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Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

OBJECTIVE: To analyze the mentored curricular internship (MCI) norms in school Physical Education in public Higher Education Institutions in Pernambuco. METHODS: This is documentary research, consisting of four HEIs. We analyzed the Pedagogical Project of the Physical Education Course (PPC), regiment and menus. RESULTS: The documents do not describe the partnership between university and school and do not address how the supervisor should carry out supervision. In I1 and I2, there is a document that describes in detail the functions of each ECS actor, and its operationalization. CONCLUSION: The rules should have aspects that involve the relationship between university and school as co-responsible in the training process and internship development manuals for the supervisor. In addition, we point out the need for specific training for the internship supervisor. [ABSTRACT FROM AUTHOR]

The study had as objective to comprehend the purpose of Supervised Internship through emergency remote teaching of the Course of Physical Education at Universidade Regional do Cariri (URCA-Iguatu), unveiling the challenges of the interns in the planning and development of the classes. For that, we adopted a qualitative approach, using of the interview in group with eight students registered in the Internship. We are based theoretically in studies by Ghedin, Oliveira and Almeida (2015), Piconez (2012), Pimenta and Lima (2017) and Zabalza (2014). The interns point out as challenges the privation of contact with school reality, a short deadline to develop the activities, the lack of technological tools, the absence of an adequate domestical space to realization of activities, mainly, to recording of classes. [ABSTRACT FROM AUTHOR]

The article presents the results of quantitative and qualitative research, of an empirical nature, whose objective was to identify possible repercussions of compulsory enrollment in preschool for the quality of early childhood education in a sample of municipalities in Rio Grande do Sul (BR) with high demand for access for the age group of up to six years. In this partial study, we present results regarding teacher hiring policies, with an emphasis on initial training requirements for career entry, analyzing tender notices for admission to the career published in the period between 2005 and 2018. The theoretical foundation is based is the current educational legislation and the references about the teaching appreciation, initial training and career. We conclude that it is possible to establish relations between the pressure for the universalization of preschool and the acceptance of initial training at secondary level to enter the career in dome of the analyzed cases. [ABSTRACT FROM AUTHOR]

The treatment of local cultural identity in the initial training of the Graduate in Sociocultural Management for Development constitutes a problem in the training and acquisition of professional skills to articulate as a factor of social transformation. In this sense, this process should promote the assimilation of that content that, due to its educational potential, favors the treatment of local cultural identity, where the student, in his performance, achieves not only the sociocultural investigation of territories and communities, but also the Promotion, Animation and Management of cultural identity, sense of belonging and the enrichment of the spiritual life of people. Therefore, the treatment of local cultural identity is a requirement for the teacher, which must be manifested systematically in their scientific and professional performance. That is why a methodology based on a theoretical-methodological conception that favors the treatment of local cultural identity in the initial training of these professionals is proposed. The relevance of the theoretical-methodological conception and the feasibility of the methodology were confirmed by various research methods and techniques that made it possible to reaffirm the theoretical, methodological and practical value of the proposal. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pesquisa em Educação Ambiental is the property of Pesquisa em Educacao Ambiental and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to present how the Pedagogical Residency Program (PRP) contributed to the choice of praxeologies a mathematics degree course student at the Federal University of Sergipe (UFS) made to teach geometric solids in a 6th-grade class. fundamental. To this end, we based the study on the anthropological theory of didactics (ATD), developed by the theorist Yves Chevallard. To reach the objective, we followed the group of residents to which our student belonged during the program. At this stage, our work consisted of field research, and, for data collection, we used the logbook, interviews, application of a questionnaire and the students' reports, in which they described the activities carried out during the program. For data treatment, our approach was mainly qualitative, with a more interpretative perspective. Among the main results, we evidenced that the praxeologies used by the resident carry much of the National Common Curricular Base (BNCC), the most recent guiding document of basic education, read and discussed in the weekly meetings of the PRP. In her approach, the resident used the methodology of manipulative materials, which was also studied in these meetings. In this way, we evidenced the articulation between theory and practice defended by the PRP, while the resident put into practice what was discussed at the university. [ABSTRACT FROM AUTHOR]

The present work sought to identify in the PR - Mathematics students' testimonies their understandings of mathematical literacy and competencies when planning and developing mathematical modeling (MM) activities. For this, we intended to answer the following guiding question: What understandings of the favoring of mathematical literacy competencies are manifested by math residents when they develop MM activities? Data production was through a training course with math residents of a public university of the state of Paraná on MM and the competencies of mathematical literacy. The analysis of the data was done interpretively based on the guiding issue. Concerning the results, three categories were evidenced: i) Development of mathematization; ii) Possibilities to formulate, employ, and interpret/evaluate; iii) Development of contents and concepts from different areas of knowledge. This study, in addition to contributing to prospective teachers' education regarding knowledge of mathematical literacy competencies and the contributions of the MM in this process, also proved to be aligned with the objectives of the PR as a professional qualification program for prospective teachers. and interaction between the university and basic education. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents implications produced diacronically, at present, on the results of an investigation developed between the years 2016 and 2018, which was dedicated to the initial training in Physical Education / professional performance. Such implications result from placing the results of the investigation in the light of more recent resolutions of the National Education Council (CNE / CES nº 6/2018 and CNE / CP nº 2/2019). When presenting the main results of the referred investigation, the way in which they were produced is inventoried, soon afterwards, these are treated considering the highlighted resolutions. As the main resulting implication, the oppor-tunity to offer an integrated degree and bachelor’s degree in the same initial training course in Physical Education is highlighted, following the publication of resolution CNE / CES nº 6/2018.

The aim of the article was to analyze the understanding of undergraduate students in Mathematics to approach, in the classroom, the teaching-learning of Mathematics via problem solving. We carried out a descriptive study of a qualitative nature in which 18 undergraduate students who were enrolled in the fourth year of the course Degree in Mathematics at a public university in northern Paraná participated in a training course consisting of discussions promoted from theoretical classes and the development of a practice based on the teaching actions proposed by Proença (2018). The results showed that the participants, at the beginning of the course, were unaware of teaching via problem solving, indicating only the use of everyday problems. After the course, the results showed that the action of choice of problem to be introduced in this teaching was considered the most important, followed by the action that implies the help of the teacher to the students when they try to solve the problem.

The purpose of this article is to analyze the contributions of formative diaries as a methodological strategy for expanding skills related to academic literacies and pedagogical literacies. The study undertaken here addresses the articulation between teacher education and the concept of literacies, highlighting the relevance of a formative path that promotes an active responsive understanding of discourses about the educational process and institutionalized sayings on pedagogical practices. Through theoretical research, this article presents the contributions of the production / discussion of the formative diaries as enhancers of the research-reflection-action processes necessary for the constitution of teaching in the context of pre-service teachers, to enable the expansion of possibilities academic literacies and pedagogical literacies. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article has as its thematic focus the actions of an extension project developed in schools of the countryside of the paraibano swamp. The objective was to understand how the learning of the teaching of the academics occurs from the actions developed in the extension project titled "Continuing Teacher Training for the Countryside: School Curriculum and Strengthening Peasant Identity", which worked with schools located in the countryside. The methodological course was developed based on the assumptions of the qualitative research, using the case study as a method and the semi-structured interview as a technique for data collection. The subjects that participated were 11 trainees and the coordinator of the course. It is emphasized that teaching learning does not materialize without the articulation of the different formative spaces of pedagogical practice, starting from new temporalities.

In this work we present a teaching-learning experience that we developed as initial formation teachers with young students that are doing the second year of the Geography professorshipcourse of studies in the ISFD (Superior Institute of Teachers Formation) N° 96 of La Plata, in 2016. From the subject Pedagogic Didactic Perspective II, we deal withthe urban space as an object of study through two analytic categories: territorial marks and memorials; and then we transform it in an object of teaching from the contribution of the Specific Didactics in Social Sciences and Geography. We selected and analyzed a work made by students about Parque Castelliand its surroundings, places in which there are different territorial marks, such as a monument and murals that inform on the flood occurred in the city on the 2ndApril 2013 and they commemorate its victims. The experience let us reflect on the teaching of the city from the topics and points of view proposed, question spatial conceptions and geographic imaginaries constructed and acknowledge ourselves as citizens that produce spaces with rights to inhabit the city.

This study is result of a qualitative research, whose objective was to understand how formation of teaching knowledge is carried out in the Pedagogy Course of a public university in Bahia. Authors such as Soares (2009) and Pereira (2007), among others, formed the basis for discussions established here. In order to compose the corpus of the appraisals, we opted for the use of epistles, with collaboration of 06 (six) teachers graduated from the referred course who worked in classes in the early years of Elementary School. For data analysis, the Content Analysis technique was used (BARDIN, 2011). It is concluded that Pedagogy course, despite the gaps, contributed to construction of decisive knowledge for teaching, namely, specific, pedagogical knowledge, as well as research, critical and reflective posture, the affective and political dimension, showing that teachers have learned to respect students and see them as subjects of rights, that is, recognizing that teaching is a political practice that contributes to formation of critical citizens. [ABSTRACT FROM AUTHOR]

The objective of this article is to identify the concept of health, from the perspective of the students of the Degree in Physical Education at a public higher education institution. Starting from a descriptive study with a predominantly qualitative approach, the sample comprised a total of 19 subjects aged between 23 and 48 years, 14 men and 5 women. Participants answered a mixed questionnaire consisting of five (5) questions. The results of the research revealed that the bio / physiological aspects are essential characteristics for a person to be considered healthy. Participants showed that during their academic training they had access to various educational spaces and resources on how to approach health in Physical Education at School. In addition to the lessons learned in the classroom, they participated in scientific events, read books and / or articles and research on websites available on the internet. With regard to Physical Education at school, it emerges as a way to contribute effectively to the health of academics. Therefore, it is necessary to understand Physical Education as a discipline capable of educating for health in the school environment, in addition to sensitizing teachers to health teaching and practice in a broad, comprehensive and interdisciplinary perspective. [ABSTRACT FROM AUTHOR]

This work aims at analyzing narratives produced by undergraduate students in teacher training programs about the contributions of the PET Group “Connections and Knowledge” in the formation and production of knowledge of the professionals engaged. Presenting a qualitative approach, of the case-study type, the group was formed by 4 undergraduate students in teacher training, who were also scholarship holders of the above mentioned group (PET) during the period comprised by the years of 2014 and 2018. The data was collected via semistructed interviews, field researcher’s notes, observation of the meetings performed by the Group weekly. There was also the analysis of official documents which legally support the Program of Educational Tutoring/MEC-SESu, and materials which guide work creation and development of the above mentioned Group. The results make clear the production and the articulation of teachers’ knowledge both at university and at school, the sharing of activities which are professional in nature, the resignification of theoretical knowledge, and the development of a more investigative approach to the future career. These results also indicated that the participation of this particular Group increased and reinforced the chances of these students staying at university due to a sense of community, of personal welcoming and of belonging in a more professional aspect; as well as the financial help these students obtain from participating in the program via scholarship. [ABSTRACT FROM AUTHOR]

The training of teachers has been the focus of different researches that seek to elucidate their organization in the Brazilian context, given the complex educational impasses of a country with continental dimensions, the diverse interests of multiple sectors of society, as well as the existing real demands. In the case of special education, this situation is even more intricate and difficult to solve. This study, from the perspective of Fernando González Rey's theory of subjectivity, sought to understand the subjective processes constituted by undergraduate students in Special Education in the context of initial training. As for the method, this is a case study, and the analysis is of the constructive-interpretative type, based on qualitative epistemology. The results show that the undergraduate course has impacts on the individual and social subjectivity of the students, with beneficial consequences for the school inclusion and the target audience of special education. [ABSTRACT FROM AUTHOR]

En 2017, la réforme du 3e cycle des études médicales a posé les bases de 3 nouvelles phases dans la formation des médecins : « socle », « approfondissement » et « mise en responsabilité ». Cette dernière a été particulièrement discutée puisqu'elle semble très proche du statut d'assistant spécialiste. La néphrologie, qui a toujours été une discipline très attractive, s'est vue maintenir sa maquette à 4 ans de formation lorsque de nombreuses autres spécialités ont vu une augmentation de leur durée initiale. Une mobilisation générale de la spécialité a amené à s'interroger sur les différents aspects de cette maquette. À travers 3 questionnaires menés conjointement entre les associations représentatives des jeunes néphrologues et des néphrologues titulaires, nous avons interrogé les principaux concernés afin de connaître leurs souhaits actuels et ce qu'ils connaissaient de la réforme. Ces résultats originaux montrent un fort mécontentement de l'ensemble de la profession, quelle que soit la génération interrogée, mais aussi une volonté globale de modification de la formation. Une majorité de la communauté néphrologique s'accorde sur la nécessité de l'extension de la maquette à 5 années ; les plus jeunes sont également demandeurs de davantage de souplesse dans la formation via la création d'options et de formations spécialisées transversales. Dans tous les cas, les associations représentatives des néphrologues doivent agir conjointement afin de porter leur voix et de diffuser l'information sur cette réforme. 2017 was the year during which France has seen the amendment of the 3rd cycle of medical education. Three new steps have been uploaded: "basement", "in depth", and "liability". The latter has been particularly discussed as it is really close to the former post-graduate state. Nephrology has always been a very attractive discipline. While most others have been increased in terms of length in initial medical education, nephrology has been assigned to 4 years. Altogether, nephrologists whatever their generation have led a series of questionnaires we report here. From 3 of them, we had new data providing insights regarding both their feeling and knowledge about this amendment. Globally, they dissatisfy whatever the considered generation and they propose different modifications. The upcoming generation especially wants more options and tailored initial formation when older nephrologists are more prone to require one additional year for all. Whatever is chosen by state institutions, representative associations such as SNIN, CJN, and CUEN should act together as spokeperson to disseminate both nephrologists' wishes and information about what is coming. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research was to understand which teaching experiences take center stage in the training process of the undergraduate students in Physical Education at the University of Extremo Sul Catarinense (UNESC). To do this, we interviewed five undergraduate students (four women and one man) attending the eighth phase of the undergraduate degree in Physical Education, who had already completed all the compulsory curricular internships and practices as curricular components offered by the course. We understand that becoming a teacher is a process full of actions and senses, driven by knowledge that mobilizes the pedagogical practice of students in initial formation, through critical reflections on their teaching. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate, through the analysis of theoretical and empirical presuppositions related to the development of reading and writing abilities, the processes of academic and scientific literacy related to the initial formation of the mother tongue teacher. To this end, we focused on the experiences of students of the final years of the Portuguese and Spanish Degree at Universidade Federal da Fronteira Sul (Federal University of the Southern Frontier), Campus Realeza. The reflection on how teachers in training are incorporated into the environment of social practices located in their area of knowledge is the reason for this investigation. Our results show that: the subjects participating in the research present legitimate peripheral participation as apprentices, through the practices taught in the teaching-research-extension triad; academic praxis enables them to enter proficiently into educational communities; literacy collaborates both to the appropriation of linguistic-pedagogical knowledge and to the construction of theoretical-practical knowledge in the curricular components of the Course. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciencias de la Actividad Física UCM is the property of Ediciones Universidad Catolica del Maule and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: this study had as objective to talk about the tripod: "teaching, research and extension programs" regarding the actions elaborated by universities for the initial training of Physical Education teachers working with disabled people. Methods: the methodological procedures got established in a study based in the principal literatures available on the Scholar Google and Scielo database. This study was portrayed as a descriptive research interested in find out and watch phenomena, trying to describe, classify and interpret them. Results: it has revealed that the discipline that focuses on work with disabled people is integrated into the curricular matrices of Physical Education courses from different denominations. However, the teachers who manage these subjects have not yet found a properly formulation to simulate practical experiences with students. Regarding the extension and research programs, it has recently evinced the lack of support of higher education establishments and partnership with specific entities that act with disabled people such as the need of a closer look of the related researches about the disabled students in Physical Education. Conclusion: through teaching and research the university becomes stronger to know how to teach and to prove their knowledge. The extension programs come to make the difference and reproduce with practice everything that has already been seen. It is up to everyone, teachers and students, to be part of the tripod of university. [ABSTRACT FROM AUTHOR]