Pedagogy subjects in the formation and in the construction of representations about teachers' work: views of preservice Chemistry and Physics teachers

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.The objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the influence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers' opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas were consistent concerning many of the views and goals of teacher preparation courses. Their statements reflected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation

Pedagogy subjects in the formation and in the construction of representations about teachers' work: views of preservice Chemistry and Physics teachers

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.The objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the influence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers' opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas were consistent concerning many of the views and goals of teacher preparation courses. Their statements reflected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation.34759

Pedagogy subjects in the formation and in the construction of representations about teachers’ work: views of preservice Chemistry and Physics teachers

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.347594The objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the infl uence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers’ opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas were consistent concerning many of the views and goals of teacher preparation courses. Their statements refl ected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation

AS DISCIPLINAS PEDAGÓGICAS NA FORMAÇÃO E NA CONSTRUÇÃO DE REPRESENTAÇÕES SOBRE O TRABALHO DOCENTE: VISÕES DE ALUNOS DE LICENCIATURA EM QUÍMICA E FÍSICA

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.Palavras-chave: formação de professores; licenciandos; Química; FísicaThe objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the influence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers' opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas are consistent with many of the views and goals of teacher preparation courses. Their statements reflected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation.Key-words: teacher education; preservice teachers; chemistry; physics

Unraveling Molecular Signatures of Immunostimulatory Adjuvants in the Female Genital Tract through Systems Biology

Sexually transmitted infections (STIs) unequivocally represent a major public health concern in both industrialized and developing countries. Previous efforts to develop vaccines for systemic immunization against a large number of STIs in humans have been unsuccessful. There is currently a drive to develop mucosal vaccines and adjuvants for delivery through the genital tract to confer protective immunity against STIs. Identification of molecular signatures that can be used as biomarkers for adjuvant potency can inform rational development of potent mucosal adjuvants. Here, we used systems biology to study global gene expression and signature molecules and pathways in the mouse vagina after treatment with two classes of experimental adjuvants. The Toll-like receptor 9 agonist CpG ODN and the invariant natural killer T cell agonist alpha-galactosylceramide, which we previously identified as equally potent vaginal adjuvants, were selected for this study. Our integrated analysis of genome-wide transcriptome data determined which signature pathways, processes and networks are shared by or otherwise exclusive to these 2 classes of experimental vaginal adjuvants in the mouse vagina. To our knowledge, this is the first integrated genome-wide transcriptome analysis of the effects of immunomodulatory adjuvants on the female genital tract of a mammal. These results could inform rational development of effective mucosal adjuvants for vaccination against STIs

Oil palm monoculture induces drastic erosion of an Amazonian forest mammal fauna

Oil palm monoculture comprises one of the most financially attractive land-use options in tropical forests, but cropland suitability overlaps the distribution of many highly threatened vertebrate species. We investigated how forest mammals respond to a landscape mosaic, including mature oil palm plantations and primary forest patches in Eastern Amazonia. Using both line-transect censuses (LTC) and camera-trapping (CT), we quantified the general patterns of mammal community structure and attempted to identify both species life-history traits and the environmental and spatial covariates that govern species intolerance to oil palm monoculture. Considering mammal species richness, abundance, and species composition, oil palm plantations were consistently depauperate compared to the adjacent primary forest, but responses differed between functional groups. The degree of forest habitat dependency was a leading trait, determining compositional dissimilarities across habitats. Considering both the LTC and CT data, distance from the forest-plantation interface had a significant effect on mammal assemblages within each habitat type. Approximately 87% of all species detected within oil palm were never farther than 1300 m from the forest edge. Our study clearly reinforces the notion that conventional oil palm plantations are extremely hostile to native tropical forest biodiversity, which does not bode well given prospects for oil palm expansion in both aging and new Amazonian deforestation frontiers