El grupo focal como el elemento central en el proceso de la transposición didáctica de los saberes a enseñarse / The focus group as a core element in the didactic transposition process of knowledges to be taught / O grupo focal como elemento central no processo de transposição didática dos saberes a ensinar

Objetivo: identificar qual é o elemento central que ajuda aos Professores em Formação Inicial (PFI) a realizarem a transposição didática dos saberes a ensinar. Método: nesta pesquisa participaram três PFI do curso de Educação Física da Universidade Federal da Paraíba-Brasil. As técnicas de coleta de dados foram: observação participante, grupo focal e análise de documentos escritos. Para a análise dos dados foi utilizada a técnica de análise categorial de conteúdo por temática. Resultados: identificou-se o grupo focal como o elemento central de auxílio na transposição didática dos saberes a ensinar. Conclusão: esta condição evidencia três importantes implicações para a prática pedagógica dos PFI: a coletividade, a reflexão que desencadeia a ação e a permanência do estado reflexivo.

Objective: To identify which is the central element helping new trainee teachers (PFI, from its Portuguese initials) to carry out the didactic transposition of knowledge to be taught. Method: Three PFIs participated in the Physics Education Course of the Universidade Federal da Paraíba. Participant observation, focus group, and written documents were the data recollection techniques. To analyze data, the content analysis technique of categorical type by subject was used. Results: The Focus Group was identified as the central aid element in the didactic transposition of knowledge to be taught. Conclusions: This condition demonstrates three important implications to the pedagogical practice of PFIs: the collectivity, the reflection that triggers action, and the continuity of the reflexive state.

Objetivo: identificar cual es el elemento central que auxilia a los profesores en formación inicial (PFI) que realicen la transposición didáctica de los saberes a enseñarse. Método: en la investigación participaron tres PFI del curso de Educación Física de la Universidad Federal de Paraíba. Las técnicas de recolección de datos fueron: observación participante, grupo focal y documentos escritos. Para analizar los datos fue utilizada la técnica de análisis de contenidos del tipo categorial por temática. Resultados: se identificó el Grupo focal como el elemento central de auxilio en la transposición didáctica de los saberes a enseñarse. Conclusión: esta condición demuestra tres importantes implicaciones para la práctica pedagógica de los PFI: la colectividad, la reflexión que desencadena la acción y la permanencia del estado reflexivo.

Perfil docente: análise das decisões de planejamento de professores estagiários de educação física / Teaching profile: analysis of the planning decisions of physical education trainee teachers

RESUMO Inicia-se o estudo com as seguintes problemáticas: Existe estabilidade nos pensamentos e decisões de planejamento dos estagiários em sequências de aulas? Ou seja, é possível dizer que existe um perfil de planejamento típico de cada estagiário?; Quais as características dos pensamentos e decisões de planejamento dos estagiários de Educação Física? O design metodológico é qualitativo e quantitativo, de natureza descritiva, em que os instrumentos e técnicas objetivam identificar e analisar os processos de pensamento no planejamento de ensino. A amostra é constituída por 18 estagiários de Educação Física. Para coleta de dados utilizou-se uma entrevista estruturada. Os dados foram tratados com recurso ao programa estatístico SPSS 21, mediante o One Sample T-Test para verificar a estabilidade das decisões e Cluster Analysis para identificar grupos de estagiários baseado na comunalidade das decisões de planejamento. Verificou-se a estabilidade das decisões de planejamento em relação às três entrevistas pré-aula. Os resultados possibilitaram identificar quatro perfis de professores estagiários, com características típicas e atípicas segundo a literatura referendada.

ABSTRACT The study begins with the following problems: Does stability exists in the thoughts and in the trainees' planning decisions in the several classes? In other words, is possible to say that a typical profile of each trainee exists?; Which are the characteristics of the thoughts and the trainees' of Physical Education planning decisions? The methodological design is qualitative and quantitative, of descriptive nature, where the instruments and techniques aim at to identify and to analyze the thought processes in the teaching planning. The sample is constituted by 18 trainees of Physical Education. For collection of data a structured interview nature was used. The data were processed using the SPSS 21 statistical program, using the One Sample T-Test to verify the stability of decisions and Cluster Analysis to identify groups of trainees based on the commonality of planning decisions. The stability of the planning decisions was verified at the three interviews made before the class. The results allowed the identification of four profiles of trainee teachers, with typical and atypical characteristics according to the referenced literature.

Knowledge of Lassa Fever among Students of a College of Education: Call for Inclusion in Curriculum.

Aims: To determine the level of knowledge of Lassa fever among students of a Federal College of Education. Study Design: A descriptive, cross-sectional study. Place and Duration of Study: Adeyemi College of Education, Ondo State. Methodology: Knowledge of Lassa fever was assessed using semi-structured, self-administered questionnaires. Respondents were classified into Biology students and others. Their knowledge of Lassa fever was assessed using a set of multiple-choice questions drawn from the fact sheet published by the Centre for Disease Control of Lassa fever. The respondents were then grouped into three classes: Below average (< 50%), good (50-74%), and excellent (75-100%) based on their scores. Statistical analysis was carried out using SPSS 17. Continuous variables were expressed as frequency and percentage. Discrete variables were expressed as mean ± standard deviation. Student test was used to compare mean value of sub-groups while chi-square test was used to determine the significance of observed differences for categorical variables. P value < 0.05 was considered significant. Results: A total of 255 students participated in this study (M:F, 1:1.3). The mean score was 31.6±7.3%. Forty two percent were studying Biology and seven (2.7%) had good knowledge of the disease. Sixty two percent knew the cause of Lassa fever while 12.5% knew its etymology and 92.6% recognized rats as its vector. Fever (38.8%) and bleeding into the skin (20.4%) were the symptoms of Lassa fever identified by most respondents while 14.9% were aware that less than 20% of infected people may die from Lassa fever. Forty two percent knew that it is treatable. There was no significant difference in the knowledge of Lassa fever between Biology students and others (p = 0.083). Conclusion: Knowledge of Lassa fever is poor among our respondents. For a successful teacher-centered enlightenment campaign against Lassa fever, lectures on the disease should be included in the curriculum of Colleges of Education for all departments.