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Assuming that the educational relationship and learning are intertwined with affectivity, this research sought to understand the representations that Physical Education students produce about affectivity in the teacher/student relationship and the implications for professional learning and the construction of the teaching identity. The theoretical contributions are based on Santos and Palma (2017), Mota (2017), Luz, Ramos and Ribeiro (2020), Matos, Nista-Piccolo and Borges (2016), among others. For data production, semi-structured interviews were applied and for analysis, Discursive Textual Analysis (DTA) was used. Considering the training of physical education teachers and the affectivity in the construction of identity and professional, it was evidenced that the treatment of the affective dimension reverberates in the identification of students with their teachers with regard to the professionalism and commitment that these teachers demonstrate in the performance of the profession, recognizing affectivity as a driving force in the construction of knowledge and teaching practices. [ABSTRACT FROM AUTHOR]

Teaching, understood as a complex action, mobilizes specific and complementary knowledge. University teaching has shown itself to be dynamic, in the sense that be molded to contemporary context. Nowadays, Higher Education is impacted by competition, productivity and efficiency. The ways of being a teacher, of teaching, of understanding teacher education and the influences of the socioeconomic context form and reveal teaching concepts. Based on these assumptions, in this paper we aim to analyze the teaching conceptions of bachelor teachers beginning their careers. This qualitative and empirical research adopted the interview for data collection with seven bachelor professors, beginners in their careers and working in the agrarian area and in community universities in the western mesoregion of Santa Catarina. The results, built through content analysis, showed that the teaching conceptions are formed by the convergence of the teaching practice bases, training/self-training, the teaching activities carried out, the Agricultural Sciences area and the community universities, as well as the context of performance of these teachers - convergence that also expresses the complexity of teaching in Higher Education. We also found that the socioeconomic context makes higher education institutions and their teachers increasingly involved in market logics. [ABSTRACT FROM AUTHOR]

Universities and teaching clinics present themselves as potential spaces for the transmission of Psychoanalysis and the realization of supervised internships guided by this perspective. In the present article, we established the investigation of the internship practice carried out in the clinic-school from the Psychoanalysis. So, we resorted to the analysis of authors who problematize theoretical and methodological assumptions based on supervisions carried out in the teaching clinic. We understand that the practice of the internship that involves attendance and supervision can promote a psychic work of elaboration concerning the events and the subjective implication in the learning, the desire to know of those involved. Thus, the teaching clinic, when taken as a space for problematization and the possibility of innovation and openness to transformations, allows revisiting fundamental concepts of psychoanalytic theory, as well as rethinking the places and performance of professionals in training. [ABSTRACT FROM AUTHOR]

Food holds a wealth of symbols and meanings that cannot be transcribed only in the composition of nutrients. This article outlines the history of food in the city of Macaé, State of Rio de Janeiro, Brazil, from the life narrative of black women, who are referred here as traditionalists. The immersion with this group of interviewees was built and made possible based on the theoretical and methodological referential of popular education. The prestige of orality is due to the importance that the oral language has in Africa and its diaspora. The valorization of black voices is due to the fact that this population does not have prestige in history, being always portrayed in a stigmatized way. When talking about food and cooking, the woman is focused because she is always reduced to the place of production and reproduction. In African religions, these same women have places of privilege and specific duties. Valuing Afro-Brazilian food and highlighting its importance for the city, these narratives are devices that express the collective memory and can function as an inventory capable of feeding back the actions of popular education in the field of university teaching, research and extension. [ABSTRACT FROM AUTHOR]

This work, based on the understanding of the relevance of the role of state universities in the provision of teaching, research and extension, and the demand for identification of complementary sources of financing for their activities, aims to present, in an exploratory way, the management theme of covenants with financial resources, from the complementary role of the Union, as supplementary sources of funding, within the framework of the State University of Bahia (UNEB), from 2009 to 2014. The results of the study from a quantitative approach, based on the statistical technique of factor analysis, indicated the academic and spatial dimensions, demarcated in the context of the university multicamp, as relevant to the process of financial execution of federal agreements at a satisfactory level, signaling the management possible referrals aimed at improving the practices of these instruments. [ABSTRACT FROM AUTHOR]

Metacognition has always been present in procedural models of written production (ROHMAN, 1965 FOWER; HAYES, 1980 BEREITER SCARDAMALIA, 1987), with emphasis on the presence of learning strategies (metacognitive) that help textual production, through frequent monitoring and self-regulation of cognition in textual production. This research proposes a metacognitive model to address text production, taking into account that the learning of writing is also limited to university teaching and assuming that a great producer of writing is the one who makes use of metacognitive strategies in the development of written production, which is not operated by the less efficient writing producer. [ABSTRACT FROM AUTHOR]

In the first section of this paper, I briefly present the political context in which the Conflict of Faculties was published, regarding particularly Kant's relations with the censorship and the persecution of Enlightenment thinkers during the reign of Frederick William II. In the second, I shall then reconstruct what I call the "conditions of enlightenment" and its guarantee, as formulated and identified by Kant in the 1780s. In the third part, I briefly describe how university teaching was structured in Kant's time and then analyze the Kantian idea or project of the University, which is conceived as the institutional space that should ensure Enlightenment. It is suggested that, in this context, Kant transposes his conflicts with government's censorship and the movement of institutionalization of the Prussian counter-Enlightenment to the ideal plan of institutional relations between government, officials of the state bureaucracy and university, rearticulating the categories of public and private use of reason. [ABSTRACT FROM AUTHOR]

The main objective of this text will be to reconstitute the process of institutionalization of university teaching of History at the University of Paraná (current Federal University of Paraná) between 1938 and 1971, emphasizing the process of curricular change that the Geography and History course has undergone until they became autonomous in the early 1960s. Between 1938 and 1961, the History course was unified to that of Geography, a process similar to what happened in São Paulo (University of São Paulo) and Rio de Janeiro (University of Brazil, current Federal University of Rio de Janeiro). The sources that supported this research were the Yearbooks of the FFCL/UFPR, the diaries and classbooks, and the Minutes of the History course. [ABSTRACT FROM AUTHOR]

Our studies (CAMPANI; SILVA; PARENTE, 2018; CUNHA, 2005; SANTOS, 2008) have shown that, more than new information/communication technologies and active teaching-learning methodologies, pedagogical innovation in universities requires epistemological disruptions in construction and in relation to scientific knowledge. This process goes through reinventing intercultural experience sustained by a constructed epistemology designed and socially embodied by an extensive/inclusive curriculum (POPKEWITZ, 1997; HALL, 2001). The reinventing dimension of this process challenges university teaching to fulfill an important role of mediation, disruption and reinventing practices in formative processes. To broaden this discussion, this article aims to present an analysis of the contribution of university extension to innovative teaching from a research that we conducted with the group of coordinating teachers of the Nursing Extension Program at State University Vale do Acaraú. Considering the university extension a theoreticalmethodological way of knowledge production through the experience that allows the interface of the knowledge of the academic culture and the ones that integrate the university (BONDIA, 2002; SANTOS, 2000), this research, in its first analysis stage, identified that the extension experience contributes to an innovative process in university teaching because it stimulates the production of knowledge with social responsibility; challenges to create pedagogical strategies to include expectations; student discoveries and experiences; streamlines lesson planning; exercises and qualifies the listening and strengthens uncertainties, thus challenging university teaching to reinvent itself as a mediator for the strengthening of interculturality and inclusion of knowledge. [ABSTRACT FROM AUTHOR]

This article is premised on equity of opportunity, because it aims to analyze the articulation between the reserve of vacancies of two public universities and university teaching for pedagogical practices that have the purpose of combating race, social and cultural inequality. To this end, it seeks to articulate the theoretical ideas Rodrigues and Garzón (2012), Mantoan (2013), Pimenta and Anastasiou (2005), Booth and Ainscow (2002), and Sawaia (2014) in the constitution of teachers’ knowledge for teaching with inclusion; as well as the emerging need for overcoming reproduction paradigms, both of the teaching practices and the processes of formation of these teachers. It raises questions such as: How do different conceptions of disability dialogue in the process of teacher in relation to the fight against race, social and cultural inequality? What evidence does the field of university teaching at two public universities say about experiences of vacancy reserves, which lead to the reduction of inequalities among students benefited by affirmative action policies? It has as method of analysis of content of sources that standardizes as quoted in the University, being searched: Vale do Acaraú State University UVA), Sobral, Ceará and State University of Rio de Janeiro (UERJ), Rio de Janeiro, RJ. Evidence that institutionalizes the policy of affirmative (social quotas) action at UVA and UERJ has expanded or access to university students from public schools, including courses of historically elitist profile. [ABSTRACT FROM AUTHOR]

This study refers to theoretical and methodological findings about face-to-face tutoring in a continuing education course for professors at the Federal University of Alagoas (Ufal). The investigative locus focuses on a formative experience that brought teachers together from several academic areas in an integrated movement of active learning about different ways of combining digital information and communication technologies (TDIC) and active methodologies to pedagogical action. In a qualitative approach, designed by researchtraining (Josso, 2004; Samtos, Carvalho, Pimentel, 2016), refers to theoretical contributions by Ramires (2018), Silva e Cunha (2018), Moran (2017), Masetto (2018), on university teaching, continued professionalization and pedagogical mediation from the perspective of DIC and active higher education methodologies. From the teacher-tutor's narratives, we analyze the tutoring process that supported the teaching learning pathways locally, resulting in a network of cooperation for university teaching. The analysis of this process showed the potential of local tutoring in pedagogical support to hybrid actions of continuing education in the context of networked society, by focusing on social aspects, active and personalized learning and interactivities didactic-pedagogical, enhancing the reconstruction of knowledge about DIC and active methodologies applied to the teaching area of the participants. [ABSTRACT FROM AUTHOR]

The process of institutionalization of anthropology learning in Brazil begins in the 1930s when the first courses in social sciences were created, and with them the first chairs in Anthropology in higher education. Gilberto Freyre (1900-1987), although more recognized for his vast and relevant academic work, was also involved in that process, notably while teaching at the University of the Federal District. I analyze in this article the work of Freyre as professor of Anthropology, aiming to capture the directions that the discipline assumes with him. For this purpose, I start from the empirical basis of his shorthanded classes, continuously articulating them with his biographical data and with his academic legacy. [ABSTRACT FROM AUTHOR]

The university extension enables the dissemination of new knowledge to the community and, as an educational, cultural and scientific process, has driven the university to develop activities aimed at economic and solidary enterprises. The research aimed to verify if the UEMS extension projects, incubated by ELOS-ITCP, contemplate the precepts of the inseparability of teaching, research and extension and contribute to social inclusion. To this end, a case study was developed. Data were collected through documents and interviews, measured through content analysis. Three incubated projects were analyzed from 2010 to 2016. Regarding the integration of projects with research and teaching activities at the university, it was noticed that the projects reached several areas, showing the interdisciplinarity to the participating academics. Social inclusion was promoted by providing access to the knowledge necessary to combat social difficulties. [ABSTRACT FROM AUTHOR]

Objective: to propose a narrative for the teaching of measures related to diagnostic tests and screening through their observation in the context of airport security. Method: it is a theoretical-reflexive essay, made in the second half of 2018, prompted by the author's personal experiences and university teaching practices. Its main references are clinical epidemiology, especially the study of diagnostic tests, and narratives in medicine. To discuss specific health issues, review articles and guidelines from institutions such as the Ministry of Health and the National Cancer Institute were used. Results: concepts such as sensitivity, specificity and positive and negative predictive values can be discussed through the case of tracking of weapons and explosives during the boarding procedures in airports. Final considerations: non-health-related situations give materiality to fundamental epidemiological concepts, facilitating their teaching and learning. The use of such examples in health training reinforces the interdisciplinarity sought in this field. [ABSTRACT FROM AUTHOR]

Information from remote sensing (SR), in the form of images or maps, and the reports or processes associated with its interpretation, have a high potential to be an axis and motivation for informed debates about the reality of regional agricultural production. This process is bidirectional, because the accurate interpretation of the information recorded by the sensors also depends on a deep knowledge of the process and reality of the field, which is recorded by the producer and his team over the years. In this scenario, the Agricultural Satellite Monitoring Workshop was organized, consisting of a motivational presentation, technical visit and video-reports on the monitoring of commercial crops by SR in the 2017/2018 harvest. The importance of this work lies in the identification of methodologies that will stimulate professionals, academics and the general public to participate in processes of sharingf experiences and creation of knowledge in the interface between university teaching, research and extension. The results indicate that SR monitoring of commercial rice and soybean crops, and the presentation of results in the form of a workshop on the property, is a favorable configuration for extension, research and teaching activities between university and company, and motivating covenants between them. [ABSTRACT FROM AUTHOR]

This article has a wider aim to make a reflection about the process of affirmative policies implantation at University Teaching. More specifically, it aims to describe and done some notes about the Inclusion Project developed by Paulista State University (UNESP), since 2014, using the System of Vacancies Reservation of Public Basic Education. With this perspective, we introduce datas about the inclusive process, the profile of students and actions which are focused to students' permanency that support the inclusion at UNESP. At Least, we shows a sketch of an in progress research which has the objective to understand and evaluate the impacts and consequences of this inclusion process. The previews reflections performed allow to point some positive results and indicate that there are required integrated institutional actions to keep a worthy inclusive policy which are befitting with the quality principles that should guide the services at a public university. [ABSTRACT FROM AUTHOR]

It is shown that teaching thermal expansion is a good opportunity to stress the consequences of mathematical approximations when studying a simple physical system. [ABSTRACT FROM AUTHOR]

This article presents part of a study entitled "The movements of the college teaching: specificities in different areas of knowledge and its influence on teaching practice", developed by the Research Group Trajectories Training, Federal University of Santa Maria (UFSM) / RS, which aims to investigate the effects of specific areas of knowledge of university teaching in college education teachers from a public - public IEs, approved by CNPq scholarship on the PQ. In this work we present a partial analysis of the data collected with nine teachers at Center of Health Sciences University said earlier, from the analysis of one of the guiding principles of research, which aims to analyze how teachers understand the investigated concepts and academic expertise and how they relate or are articulated in practice. Was used as the methodological assumptions qualitative approach of narrative proposed by Connelly and Clandinin (1995), Bolivar, Domingo and Fernández (2001 and 2004). The data analysis was grounded in the theoretical framework proposed by Isaia and Bolzan and Maciel (2005, 2006, 2008, 2010 and 2011). The results showed that the combination of academic expertise and pedagogical practice of teachers of college education in the health field is crossed by constructive movements of teachers, which are related to personal and professional trajectories of each subject, permeated by the specificity of training in healthcare. [ABSTRACT FROM AUTHOR]

The text focuses on university pedagogy as a central dimension of a broader reflection on teachers' epistemologies. First, it produces a general analysis of university changes, questioning the pedagogy and their inability to keep up with the changes that are occurring both in society and at the university. Then, the text refers to some "modernization ideologies" that are dominating universities, creating constraints to the free development of the academic profession. Finally, a proposal is built for a pedagogical renewal -the ARC of university pedagogy- focusing on four key ideas: Autonomy, Reflection, Creation and Obligation. The concluding remarks stress the need to bring teachers and pedagogy to the center of the debate, deepening academic freedom. [ABSTRACT FROM AUTHOR]

We argue that Leibniz's criticism against the Cartesian physics cannot be sufficiently answered by the solution offered by d'Alembert in 1758. The present essay constitutes also a theoretical and deep systematization consisting of a basis in order to formulate an intervention in classrooms in High Schools and in the first years of university teaching. [ABSTRACT FROM AUTHOR]

Discussions on university teaching, teaching initiation and the necessary teacher support during the initial phase of their career are provided. The above mentioned discussions foregrounded a study by a research-formation collaborative Group. Sharing participants in the Group were involved in reflections on their professional practice to (trans)form themselves in the process. The text focused on a Group member, a fledging female professional in university teaching, and the support provided by cotrainers during this difficult phase in her career. Support comprised the provision of conditions for dialogues with the teacher, prompting her to understand the reasons that underlay their practice. Different strategies were used, esp the 'formation letters'. The above contributed towards the production of an autobiographical narrative in which the professor reflected on her formation process as a professor. The reflective narratives on the teacher's life, produced within the Group's mediation and shared with its members, constituted important formation themes not merely for the teacher but also for those who interacted with her in the collaborative Group. [ABSTRACT FROM AUTHOR]

Current research discusses the construction of teaching by focusing on the building of professorship of beginner professors in Higher Education Institutions. The main problem is the understanding of events produced in the building of beginner professors' professorship. Research aims at acknowledging the relationship between context conditions and configuration ways of professors' initial teaching and the identification of the repercussion of beginners' teaching on continuous formative processes. The qualitative and socio-cultural narrative is the methodological approach adopted in current research. Participants are professors from Pedagogy and Special Education Courses of a government higher institution and of a community University. The study developed so far highlights the process of teaching initiation within the university context permeated by feelings of anxiety and insecurity which rise from formative incompleteness that the professors have to face in their educational activities. The lack of places for sharing activities and knowledge which involve the professor's work is evidenced by feelings of helplessness experienced by professors. The need for systematically organized places should be underscored. They would enable experienced and beginner professors to discuss and share experiences and knowledge related to the specificity of teaching at this teaching level. [ABSTRACT FROM AUTHOR]

Taking referential theoretical conceptions of mathematical knowledge present in some of the main mathematics philosophical currents and considering that the teacher's practice is influenced by his conception of mathematical knowledge. This research aims to understand the conceptions of future mathematicians about the mathematical knowledge and its teaching and learning. The research was performed with students of final year of a bachelor degree in mathematics. It follows a qualitative approach (case study) in which the data were collected by semi-structured interviews and document analysis. This investigation has pointed out that Mathematics together with Mathematics Teaching (or part of this: on the didactic and pedagogical knowledge of how to teach) could be important to formation of the future mathematician, who besides researcher will probably teach in a college or university. [ABSTRACT FROM AUTHOR]

University teaching requires constant analysis regarding its configuration and its practices. This research aims to identify key knowledge of university professors in the perception of graduating students from different undergraduate courses. As a theoretical contribution, it is guided main the ideas of Cunha (2005, 2010) on university teaching, and also Tardif (2002, 2010) and Nóvoa (2009; 2011) on the teaching knowledge. Respecting the principles of qualitative research, data collection occurred through semi-structured questionnaire applied along 187 graduating students from different undergraduate courses at Regional University of Blumenau. In the process of data analysis, responses were organized in tables and into categories and subcategories, respecting the five provisions proposed by Nóvoa (2009). The knowledge inherent to good teaching and referred to more frequently include the following: mastery of content, update, application of appropriate teaching methods and ability to engage students in the learning process. Never the less, knowledge comprising the affective-emotional dimension was also highlighted. Based on the concept that the educational act of teaching is always committed to sociopolitical circumstances linked to the emancipation process, it points out that the dimension that covers this knowledge has not been presented with intensity by investigated academics. Another dimension not many times present is related to teamwork willingness. By present the knowledge which is considered essential by the students, the possibility of a new perspective in understanding this phenomenon arises, allowing the professors a reflection through their own practices. [ABSTRACT FROM AUTHOR]

In this article, we try to inquire on the kind of changes taking place in teacher's identity, when university education is organized as Distance Education, being UAB - Universidad Abierta de Brazil - the empirical reference of this Research Project. Therefore, we first present some reflections on the transformations undergone by teachers' identity since the coming of Globalization. Secondly, we inform about the UAB project. Then, we discuss issues related to the social division of pedagogical work in this kind of education, for the same work is carried out by different agents, namely, the specialist professor, the in-attendance tutor, the at-a-distance tutor. Consequently, teacher's work is not focused on any of these actors in isolation but it is revealed in the form of a network of actions. Thus, we emphasize that teacher's identity, in this type of educational modality, is being built up in a process demanding fluidity, flexibility and dis-centering; namely, it is displaced from the individual's subjectivity and located into the fissures that interrelate the different agents involved in the teaching and learning processes. [ABSTRACT FROM AUTHOR]

Colleges in Fortaleza have been through major changes in its competitive market, mainly after the institution of the "Diretrizes e Bases" regulation law in 1996. Considering the two distinct periods of competitive environment (before and after 1996), this research tried to evaluate the Resource Based View theory in strategics contexts as it was investigated by Miller and Shamsie (1996) in the Hollywood studios. Aiming to identify which resources were important to Fortaleza colleges before 1996 and those which still are core after that, 10 Deans were interviewed from the most traditional and biggest colleges in town. The questionnaire, adapted from Thompson and Cole's (1997), allowed to identify the seven more and the three less relevant resources to different context environments. Results showed that, despite a number of common core competencies to those distinguished moments, the competitive characteristics of each period required specific and differentiated resources, indicating the need of RBV theory to fit external environment. [ABSTRACT FROM AUTHOR]