Saberes docentes: as políticas de reconhecimento de saberes dos professores da educação profissional no brasil / Teaching knowledge: policies for teacher's knowledge recognition in brazilian vocational education

Resumo: Esta comunicação objetiva discutir o desenvolvimento e implementação de políticas voltadas para o reconhecimento de saberes dos professores do Ensino Básico, Técnico e Tecnológico. Inicialmente, apresentamos os marcos regulatórios do processo de Reconhecimento de Saberes e Competências (RSC) desses professores aprofundando-nos, por meio da análise de documentos e regulamentações, na forma como o RSC tem sido implementado em uma instituição de educação profissional de Minas Gerais. Para discutir sobre os saberes construídos no/pelo trabalho, recorremos ao aporte da ergologia, em especial aos trabalhos de Durrive e Schwartz (2007), Schwartz (1998, 2010) e Trinquet (2010). No âmbito dos saberes docentes, realizamos pesquisa bibliográfica abarcando autores, como Schön (1992), Tardif (2002), Therrien (2001), entre outros, que tratam sobre especificidade desses saberes e sua importância para a docência. Por fim, apontamos para a necessidade de se pensar como as políticas de reconhecimento de saberes docentes vêm se constituindo e quais saberes elas valorizam.

Abstract: This communication discusses the development and implementation of policies for the recognition of knowledge of Basic Technical and Technological Education teachers. Initially, we present the regulatory framework of the process of Knowledge and Competence Recognition (RSC) of these teachers, exploring the way that RSC has been implemented in a vocational education institution through analysis of documents and regulations. In order to discuss the knowledge built through he work, we used ergology contributions, especially the works of Durrive and Schwartz (2007), Schwartz (1998, 2010) and Trinquet (2010). To address the theme "teaching knowledge", we carried out a bibliographical research with authors such as Schön (1992), Tardif (2002), Therrien (2001), among others, that wrote about the specificity of these knowledge and its importance for teaching. Finally, we point out the need to think about how teacher knowledge recognition's policies have been constituted and what kinds of knowledge they value.

Survey of patients' recognition and demand for enhanced-CT examination-related knowledge / 现代临床护理

Objective To explore patients' recognition and demand for enhanced-CT examination-related knowledge. Method A self-designed questionnaire was used to investigate the recognition and demands for the knowledge among 295 patients who receiving enhanced-CT examination for the first time. Results The awareness rate of enhanced-CT examination related knowledge was 19.0%~51.5%and the demand rate was 62.4%~87.1%. The routes by which the patients acquired the knowledge included lecturing by medical staff personnel, reading the handouts and watching video. Conclusions The level of patients'recognition about the enhanced-CT examination related knowledge is low, but their demands for it is high. Therefore, the medical personnel should improve patients'awareness of enhanced-CT examination related knowledge in various ways.