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Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A pesquisa tem como objetivo descrever a influência da cultura, da gestão de pessoas e da alta gerência sobre o desenvolvimento da gestão do conhecimento. Este estudo realizou um levantamento de dados com 125 gestores de uma empresa de base tecnológica nacional e internacionalmente reconhecida pelos altos índices de inovação. Os resultados revelam que: a cultura se torna mais colaborativa e voltada à aprendizagem ao longo dos estágios; a recompensa, aspecto altamente citado pela literatura, como essencial ao desenvolvimento da gestão do conhecimento, apresentou uma queda no estágio dois; e a coordenação e o incentivo da alta gerencia influenciam decisivamente o desenvolvimento do estágio dois. A pesquisa contribui ao identificar e descrever, empiricamente pela primeira vez, a influência da cultura, da gestão de pessoas e da alta gerência sobre o desenvolvimento das práticas de gestão do conhecimento.

The purpose of the academic paper is as follows. The formation of students' experimental skills and research skills in the process of performing frontal laboratory works is one of the main factors in implementing the State Standard of Higher Education. However, a successful solution to this issue is possible only if there is a clear organization of laboratory work and an effective methodology for conducting it. It is obvious that using an independent experiment is extremely useful for students since it provides a systematic approach to implementing productive ways of cognition and forming the basis of learning activities in the process of performing frontal laboratory works. Thus, the main goal of the program is to prove that the development of laboratory skills will be facilitated by a new approach to organizing learning activities based on the simultaneous use of two textbooks: a textbook and a printed laboratory workbook. This research aims to study the features of laboratory practicums as the primary form of integration of students' theoretical and methodological knowledge and practical skills. The research was carried out using a set of complementary methods that ensured the effectiveness and scientific reliability of the research results, namely: theoretical - analysis, systematization and comparison of the provisions of scientific and pedagogical literature to reveal the state of the problem under consideration, to clarify the essence of reflecting and implementing educational technologies in the educational process; generalization and systematization - to substantiate the theoretical fundamentals of the research; pedagogical observation - to diagnose the level of future specialists' training after a series of activities on the example of analyzing the algorithm of laboratory works. The paper proves that laboratory activities help students to master learning material better. In the process of performing laboratory and experimental works, formulas, calculations, and theoretical provisions that seemed incomprehensible become quite specific. At the same time, many details and facts are revealed that students had no idea about before, and meanwhile, they contribute to the identification and explanation of complex scientific issues. It is emphasized that due to the research nature of laboratory and practical work, students approach them with great interest, gain solid knowledge, are convinced of the reliability of the knowledge they have received, and acquire knowledge that has the power of conviction. It has been proven that the effectiveness of this type of work can be increased by providing informative cards. These include brief theoretical summaries that allow students to quickly find the necessary information (in the context of laboratory activities, this may include help on specific functions, algorithm fragments, structure blanks, and program templates), and clear work structuring. Formalizing the approach and breaking down the solution process into clear, discrete steps makes obtaining specific results quickly and predictably possible. In addition, having such a structure makes it easier for educators to monitor and track the progress of their work. After a long development, laboratory and practical classes have been continuously improved. Today, this form of organizing the educational process in high school is becoming a means of educating future experimentalists, who not only practically prove the probability of many bold hypotheses but also identify new ways of creative search. The efficiency of this type of work can be improved by providing work with informative cards. These are short theoretical summaries that allow students to quickly find the information they need (in terms of laboratory activities, there may be help on specific functions, algorithm fragments, structure blanks, and program templates) and clear structuring of the work. A formalized approach to the solution and the process breakdown into clear, discrete steps makes obtaining certain results quickly and predictably possible. In addition, such a structure makes it easier for educators to monitor and track the progress of their work. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Business Law Journal / Administração de Empresas em Revista is the property of Administracao de Empresas em Revista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

O objetivo deste artigo é analisar as biografias de estudantes-treinadores matriculados na disciplina de Estágio Curricular Supervisionado (ECS) em Treino Desportivo de um curso de Educação Física. Para atingir esse objetivo, optou-se por realizar entrevistas semiestruturadas com nove estudantes-treinadores do curso de Educação Física de uma instituição de ensino superior pública, utilizando como base a teoria de aprendizagem ao longo da vida de Peter Jarvis (2009b). Os resultados indicaram a necessidade de se considerar as distintas experiências de vida dos estudantes-treinadores durante o ECS. Ao se compreender a trajetória pessoal e desportiva dos estudantes, o ECS pode ser estruturado de modo a respeitar as expectativas de cada estudante, estimulando sua participação ativa durante este importante momento formativo.

To report activities, experiences and learning in the clinical nutrition internship at PROENSINO in a tertiary hospital unit in Fortaleza-CE. Experience report, descriptive about the experiences of nutrition interns from PROENSINO in a hospital specializing in cardiology and pulmonology in Fortaleza-CE between 2018 to 2020. The interns developed and participated in various activities, such as health care in Intensive Care Units with a multidisciplinary team. During the internship, in addition to acquiring technical skills in the area of nutrition, the importance of multiprofessionality in patient care and the exercise of interdisciplinarity as health academics was learned. PROENSINO is configured as an important mechanism in the transformation and academic-professional training, allowing the development of autonomy and security in the exercise of the profession, promoting new knowledge and contributing to differentiated and humanized training in the health area. [ABSTRACT FROM AUTHOR]

In this article we analyze the selection criteria of the educational practices carried out by students of technical schools and the points of tension that prevail when experiencing it, both by students and by teachers. We state that the criteria of justice are the drivers in the senses deployed by institutional actors, either from the informality of the proposal (in cases where they are not mandatory) or from the effects of its institutionalization (the practice that remains framed in the curriculum proposal). The article is based on a case study in three technical schools, from a qualitative approach based on the analysis of interviews and focus groups with students and teachers. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESUMO O objetivo da pesquisa é identificar o impacto e descrever o comportamento da infraestrutura organizacional nos estágios de desenvolvimento da gestão do conhecimento. Para tal foi realizado um levantamento de dados com 125 gestores das 46 Unidades da Empresa Brasileira de Pesquisa Agropecuária - Embrapa, empresa de base tecnológica nacionalmente reconhecida devido aos altos índices de inovação. Neste estudo a infraestrutura organizacional necessária ao desenvolvimento da gestão do conhecimento foi definida como: estrutura organizacional, tomada de decisão, processo de comunicação, grau de formalização das atividades e ambiente. Os resultados revelam que a estrutura organizacional se torna mais flexível, a tomada de decisão mais descentralizada, a comunicação em todos os sentidos sofre um aumento consecutivo e o ambiente permite maior interação e troca de conhecimento entre as pessoas ao longo do avanço dos estágios, corroborando com a teoria. No entanto, exatamente ao contrário do que sugere a teoria, o grau de formalização das atividades aumenta com o avanço dos estágios. A pesquisa contribui ao complementar o estudo da gestão do conhecimento e ao identificar e descrever, empiricamente pela primeira vez, a variável infraestrutura organizacional nos estágios da gestão do conhecimento.

Este texto tem por objetivo discutir como a escola aborda o direito de imagem da criança, de modo a refletir positivamente para os registros dos trabalhos dos alunos do curso de Pedagogia nas escolas de estágio, sendo escolas mescladas entre privado e público, dos Anos Iniciais, Educação Infantil e alguns espaços não escolares (Lar de idosos, Centro de condutores, Secretária de Educação). Recorremos à coleta de dados documental realizada em relatórios de observação desde o ano de 2014 até 2019, do estágio supervisionado do curso de Pedagogia, e sobretudo aos dados coletados nas escolas de estágio pelos alunos do curso. Argumentamos com base nos resultados encontrados que é necessária uma mudança de atitudes quanto ao uso da imagem das crianças na escola, começando com reflexões importantes sobre o assunto em cursos de formação de professores, almejando uma mudança comportamental que possa proteger a criança nesse sentido, quando falamos em prática pedagógica. Em especial, uma prática diferenciada pelos estagiários em seus campos de estágio no tocante ao registro das atividades realizadas.

Copyright of Saberes Plurais is the property of Saberes Plurais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ciencia y Poder Aéreo is the property of Escuela de Postgrados de la Fuerza Aerea Colombiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumo O estágio é um espaço de vivências de integração ensino-trabalho, que pode viabilizar a concretização de conhecimentos em ações profissionais e possibilitar ao estudante trabalhar com pessoas de diferentes identidades. Diante dessa diversidade, a experiência de inclusão no trabalho se relaciona com a percepção dos indivíduos quanto a sua aceitação, respeito e valorização, em função de sua identidade individual e grupal. Nesse sentido, este estudo objetivou compreender a experiência psicológica de inclusão entre estagiárias de Psicologia. Utilizou-se uma abordagem qualitativa, por meio da realização de entrevistas narrativas com 15 estudantes de Psicologia que estagiavam em equipes multiprofissionais de saúde, com idades entre 23 e 57 anos; dentre eles, 14 eram mulheres e 10 eram autodeclaradas negras. Mediante o uso de categorias temáticas, as narrativas foram analisadas, buscando compreender os sentidos que as experiências tiveram para as entrevistadas. A experiência psicológica de inclusão foi vinculada à percepção de pertencimento à equipe e de acesso às informações e aos recursos necessários para o desenvolvimento do trabalho. Por outro lado, as estagiárias expressaram que, em algumas situações, não sentiam interação e comunicação construtivas com médicos e trabalhadores da enfermagem. Os resultados afirmaram a importância dos estágios curriculares como dispositivos de inclusão no mundo do trabalho, reiterando que a diversidade abrange elementos como experiência no trabalho e categoria profissional. Entende-se que esses conhecimentos podem promover importantes discussões e, assim, fundamentar a elaboração de políticas e práticas organizacionais mais inclusivas para lidar com uma força de trabalho diversa.

Este artigo pretende discutir a formação inicial de educadores de infância sob a vigência da legislação mais atual em Portugal. Pretende, sobretudo, focar-se nos processos de estágio e no modo como os mesmos se desenrolam questionando a investigação-ação como modelo e as práticas de supervisão numa perspetiva de questionamento crítico. Os autores partem da sua experiência e reflexão enquanto formadores e supervisores da formação inicial numa Instituição de Ensino Superior em Portugal e conjugam no seu exercício reflexivo uma revisão da bibliografia especializada, que inclui resultados de estudos que desenvolveram e cujo principal objetivo foi escutar as vozes das estudantes sobre os processos de estágio, seja em creche ou seja nos jardins de infância que atendem as crianças até ao seu ingresso na escolaridade obrigatória. Apontam, a partir da revisão da literatura, das suas experiências e revisitação às vozes das estudantes envolvidas em dois estudos, as principais tendências observadas: a importância dos canais de comunicação entre a instituição de formação e os locais de estágio; a importância e os aspetos a ter em conta durante o estágio/investigação-ação e a importância de uma supervisão que agilize o pensamento crítico das estagiárias.

Resumo Este artigo discute a formação em Psicologia no contexto da pandemia do Covid-19. Expõe os princípios e compromissos que norteiam o processo de formação, tomando como referência as Diretrizes Curriculares Nacionais e os valores que garantem uma prática profissional guiada pela ética, pela competência técnica e pela busca de uma sociedade democrática e justa. A partir de aporte histórico sobre o desenvolvimento da área e da formação em Psicologia e da análise das normativas legais e orientações emitidas pelos órgãos reguladores nesse período de exceção, reflete sobre duas das atividades que estão entre as mais desafiadoras quando se fala em atividades remotas emergenciais: os estágios obrigatórios e o ensino da avaliação psicológica. Os estágios têm importância ímpar no processo de formação, uma vez que permitem a consolidação de conhecimentos, habilidades e competências a partir de experiências em situações reais de trabalho. A avaliação psicológica, por sua vez, atividade privativa do psicólogo, exige, para sua aprendizagem, contato direto com instrumentos e contextos de avaliação, e prática em situações reais. Consideradas a relevância e as exigências desses dois tipos de atividades para a formação do psicólogo, e as demandas por flexibilidade e busca de alternativas para esse período de isolamento social, se analisa os limites e possibilidades das atividades remotas, confrontando-as com as exigências necessárias para uma formação de qualidade.

Objective: To report the experience of internship in nursing with an emphasis on maternal and child health in the context of primary health care. Methods: Experience report, product of the supervised internship carried out in a basic health unit in Sobral, Ceará, in July 2019. Results: Throughout the internship, guidance, management and nursing practices were carried out with the nurse. free demand consultations, scheduled and at home, such as prenatal consultations, gynecological prevention exams and childcare. The experience of that internship provided the applicability of theory in practice, both in the internal environment of the unit and in the community, facilitating the understanding of programs and policies aimed at maternal and child health. It also provided the opportunity for academic leadership in the perspective of collaboration with services and care for the population. Conclusion: The internship provided putting into practice technical-scientific and human skills, making it possible to experience different realities in the context of primary care. [ABSTRACT FROM AUTHOR]

Objetivo: Relatar experiências vivenciadas na formação acadêmica de enfermeiros em curso de graduação por meio de atividades de extensão abordando o cuidado à pessoa com deficiência. Síntese dos Dados: Realizaram-se atividades por tutores, preceptores e acadêmicos na Associação de Pais e Amigos dos Excepcionais (APAE) do município de Palmeira das Missões, Rio Grande do Sul, Brasil, durante o período de 2013 a 2015, por meio de palestras e atividades educacionais sobre diferentes assuntos voltadas aos alunos devidamente matriculados e também pais e/ou responsáveis, proporcionando discussões com diferentes profissionais da área da saúde. Conclusão: O programa contribuiu significativamente para a formação dos envolvidos, permitindo reconhecer as dificuldades enfrentadas pelas pessoas com necessidades especiais e conhecer o sistema e propostas voltadas a esse público, assim contribuindo com o serviço de saúde.

Aim: to analyze the activities developed during the Curricular Supervised Internship by nursing students and residents of a multiprofessional program and its influences on training. Method: this is a field research with a descriptive and exploratory qualitative approach. For the data collection, the semi-structured interview technique was used. The process of data analysis, together with the discussion and interpretation are based on the Bardin Content Analysis technique. Results: from the participants’ contribution, three categories were identified: welfare activities, management activities and educational activities. Final considerations: the curricular supervised internship presents itself as an activity in which it is possible to develop and enhance the skills and competences required in the profile of the professional nursing egress. It was possible to identify the presence of assistance, management and educational activities in accordance with what is recommended by the National Curricular Guidelines. It was also identified that there is a need for greater emphasis still on the graduation of nurses' private activities.

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista CPC is the property of Revista CPC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Children's drawing goes far beyond just art and can be an indicator of their sensory and motor development. With this in mind, we conducted an analysis of children's graphics using as a starting point Lowenfeld's thinking about the development of children's graphics. Following, we compare the analysis of graphism with Piaget's theoretical foundation regarding the stages of child development. The results presented show that the drawings we analyzed express characteristics inherent to the stages of graphics defined by Lowenfeld. We also consider that the drawings also represent the development of children's intelligence. Therefore, drawings represent the changes experienced by children in their development process. [ABSTRACT FROM AUTHOR]

Copyright of Lutas Sociais is the property of Nucleo de Estudos de Ideolgias e Lutas Sociais (NEILS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este estudo examina os efeitos da (in)consistência de comportamentos de liderança na promoção (ou supressão) de relevantes resultados de trabalho de empregados temporários, como é o caso de estagiários. Especificamente, para melhor entender os impulsionadores da eficácia dos estágios, avaliamos em que medida o estilo de humor do supervisor interage com o seu estilo de liderança, transmitindo mensagens implícitas sobre a relação organizacional e de supervisão, moldando, assim, as atitudes e os comportamentos dos estagiários. Usando uma amostra de 164 estagiários, com dados coletados em duas ondas, examinamos empiricamente o efeito moderador do humor (afiliativo e agressivo) na relação entre estilos de liderança (transformacional e laissez-faire), atitudes (satisfação e estresse) e comportamentos (negligência e intenções de permanência). Os resultados corroboraram as hipóteses de pesquisa, sugerindo que o humor precisa ser consistente com os estilos de liderança para promover as respostas atitudinais e comportamentais adequadas, com diferentes tipos de humor interagindo de maneira diferente com os estilos de liderança. Implicações para futuras pesquisas são discutidas.

RESUMO Objetivo: comparar a percepção de competência clínica dos estudantes de Enfermagem ao início e ao final dos estágios supervisionados do último semestre da graduação. Método: trata-se de estudo descritivo e longitudinal, com abordagem quantitativa realizada nas dependências do curso de Enfermagem de uma universidade pública. Participaram 17 acadêmicos do último período da graduação em Enfermagem. A coleta de dados foi realizada no período de fevereiro a junho de 2017, em dois momentos, no início e término do semestre letivo, mediante aplicação do questionário de competência clínica traduzido e adaptado transculturalmente, que possui 48 questões divididas em dois domínios: comportamentos profissionais de Enfermagem e competências/habilidades. Resultados: as participantes eram do sexo feminino, com idade média de 26,2 anos e ingressaram na instituição entre 2012 e 2013. Houve significância estatística quando comparadas a percepção de competências antes e depois do estágio em ambos os domínios (p

Objective: Know the contributions of the extracurricular nursing internship for the professional formation. Methodology: Exploratory-descriptive, qualitative research. Data collection took place from April to May 2018, through the application of an online form to 19 extracurricular nursing internship undergraduate in the stomatherapy sector of a Fortaleza-CE hospital. Results: Sixteen nursing students were already working at the data collection process time; fourteen had their first job with less than six months past their graduation process and had some specialization. They looked confident, presenting autonomy and technical-scientific skills. They also felt prepared for the future professional challenges. Conclusion: There was confirmation of the positive influence of extracurricular activities on professional training. The extracurricular internship covered the requirements of the National Curricular Guidelines of the Undergraduate Nursing Course and those of the labor market. [ABSTRACT FROM AUTHOR]

This article aims to discuss the initial training of children educators under the current legislation in Portugal. Above all, it intends to focus on internship processes and how they unfold by questioning research action as a model and supervisory practices from a critical questioning perspective. The authors build on their experience and reflection as trainers and supervisors of initial training in a Higher Education Institution in Portugal and combine in their reflective exercise a review of the specialized bibliography, which includes results of studies they developed and whose main objective was to listen to the voices of students about internship processes, whether in day care or kindergartens that serve children until they enter school. From the literature review, their experiences and revisiting the voices of the students involved in two studies, they point out the main trends observed: the importance of communication channels between the training institution and the internship places; the importance and aspects to be taken into account during the internship / research action and the importance of a supervision that streamlines the critical thinking of trainees. [ABSTRACT FROM AUTHOR]

This study examines the effects of (in)consistent leadership behaviors in promoting (or suppressing) relevant work outcomes for temporary employees such as interns. Specifically, to better understand the drivers of internship effectiveness, we hypothesized that supervisor humor interacts with leadership style, sending implicit messages about the organizational and supervisory relationship, thus shaping interns' attitudes and behaviors. Using a sample of 164 interns, we empirically examined the moderating effect of humor (affiliative and aggressive) on the relationship between leadership styles (transformational and laissez-faire), attitudes (satisfaction and stress), and behaviors (negligence and job acceptance intentions) using a two-wave research design. Our findings were consistent with the hypotheses, suggesting that humor needs to be tailored to leadership styles to predict interns' attitudinal and behavioral responses, with different types of humor interacting differently across leadership styles. Implications for further research are discussed. [ABSTRACT FROM AUTHOR]

This article aims to present experiences of how to develop the compulsory internships in the undergraduate program in Pedagogy of the Federal University of Pará, Campus Universitário do Marajó - Breves. It is characterized as a qualitative research. As a theoretical basis for the analyzes, we chose the studies of Pimenta and Lima (2011), Franco (2012), Ghedin et al. (2015). The students who are part of this Campus, are from different municipalities of Marajó, urban and rural residents (riparians), which makes the internships become great challenges, both for academics, but also the results presented, indicate that the work carried out - between streets, rivers, and forests - goes from the perspective of internships as a source of research, helping in the formation of autonomous and reflective teachers about and from their socio-cultural and educational reality. [ABSTRACT FROM AUTHOR]

This article focuses on the findings of a research project whose purpose is to reveal how external practices contribute to linking theory and practice in initial teacher training and to identify the perceptions and assessments of participants about this training experience. The method combines quantitative and qualitative techniques in order to understand the reality studied. Distance students, advising teachers, and tutors of practice centers participated in the study. Research results show that the implementation of this training experience has helped, to a large extent, to strengthen and consolidate the capacities of this disciplinary field and to develop generic skills. [ABSTRACT FROM AUTHOR]

Copyright of Gestao & Producao is the property of Gestao & Producao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Saúde e Sociedade is the property of Universidade de Sao Paulo, Faculdade de Saude Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este artigo visa contribuir na discussão sobre a abordagem da Educação Ambiental (EA) na formação de professores de Ciências e Biologia. Foram analisados Trabalhos de Conclusão de Estágio (TCEs) dos Cursos da área de Ciências da Natureza (CN), visando investigar como se trabalha a EA na formação destes professores. Percebemos, através da análise,que a EA já está sendo apresentada aos licenciandos na formação inicial, sendo mencionada em diversos TCEs tanto do Ensino Formal como Não-Formal, utilizando-se tanto de referências aos Parâmetros Curriculares Nacionais(PCNs) como da própria temática, na construção deste conhecimento. Mas se apresenta de forma muito fragmentada, diferente do que preconizam os PCNs sobre o uso da abordagem interdisciplinar na produção de conhecimentos.

O estudo objetiva verificar se há relação entre o uso dos atributos da contabilidade gerencial e os estágios do ciclo de vida organizacional. Os atributos da contabilidade gerencial foram baseados no estudo de Moores e Yuen (2001) e os estágios do ciclo de vida organizacional na proposição de Lester, Parnell e Carraher (2003). A população da pesquisa compreendeu as 264 empresas do segmento industrial de máquinas, aparelhos e materiais elétricos listadas na Secretaria da Fazenda do Estado de Santa Catarina, Brasil, e a amostra constituiu-se dos 40 gestores que responderam o questionário. O uso dos atributos da contabilidade gerencial nos respectivos estágios do ciclo de vida organizacional foi evidenciado pela análise descritiva das respostas e o agrupamento das variáveis por meio das respectivas correlações pela aplicação da Análise das Componentes Principais. Os resultados mostram que os atributos da contabilidade gerencial, nos aspectos de seleção e de apresentação das informações, são mais utilizados nas empresas que se encontram nos estágios de crescimento e rejuvenescimento do que nas classificadas nos estágios de nascimento e declínio. Conclui-se que há relação entre o uso dos atributos da contabilidade gerencial e a evolução nos estágios do ciclo de vida das empresas pesquisadas, o que coaduna com os resultados de pesquisas que também adotaram as proposições dos autores que consubstanciaram este estudo.

Copyright of Revista Turismo em Análise is the property of Revista Turismo em Analise and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira em Promoção da Saúde is the property of Revista Brasileira em Promocao da Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira em Promoção da Saúde is the property of Revista Brasileira em Promocao da Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: to analyze the activities developed during the Curricular Supervised Internship by nursing students and residents of a multiprofessional program and its influences on training. Method: this is a field research with a descriptive and exploratory qualitative approach. For the data collection, the semi-structured interview technique was used. The process of data analysis, together with the discussion and interpretation are based on the Bardin Content Analysis technique. Results: from the participants' contribution, three categories were identified: welfare activities, management activities and educational activities. Final considerations: the curricular supervised internship presents itself as an activity in which it is possible to develop and enhance the skills and competences required in the profile of the professional nursing egress. It was possible to identify the presence of assistance, management and educational activities in accordance with what is recommended by the National Curricular Guidelines. It was also identified that there is a need for greater emphasis still on the graduation of nurses' private activities. [ABSTRACT FROM AUTHOR]

Copyright of Exacta is the property of Exacta - Engenharia de Producao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental is the property of Revista Eletronica em Gestao, Educacao e Tecnologia Ambiental and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to understand the perceptions of working professionals in Basic Health Units (BHU) about the graduate health student formation in this existential space. This was a qualitative research, using a hermeneutic phenomenological method, supported by Martin Heidegger's theoretical philosophical reference. It was carried out in large city metropolitan area in southern Brazil with eight professionals, one from each category (physiotherapist, pharmacist, medical doctor, dentist, nurse, community health worker, nursing assistant and dental assistant) who had more time in accompaniment of students at UBS. For the professionals surveyed, the participation of students in BHU adds value to their formation because it is a mean to expand the understanding of the health-disease process and its care facilities. The student's formation in BHU showed dependent on the active attitude, the involvement and student creativity and also to the bond that the teachers establishes with the field. The training also unveiled linked to the opening and willingness of people coexisting with students in UBS. Training student at BHU is perceived as non-linear and predictable, depends on individual initiatives, which are dependent on the understanding and the occupation modes of the people involved, including interests and choices. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reports on my most recent experience as a supervisor of student-teachers of English as an L2 during their teaching practice. The main goal is to verify to what extent the student-teacheres did their class activites based on the genre theory proposed by the Socio-discoursive Interacionism. Two class plans planned to elementary students are analysed. It was found that the student-teachers classroom practices lack theoretical grounding on genre theory. Possible causes for the results are discussed, based on the Federal Opinion CNE/CP 9/2001 and on the Federal Law 11.788, about internships. In spite of the discouraging scenario described here, this paper attempts to shed some light on ways of changing it. [ABSTRACT FROM AUTHOR]