TEMPO E ESTUDOS: Planejamento, Organização, Foco e Superação (TEPOFS)

Este projeto de ensino teve como objetivo demonstrar atividades que possamauxiliar e capacitar os estudantes a melhorarem sua auto-organização para com osestudos. Teve-se como público-alvo os estudantes dos 1ºs anos dos Cursos deEducação Profissional Técnico integrado ao Ensino Médio. Foram trabalhados osseguintes tópicos: estilos de aprendizagem; como se aprende; alimentação e saúde;gestão e organização do tempo; raciocínio lógico – compreensão, leitura einterpretação de textos, e motivação educacional. Estiveram envolvidos no projetoprofessores e técnicos do setor de Ensino. Em avaliação feita com os estudantessobre cada tema desenvolvido, a devolutiva foi, de modo geral, positiva

“E AGORA?” - PERCURSO FORMATIVO DOS ESTUDANTES DO 3º ANO DO ENSINO MÉDIO INTEGRADO – IFC CAMPUS BLUMENAU

Este texto apresenta os resultados de um projeto de pesquisa, desenvolvido no ano de 2015, queteve como objetivo conhecer a expectativa profissional/acadêmica dos estudantes do Curso deEducação Profissional Técnica de Nível Médio em Informática na forma integrada ao Ensino Médioapós a conclusão do curso no ano de 2014 (primeira turma formada do campus nesta modalidade).Esta pesquisa teve caráter qualitativa e exploratória. Para estudo do Projeto Pedagógico de Curso(2012) utilizou-se a análise de conteúdo. Contribuíram com a pesquisa nove dos dezoito egressos.Para a coleta de dados utilizou-se formulário do google. Neste as perguntas fechadas de múltiplaescolha foram categorizadas em: antes do ingresso, durante o curso e após a conclusão. Podemosafirmar pela maioria das respostas que para o ingresso o grande chamativo foi o reconhecimento daqualidade de uma Instituição Federal. No decorrer da formação, muitos acabaram por se identificarcom o curso, mesmo que de forma parcial. Todos os egressos disseram que obtiveram clareza daatuação profissional que o curso proporcionaria. Porém, mais da metade deles assumiram a intençãode trocar de curso durante o itinerário formativo. Após a conclusão do curso técnico integradoapenas 33% disseram que prosseguiriam na área. Os cursos escolhidos no Ensino Superior pelosegressos foram: Ciência da Computação, Sistemas de Informação, Engenharia Mecatrônica, Design,Música, Direito, Ciências Sociais e Comunicação Social, Publicidade e Propaganda. Por seconstatar esta variedade de cursos, podemos presumir que as aspirações dos egressos é prosseguirseus estudos, porém, não necessariamente na área de Informática. Entretanto, é interessanteobservar estes dados em um curso de Ensino Médio Integrado que tem como orientação trabalhar naperspectiva da formação humana integral (geral, técnica e política). Contribuíram como referênciana discussão teórica sobre o Ensino Médio Integrado Marise Ramos, Maria Ciavatta e GaudêncioFrigotto. No que diz respeito ao tema juventude dialogamos, principalmente, com os autores JuarezDayrell e Paulo Carrano

Concepção de integração curricular presente nos cursos de ensino médio integrado em agropecuária do Instituto Federal Catarinense

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2013.Abstract : This essay, which is subject to the Postgraduation in Education Program from the Universidade Federal de Santa Catarina (UFSC), had the objective to understand the conception of curricular integration that founds the formation proposal of the secondary school integrated with the professional courses of Agropecuária (agronomy and husbandry) at the Instituto Federal de Educação, Ciência e Tecnologia Catarinense (IFC). The study pondered about the current problematic concerning the association between secondary school and professional education with emphasis on the curricular integration of the pedagogic projects of the Agropecuária courses in the integrated form issue. Methodologically, the research was developed from a theoretical approach which founded the main concepts/principles regarding to the problematic and the investigated object, besides an empirical study involving the institution and a group of its workers. Aiming to identify the curricular integration conception present in the IFC's integrated secondary school project, a set of interviews were made, questionnaires was applied, and also official documents were analysed, including the secondary school and professional education curricular guidelines besides some elements from the pedagogic projects of the referred course in different campi. The work was structured in the following way: an introductory text, the motivations for the choosing of the theme, the objectives, the methodology and a brief explanation about the IFC, particularly, its involvement with the integrated secondary school project. In the text titled Ensino Médio Integrado: concepção, constituição política e diretrizes (Integrated Secondary School: conception, political constitution and guidelines) we tried to understand the conception and principles which found it, and the historical tension between the secondary school and professional education over formative projects and by its guidelines. In this aspect, it was revealed that the integrated secondary school project is the result of the confrontation in relation to the tradition of a historically built fragmentary professional education. In other text, it was possible to identify the discourses which orient that curricular policy since its concepts till its organization in structural terms. It can be observed that the official discourses that found the project are, mostly, derived from distinct theoretical basis, including both critical and conservative perspectives. Furthermore, it was possible to understand the different ways knowledge is treated in the curricular ambit, from its choose to its organization. Finally, in the empirical text, which introduces and argues the conception of curricular integration in the IFC's integrated secondary school, the elements which express the way the professionals perceive the course can be identified. The main research results are: I) the argument over the association between professional education and secondary school, referent to the curricular integration, reveals the challenge to overcome the duality which historically has been setting boundaries among courses/modalities; II) although the officials guidelines point to a integration conception, there is a long path until its materialization; III) the IFC's Agropecuária integrated secondary school proposal is theoreticaly and methodologicaly maturing; IV) Despite the limitations, a significant number of pedagogic integrative actions are developed; V) The continued formation is indicated by the professionals involved in the course as a fundamental strategy to its strengthening and legitimation. Yet, the work is bounded by its methodical and theoretical limits and its results are valid in this ambit

INFORMÁTICA BÁSICA COM INTERNET E O USO DAS MÍDIAS PARA ADULTOS E IDOSOS

Dadas as demandas observadas sobre a exclusão digital de idosos e adultosmaduros, este Projeto tem como objetivo promover a inclusão social destes por meiodas tecnologias. Contou-se com um grande número de servidores envolvidos nosvariados módulos, em torno de dezenove colaboradores mais um bolsista. Durante oprocesso, foram aplicados dois questionários, um sobre conhecimentos prévios eoutro relativo a aprendizagem individual em cada módulo, como também, foramrealizadas duas rodas de conversa. Encontra-se em fase de finalização, mas até omomento, mostrou pela devolutiva dos participantes que foi bastante significativo etransformador

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora