers of the school, the opposite is noticeable: the teacher category subsumes the other school personnel.
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