O currículo escolar e seus significados: o que pensam os professores do ensino médio?

This article presents the results of a research carried out with teachers of a public school in Ceará High School located in the metropolitan region of Fortaleza and aimed to discuss the concepts and perspectives of curriculum that guide the teaching activity of these teachers.  Inserted in the qualitative research approach, this research used as a technique a questionnaire with open and closed questions, directed to 12 teachers, divided into 3 areas of knowledge: Languages and Codes and their technologies, Human Sciences and their technologies and Mathematics and their technologies, taking as theoretical reference the studies of Sacristan (2000), Saviane (2016) and Apple (2006). The central problem is the following question: “What is the concept of curriculum that guides the pedagogical practice of teachers?”. The results indicate that there are variations in the concept of school curriculum in the teachers' view and that, in general, there is a concept of curriculum in the school referring only to the "grid" of subjects that the school has, that is, what is taught. to students daily.Este artículo presenta los resultados de una investigación realizada con maestros de una escuela pública en la Escuela Secundaria ubicada en la región metropolitana de Fortaleza y tuvo como objetivo discutir los conceptos y perspectivas del plan de estudios que guían la actividad docente de estos maestros. Insertado en el enfoque de investigación cualitativa, esta investigación utilizó como técnica un cuestionario con preguntas abiertas y cerradas, dirigido a 12 docentes, dividido en 3 áreas de conocimiento: Idiomas y códigos y sus tecnologías, Ciencias humanas y sus tecnologías y Matemáticas y sus tecnologías, tomando como referencia teórica los estudios de Sacristán (2000), Saviane (2016) y Apple (2006). El problema central es la siguiente pregunta: "¿Cuál es el concepto de currículo que guía la práctica pedagógica de los docentes?". Los resultados muestran que existen variaciones en el concepto de currículum escolar en la visión de los maestros y que, en general, existe un concepto de currículo en la escuela que se refiere solo a el plan de estúdios que tiene la escuela, es decir, lo que se enseña a los estudiantes diariamente.Este artigo apresenta resultados de uma pesquisa realizada com professores de uma escola pública cearense de Ensino Médio situada na região metropolitana de Fortaleza e objetivou discutir os conceitos e perspectivas de currículo que norteiam a atividade docente desses professores. Inserida na abordagem de pesquisa qualitativa, essa investigação utilizou como técnica questionário com perguntas abertas e fechadas, direcionadas a 12 professores, divididos entre 3 áreas do conhecimento: Linguagens e Códigos e suas tecnologias, Ciências Humanas e suas tecnologias e Matemática e suas tecnologias, tomando como referência teórica os estudos de Sacristan (2000), Saviane (2016) e Apple (2006). Como problemática central tem-se o seguinte questionamento: “Qual o conceito de currículo que norteia a prática pedagógica dos professores?”. Os resultados apontam que há variações no conceito de currículo escolar na visão dos professores e que, em geral, existe na escola um conceito de currículo referindo-se apenas à “grade” de disciplinas que a escola possui, ou seja, o que é ensinado aos alunos diariamente

Contextos formativos nos cursos de ensino de ciências: mapeamento de teses de 2014 a 2022

Considering that the constitution of knowledge necessary for teacher education is directly related to the context of teacher education, this work that is now presented constitutes a current panorama of the context of initial teacher education in the scope of courses related to science teaching. Thus, the objective was to identify the different contexts of the initial teacher training courses in this teaching area, starting from the following question: which formative contexts constitute the initial training of teachers in science teaching courses? Regarding the methodology, we are facing a study with a qualitative approach of the narrative review type of the literature. The results observed are specifically related to the curriculum, supervised internships, initial training programs for teaching and context of insertion of the future professional.Considerando que a constituição de saberes necessários à formação docente relaciona-se diretamente ao contexto de formação dos professores, este trabalho constitui-se como um panorama atual do contexto de formação inicial de professores no âmbito dos cursos relacionados ao ensino de ciências. Assim, objetivou-se identificar os diferentes contextos dos cursos de formação docente inicial da referida área de ensino, partindo do seguinte questionamento: quais contextos formativos constituem a formação inicial de professores nos cursos de ensino de ciências? Em relação a metodologia, estamos diante de um estudo com abordagem qualitativa do tipo revisão narrativa da literatura. Os resultados observados estão relacionados especificamente com o currículo, estágios supervisionados, programas de formação inicial à docência e contexto de inserção do futuro profissional, as práticas pedagógicas dos docentes-formadores que potencializam a interdisciplinaridade e os conhecimentos epistemológicos que influenciam de modo indireto.  &nbsp

National Common Curricular Base - BNCC: state of the art of research produced in graduate programs in Brazil in the years 2018 and 2019 disclosed in the Digital Library of Theses and Dissertations

This article is about the “State of the Art” on the National Common Curricular Base - BNCC, with a qualitative approach classified as exploratory bibliography. The objective was to carry out the survey and analysis of the dissertations and theses defended in the period 2018 -2019, available at the Brazilian Digital Library of Theses and Dissertations - BDTD and answer the following questions: How many academic researches on BNCC are presented after the approval of said document in Brazil cataloged in the Brazilian Digital Library of Theses and Dissertations? How do these researches relate? How do the objectives of these researches converge? What are the contributions of these researches to the understanding of the theme? The chronological cut considered the publications from January 2018, considering that BNCC was approved by the Ministry of Education - MEC in December 2017. 14 publications were identified and, after the survey and analysis of these works, it was possible to conclude that some sought to reflect on the BNCC in the context of some specific areas of knowledge and in general discussed the guidelines for implementation in the school curriculum. Due to the diversity of research and interest in the results of the studies carried out through the referred research, we catalog and analyze these academic productions, as well as the contributions that these research bring to researchers who are interested in the subject, since this article shows what has to be done. most current in academic research on BNCC, in addition it will allow us to understand this theme starting with what has already been produced

Os princípios da administração pública aplicados ao direito registral e notarial

Trata de como são aplicados os princípios atinentes à administração pública no âmbito das serventias extrajudiciais. Expõe como se preserva o artigo 37 da Constituição Federal quando da atuação dos notários e registradores, abarcando a legislação especial

International Nosocomial Infection Control Consortiu (INICC) report, data summary of 43 countries for 2007-2012. Device-associated module

We report the results of an International Nosocomial Infection Control Consortium (INICC) surveillance study from January 2007-December 2012 in 503 intensive care units (ICUs) in Latin America, Asia, Africa, and Europe. During the 6-year study using the Centers for Disease Control and Prevention's (CDC) U.S. National Healthcare Safety Network (NHSN) definitions for device-associated health care–associated infection (DA-HAI), we collected prospective data from 605,310 patients hospitalized in the INICC's ICUs for an aggregate of 3,338,396 days. Although device utilization in the INICC's ICUs was similar to that reported from ICUs in the U.S. in the CDC's NHSN, rates of device-associated nosocomial infection were higher in the ICUs of the INICC hospitals: the pooled rate of central line–associated bloodstream infection in the INICC's ICUs, 4.9 per 1,000 central line days, is nearly 5-fold higher than the 0.9 per 1,000 central line days reported from comparable U.S. ICUs. The overall rate of ventilator-associated pneumonia was also higher (16.8 vs 1.1 per 1,000 ventilator days) as was the rate of catheter-associated urinary tract infection (5.5 vs 1.3 per 1,000 catheter days). Frequencies of resistance of Pseudomonas isolates to amikacin (42.8% vs 10%) and imipenem (42.4% vs 26.1%) and Klebsiella pneumoniae isolates to ceftazidime (71.2% vs 28.8%) and imipenem (19.6% vs 12.8%) were also higher in the INICC's ICUs compared with the ICUs of the CDC's NHSN