Eixos transversais : diversidade no curso de francês do Centro Interescolar de Línguas do Distrito Federal

Trabalho de Conclusão de Curso (especialização)—Universidade de Brasília, Ministério da Educação, Centro de Estudos Avançados Multidisciplinares, Centro de Formação Continuada de Professores, Secretaria de Educação do Distrito Federal, Escola de Aperfeiçoamento de Profissionais da Educação, Curso de Especialização em Coordenação Pedagógica, 2015.A presente pesquisa teve como objetivo analisar como ocorre a abordagem dos eixos transversais e da diversidade nas aulas de francês do Centro Interescolar de Línguas do Distrito Federal, haja vista sua regulamentação, segundo documentos que orientam a proposta curricular. Trata-se de um estudo de caso, cuja investigação foi realizada em uma escola pública de idiomas do Distrito Federal com foco no francês. A abordagem qualitativa foi considerada como a que mais se adequa à necessidade dessa investigação sobre os eixos transversais e a diversidade. Os sujeitos da pesquisa foram compostos por 4 (quatro) professores de francês da instituição e o instrumento utilizado foi um questionário misto. A análise dos dados sinalizou que os eixos transversais e a diversidade ainda não são práticas pedagógicas efetivamente planejadas e constituintes do currículo nas aulas de francês, sugerindo uma questão a ser verificada, o que pode ser feito dentre outros autores, pela coordenação pedagógica

Avaliação em francês língua estrangeira mediada por gêneros textuais na perspectiva acional

Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2018.Esta pesquisa teve origem na reflexão acerca de um processo avaliativo coerente com o contexto pedagógico do ensino de francês no âmbito do letramento em avaliação (FULCHER, 2012; INBAR-LOURIE, 2013; SCARAMUCCI, 2016), de modo a amparar as decisões do professor sendo motivada por minhas inquietações como professora e/ou coordenadora de francês. Teve por objetivo geral caracterizar o processo avaliativo na perspectiva acional de ensino (CONSEIL DE L’EUROPE, 2005) em sala de aula de francês língua estrangeira com implicações práticas para a elaboração de uma proposta de avaliação. Para compor o referencial teórico, este estudo partiu da perspectiva acional, a qual unifica a aprendizagem ao uso da língua associando-a ao agir social (BENTO, 2013; CONSEIL DE L’EUROPE, 2005; CUQ; GRUCA, 2017; HUVER; SPRINGER, 2011; PUREN, 2009; TAGLIANTE, 2005). Essa concepção de aprender língua é relacionada ao Interacionismo Sociodiscursivo que entende a linguagem como uma atividade de comunicação socialmente situada (BRONCKART, 2009). Por se tratar de um contexto pedagógico, a avaliação para a aprendizagem, mediada socialmente pelos agentes da sala de aula com enfoque na progressão da aprendizagem (ALLAL; MOTTIER LOPEZ, 2005; CARLESS, 2007; LUSSIER, 1992) compôs o terceiro pilar teórico. Metodologicamente, esta investigação organizou-se como uma pesquisa teórica de procedimento bibliográfico (GIL, 2008; LA VILLE; DIONNE, 1999; MINAYO, 2001; SALVADOR, 1986; SEVERINO, 2007), pois a geração de informações é proveniente de fontes situadas, unicamente, na literatura acadêmica. Posicionou-se sob o paradigma qualitativo-interpretativo (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2006; HEIGHAM; CROCKER, 2009), devido ao papel de minha subjetividade como pesquisadora na construção do objeto de estudo e no procedimento da interpretação das informações. O contexto de pesquisa foi o curso de francês de um dos Centros Interescolares de Línguas do Distrito Federal, origem das inquietações. Os resultados culminaram em uma fundamentação conceitual para avaliar sob a lógica acional, na caracterização do processo avaliativo em francês língua estrangeira na perspectiva acional e em uma proposta para o agir avaliativo do professor sob a mesma ótica, cujas atividades de avaliação integram as atividades de linguagem de recepção e produção (CONSEIL DE L’EUROPE, 2005) mediadas por gêneros textuais (BAKHTIN, 1997; DOLZ; SCHNEUWLY, 2004; BRONCKART, 2009; CRISTOVÃO; STUTZ, 2011)This study stemmed from reflections upon an assessment process in line with the pedagogical teaching context of French inserted into the perspective of language assessment literacy (FULCHER, 2012; INBAR-LOURIE, 2013; SCARAMUCCI, 2016) as a support to teachers´ decision-making process and was motivated by my concerns as a French teacher and/or coordinator. Its general aim was to identify the characteristics of an assessment process conducted within the action-oriented approach to teaching (CONSEIL DE L’EUROPE, 2005), in the French as a foreign language classroom with practical implications for the design of an assessment proposal. As for theoretical foundation, this study starts with the action-oriented approach, which unifies language learning, use and social acting (BENTO, 2013; CONSEIL DE L’EUROPE, 2005; CUQ; GRUCA, 2017; HUVER; SPRINGER, 2011; PUREN, 2009; TAGLIANTE, 2005). Such a language learning conception is related to the Sociodiscursive Interactionism, which understands language as a socially situated communication activity (BRONCKART, 2009). As it is a pedagogical context, assessment for learning, socially mediated by the classroom agents with emphasis on the learning progression (ALLAL; MOTTIER LOPEZ, 2005; CARLESS, 2007; LUSSIER, 1992), constitute the third theoretical basis. Methodologically speaking, this investigation was organized as a theoretical-bibliographical research (GIL, 2008; LA VILLE; DIONNE, 1999; MINAYO, 2001; SALVADOR, 1986; SEVERINO, 2007), because the information was generated solely from the academic literature. It adopts the qualitative-interpretativist paradigm (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2006; HEIGHAM; CROCKER, 2009), due to the role played by my subjectivity as a researcher in the construction of the object of study and in the procedures to interpret the information. The research context is the French course in one of the public language centers in the Federal District, source of my concerns. The results consist in a conceptual foundation to assess from the action-oriented logic, in the characterization of the process to assess French as a foreign language from this same perspective, and in a proposal for teachers to work in line with such a perspective, in which assessment activities integrate receptive and productive language activities (CONSEIL DE L’EUROPE, 2005) mediated by textual genres (BAKHTIN, 1997; BRONCKART, 2009; CRISTOVÃO; STUTZ, 2011; DOLZ; SCHNEUWLY, 2004).Cette recherche découle d’une réflexion sur un processus d'évaluation cohérent avec le contexte pédagogique de l'enseignement du français dans le cadre de la littératie en évaluation (FULCHER, 2012; INBAR-LOURIE, 2013; SCARAMUCCI, 2016) afin de soutenir les décisions de l'enseignant. Son objectif général était de caractériser le processus d'évaluation dans la perspective actionnelle d'enseignement (CONSEIL DE L'EUROPE, 2005), en salle de classe de français langue étrangère avec des implications pour l'élaboration d'une proposition d'évaluation. Pour composer le cadre théorique, cette étude s'est inscrite dans la perspective actionnelle qui unifie l'apprentissage et l'usage de la langue en l'associant à l'action sociale (BENTO, 2013; CONSEIL DE L'EUROPE, 2005; CUQ; GRUCA, 2017; HUVER; SPRINGER, 2011; PUREN, 2009; TAGLIANTE, 2005). Cette conception d’apprentissage des langues est liée à l'Interactionnisme Socio-discursif qui comprend le langage comme une activité de communication socialement située (BRONCKART, 2009). En s’agissant d’un contexte pédagogique, l’évaluation pour l’apprentissage axée sur la progression des apprentissages (ALLAL; MOTTIER LOPEZ, 2005; CARLESS, 2007; LUSSIER, 1992) a constitué le troisième pilier théorique. Sur le plan méthodologique, cette étude a été organisée comme une recherche théorique de procédure bibliographique (GIL, 2008; LA VILLE; DIONNE, 1999; MINAYO, 2001; SALVADOR, 1986; SEVERINO, 2007), car la génération d’informations provient de sources localisées uniquement dans la littérature académique. Cette recherche a été placée sous le paradigme qualitatif-interprétatif (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2006; HEIGHAM; CROCKER, 2009), en raison du rôle de ma subjectivité en tant que chercheuse dans la construction de l'objet d'étude et dans la procédure d'interprétation des informations. Le contexte de la recherche a été le cours de français de l’un des Centres Interscolaires de Langues du District Fédéral. Les résultats ont abouti à un cadre conceptuel pour évaluer sous la logique actionnelle, à la caractérisation du processus d’évaluation dans la perspective actionnelle et à une proposition d’action évaluative sous la même logique, dont les activités d’évaluation intègrent les activités langagières de réception et de production (CONSEIL DE L’EUROPE, 2005) médiatisées par des genres textuels (BAKHTIN, 1997; BRONCKART, 2009; CRISTOVÃO; STUTZ, 2011; DOLZ; SCHNEUWLY, 2004)

Avaliação na Perspectiva Acional e integração das atividades de linguagem em língua estrangeira

This article focuses on foreign language assessment from the action-oriented approach perspective, which includes, among its premises, merging language learning and the real social use of the language by means of tasks in which skills are integrated. It reflects upon the issue of assessment practices that usually divide the language skills into listening, speaking, reading and writing. It makes considerations about the assessment process through the integration of language activities, particularly the receptive and productive ones, so as to favour pedagogical actions that mirror the real use of the language in classroom assessments. By means of a literature review, this text discusses the action-oriented approach, textual genres, assessment for learning as well as the integration of language activities in classroom assessments. It advocates for assessment practices that are representative of language use in real communicative situations and that rely on procedures that integrate language activities such as those taking place in real life. Oral and written textual genres consist in material to operationalize language activities. From the action-oriented approach perspective, connecting reception to text production means making the assessment process authentic. Our intention is to provide a pedagogical possibility to language teachers’ assessment practices.Este artigo aborda a avaliação em língua estrangeira na Perspectiva Acional, que tem como pressuposto unir a aprendizagem da língua ao seu uso social real por meio de tarefas nas quais há integração de habilidades. Tem por base uma pesquisa teórica realizada no âmbito de mestrado e versa sobre um processo avaliativo em língua estrangeira que visa associar as atividades de linguagem para aproximar a língua de seu uso real. O texto aborda aspectos sobre a Perspectiva Acional, os gêneros de textos, a avaliação para a aprendizagem e a integração das atividades de linguagem, particularmente de recepção e produção, na avaliação em sala de aula. Propõe que uma avaliação representativa do uso da língua em situações reais de comunicação recorra a procedimentos que integram as atividades de linguagem, como ocorre no mundo real. Os gêneros de textos orais e escritos configuram-se como insumos para agregar as atividades de linguagem. Vincular a recepção à produção de textos significa conferir mais autenticidade ao processo avaliativo na lógica acional. O intuito é proporcionar mais uma possibilidade pedagógica para o agir avaliativo do professor de línguas

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Rationale, study design, and analysis plan of the Alveolar Recruitment for ARDS Trial (ART): Study protocol for a randomized controlled trial

Background: Acute respiratory distress syndrome (ARDS) is associated with high in-hospital mortality. Alveolar recruitment followed by ventilation at optimal titrated PEEP may reduce ventilator-induced lung injury and improve oxygenation in patients with ARDS, but the effects on mortality and other clinical outcomes remain unknown. This article reports the rationale, study design, and analysis plan of the Alveolar Recruitment for ARDS Trial (ART). Methods/Design: ART is a pragmatic, multicenter, randomized (concealed), controlled trial, which aims to determine if maximum stepwise alveolar recruitment associated with PEEP titration is able to increase 28-day survival in patients with ARDS compared to conventional treatment (ARDSNet strategy). We will enroll adult patients with ARDS of less than 72 h duration. The intervention group will receive an alveolar recruitment maneuver, with stepwise increases of PEEP achieving 45 cmH(2)O and peak pressure of 60 cmH2O, followed by ventilation with optimal PEEP titrated according to the static compliance of the respiratory system. In the control group, mechanical ventilation will follow a conventional protocol (ARDSNet). In both groups, we will use controlled volume mode with low tidal volumes (4 to 6 mL/kg of predicted body weight) and targeting plateau pressure <= 30 cmH2O. The primary outcome is 28-day survival, and the secondary outcomes are: length of ICU stay; length of hospital stay; pneumothorax requiring chest tube during first 7 days; barotrauma during first 7 days; mechanical ventilation-free days from days 1 to 28; ICU, in-hospital, and 6-month survival. ART is an event-guided trial planned to last until 520 events (deaths within 28 days) are observed. These events allow detection of a hazard ratio of 0.75, with 90% power and two-tailed type I error of 5%. All analysis will follow the intention-to-treat principle. Discussion: If the ART strategy with maximum recruitment and PEEP titration improves 28-day survival, this will represent a notable advance to the care of ARDS patients. Conversely, if the ART strategy is similar or inferior to the current evidence-based strategy (ARDSNet), this should also change current practice as many institutions routinely employ recruitment maneuvers and set PEEP levels according to some titration method.Hospital do Coracao (HCor) as part of the Program 'Hospitais de Excelencia a Servico do SUS (PROADI-SUS)'Brazilian Ministry of Healt

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Rationale, study design, and analysis plan of the Alveolar Recruitment for ARDS Trial (ART): Study protocol for a randomized controlled trial

Background: Acute respiratory distress syndrome (ARDS) is associated with high in-hospital mortality. Alveolar recruitment followed by ventilation at optimal titrated PEEP may reduce ventilator-induced lung injury and improve oxygenation in patients with ARDS, but the effects on mortality and other clinical outcomes remain unknown. This article reports the rationale, study design, and analysis plan of the Alveolar Recruitment for ARDS Trial (ART). Methods/Design: ART is a pragmatic, multicenter, randomized (concealed), controlled trial, which aims to determine if maximum stepwise alveolar recruitment associated with PEEP titration is able to increase 28-day survival in patients with ARDS compared to conventional treatment (ARDSNet strategy). We will enroll adult patients with ARDS of less than 72 h duration. The intervention group will receive an alveolar recruitment maneuver, with stepwise increases of PEEP achieving 45 cmH(2)O and peak pressure of 60 cmH2O, followed by ventilation with optimal PEEP titrated according to the static compliance of the respiratory system. In the control group, mechanical ventilation will follow a conventional protocol (ARDSNet). In both groups, we will use controlled volume mode with low tidal volumes (4 to 6 mL/kg of predicted body weight) and targeting plateau pressure <= 30 cmH2O. The primary outcome is 28-day survival, and the secondary outcomes are: length of ICU stay; length of hospital stay; pneumothorax requiring chest tube during first 7 days; barotrauma during first 7 days; mechanical ventilation-free days from days 1 to 28; ICU, in-hospital, and 6-month survival. ART is an event-guided trial planned to last until 520 events (deaths within 28 days) are observed. These events allow detection of a hazard ratio of 0.75, with 90% power and two-tailed type I error of 5%. All analysis will follow the intention-to-treat principle. Discussion: If the ART strategy with maximum recruitment and PEEP titration improves 28-day survival, this will represent a notable advance to the care of ARDS patients. Conversely, if the ART strategy is similar or inferior to the current evidence-based strategy (ARDSNet), this should also change current practice as many institutions routinely employ recruitment maneuvers and set PEEP levels according to some titration method.13Hospital do Coracao (HCor) as part of the Program 'Hospitais de Excelencia a Servico do SUS (PROADI-SUS)'Brazilian Ministry of Healt