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X-Comment:  Educacao em Matematica
Status: RO

<fontfamily><param>Times</param><bigger><bigger>Relato do Encontro ERME
(Osnabrueck, 2-4 May 1997)


Teve lugar, entre 2 e 4 Maio de 1997, em Osnabrueck (Republica Federal
da Alemanha), um encontro de investigadores em educacao matematica com
o objectivo de discutir a possivel criacao de uma Associacao de
Investigacao Europeia bem como planear uma futura Conferencia Europeia
de Investigacao em Educacao Matematica. Este encontro surgiu na
sequencia de iniciativas anteriores, que envolveram reunioes formais e
informais (nomeadamente no PME 94, no PME 96 e no ICMI 96), bem como
muitas discussoes por correio electronico.=20


Participaram neste encontro 21 investigadores de 16 paises: Konrad
Krainer (Austria), Angel Gutierrez e Luis Puig (Espanha), Erkki
Pekhonen (Finlandia), Jean Philip Douhard (Franca), Marianna Tzekaki
(Grecia), Istvan Hortobagyi (Hungria), Nicolina Malara e Paolo Boero
(Italia), Gard Brekke (Noruega), Maria Korcz (Polonia), Joao Pedro da
Ponte (Portugal), Barbara Jaworski e Leo Rogers (Reino Unido), Jamila
Novotna (Rep. Checa), Elmar Cohors-Fresenborg, Hartwig Meissner e
Michael Neubrand (Rep. Fed. Alemanha), Andrei Samenov (Russia),
Christer Bergten (Suecia) e Tatjana Olejnik (Ucrania)


Os pontos principais da Ordem de Trabalhos eram a troca de informacoes
sobre a situacao nos diversos paises europeus no que se refere a
investigacao em educacao matematica, a criacao de uma associacao
europeia e a realizacao de uma conferencia europeia em 1998.


O encontro decorreu numa atmosfera construtiva e positiva, muito embora
fossem evidentes muitas diferen=E7as de opiniao sobre a possivel natureza
da associacao e os passos a dar para a sua criacao bem como sobre a
estilo da conferencia a promover. A troca de informacoes realizada
tanto formalmente, durante os trabalhos, como informalmente, a margem
das sessoes, foi muito util para perspectivar possiveis accoes futuras
de cooperacao a nivel bilateral, multilateral e europeu.


As principais decisoes do encontro sao as seguintes:


1) Criar um movimento tendente a criacao de uma associacao, denominada
European Society for Research in Mathematics Education (ERME). Esta
sociedade procura promover a troca de informacao e cooperacao na
investigacao a nivel europeu. A sua estrutura sera discutida em futuras
ocasioes, tendo ficado bem sublinhado que deve entrar em linha de conta
com a existencia de organizacoes nacionais em diversos paises (Espanha,
Portugal, Franca, Reino Unido, Italia e Alemanha).A criacao final da
ERME so tera lugar depois de 1998.


2) Elegar um Comite de Direccao (Steering Committe), composto de 5
membros - Jean Philipe Drouhard (coordenador), Jamila Novotna, Konrad
Krainer, Leo Rogers, Luis Rico e Paolo Boero. Este Comite ira
desenvolver um conjunto de iniciativas conducentes a divulgacao da nova
associacao, entre as quais a disseminacao de um Manifesto.


3) O Comite sera assistido por uma Comissao de Representantes dos
diversos paises, a indicar pelas respectivas organizacoes nacionais
(ou, na sua inexistencia, por consenso dos investigadores).


4) Realizar em Osnabrueck uma Conferencia Europeia, de 27 a 31 de
Agosto de 1998, como encontro satelite do Congresso Internacional de
Matematica de Berlim. Esta Conferencia tera uma estrutura invadora,
funcionando essencialmente em torno de grupos tematicos cobrindo as
areas do curriculo, aprendizagem, ensino e metodologias/teoria de
investigacao.


5) Eleger como Comissao de Programa desse encontro Elmar
Cohors-Fresenborg, Barbara Jaworski, Milan Hejny, Joao Pedro da Ponte,
Nicolas Balacheff (ou, na sua impossibilidade Colete Laborde ou Michele
Artigue).


Informacoes mais detalhadas sobre este encontro podem ser obtidas de
Joao Pedro da Ponte.

</bigger></bigger></fontfamily>



Joao Pedro da Ponte


Dep Educacao-Fac Ciencias-Univ Lisboa

Edificio C1-Campo Grande

1700 LISBOA-PORTUGAL


  fax office  (351-1)-750-0082

  tel. office (351-1)-757-3141 ext 1103/2078/2522

  tel. home   (351-1)-363-0861

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X-Comment:  Educacao em Matematica

Caros Colegas

Foi recentemente acreditado pelo Ministerio da Educacao o Centro de
Competencia Nonio Sec XXI da Faculdade de Ciencias de Lisboa. O Centro ira
desenvolver as suas actividades nas areas de Ciencias, Matematica e
Informatica atraves do apoio a elaboracao e desenvolvimento de projectos de
escolas basicas e secundarias no ambito do Programa Nonio (cujo prazo de
candidatura a financiamento decorre ate 5 de Junho).

Qualquer contacto com o Centro pode ser feito por email para:

nonio@fc.ul.pt

Cumprimentos,
Joao Filipe Matos
Centro Nonio FCUL

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X-Comment:  Educacao em Matematica

Caros Colegas

Foi recentemente acreditado pelo Ministerio da Educacao o Centro de
Competencia Nonio Sec XXI da Faculdade de Ciencias de Lisboa. O Centro ira
desenvolver as suas actividades nas areas de Ciencias, Matematica e
Informatica atraves do apoio a elaboracao e desenvolvimento de projectos de
escolas basicas e secundarias no ambito do Programa Nonio (cujo prazo de
candidatura a financiamento decorre ate 5 de Junho).

Qualquer contacto com o Centro pode ser feito por email para:

nonio@fc.ul.pt

Cumprimentos,
Joao Filipe Matos
Centro Nonio FCUL

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X-Comment:  Educacao em Matematica

Caro Joaeo Filipe

  Eu e uma colega estamos interessados, em principio, em participar 
no Symposium. Isso ainda e possivel ? Que e preciso fazer ? 
  Agradeco quaisquer informacoees de que disponhas.

  Um abraco.

  joaeo david vieira
+----
| Joao Carlos David Vieira
| Dep. Matematica
| Universidade de Aveiro
| Email : jdvieira@samantha.mat.pt
| Fax   : (034) 382014
| Telef : 370200 EXT 3407
+----

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X-Comment:  Educacao em Matematica

>Caro Joaeo Filipe
>
>  Eu e uma colega estamos interessados, em principio, em participar
>no Symposium. Isso ainda e possivel ? Que e preciso fazer ?
>  Agradeco quaisquer informacoees de que disponhas.
>
>  Um abraco.
>
>  joaeo david vieira
>+----
>| Joao Carlos David Vieira
>| Dep. Matematica
>| Universidade de Aveiro
>| Email : jdvieira@samantha.mat.pt
>| Fax   : (034) 382014
>| Telef : 370200 EXT 3407
>+----

Cc:
Bcc:
X-Attachments:

Cara(o)s Colegas

O Congresso PME21 (21th International Conference for the Psychology of
Mathematics Education) realiza-se em Laihti, Finlandia, em Julho deste ano.
Aqui esta o endereco correspondente qe contem informacao completa acerca do
congresso:

http://frodo.helsinki.fi/congress/

O 1. anuncio pode ser obtido em: ftp://frodo.helsinki.fi/PME


Para quem estiver interessado nesta area de trabalho, o grupo PME mantem um
pagina com o seguinte endereco:

http://www.unifr.ch/psycho/pme/pme.html

Informacoes adicionais poderao ser obtidas em ejfm@cc.fc.ul.pt.

Saudacoes,
Joao Filipe Matos

****************************************************
Joao Filipe Matos
Dep. de Educacao
Faculdade de Ciencias da Universidade de Lisboa
Campo Grande, C1 - 2
1700 Lisboa - Portugal

Ph. direct: +351 1 7500118
            +351-1-7573141 EXT. 2223 or 1101
Fax: +351-1-7500082
Ph. +351-1-8491557 (home)
    mobile: 0936407607
E_mail: ejfm@cc.fc.ul.pt
****************************************************
>To: sem@fc.ul.pt
>From: apm <apm@mail.telepac.pt>
>Subject: Re: PME Symposium
>Cc:
>Bcc:
>X-Attachments:
>
>Cara(o)s Colegas
>
>O Congresso PME21 (21th International Conference for the Psychology of
>Mathematics Education) realiza-se em Laihti, Finlandia, em Julho deste ano.
>Aqui esta o endereco correspondente qe contem informacao completa acerca do
>congresso:
>
>http://frodo.helsinki.fi/congress/
>
>O 1. anuncio pode ser obtido em: ftp://frodo.helsinki.fi/PME
>
>
>Para quem estiver interessado nesta area de trabalho, o grupo PME mantem um
>pagina com o seguinte endereco:
>
>http://www.unifr.ch/psycho/pme/pme.html
>
>Informacoes adicionais poderao ser obtidas em ejfm@cc.fc.ul.pt.
>
>Saudacoes,
>Joao Filipe Matos
>
>****************************************************
>Joao Filipe Matos
>Dep. de Educacao
>Faculdade de Ciencias da Universidade de Lisboa
>Campo Grande, C1 - 2
>1700 Lisboa - Portugal
>
>Ph. direct: +351 1 7500118
>            +351-1-7573141 EXT. 2223 or 1101
>Fax: +351-1-7500082
>Ph. +351-1-8491557 (home)
>    mobile: 0936407607
>E_mail: ejfm@cc.fc.ul.pt
>****************************************************


-------------------
APM-Associacao dos Professores de Matematica
Escola Superior de Educacao de Lisboa
Rua Carolina Michaelis de Vasconcelos
1500 LISBOA

telef 01-7163690
fax   01-7166424
-------------------

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X-Comment:  Educacao em Matematica
Status: RO


Tema muito interessante.
Um pouco de actividade nesta area
por ca' parecer-me-ia muito positiva.
Ainda estamos numa fase algo problematica
como mostra a recente aprovacao na generalidade,
no Conselho Pedagogico duma Universidade Portuguesa,
de uma proposta que propoe comissoes de inquerito caso as
taxas de aprovacao sejam inferiores a 75%.


>Date: Fri, 6 Jun 1997 10:50:23 -0700 (PDT)
>From: Alan Schoenfeld <alans@socrates.berkeley.edu>
>Subject: Re: [MATHEDU] RE: mathed research
>
>Hi, folks.
>
>Al Marden's note raises an important issue. I'd like to follow up and
>enlist your help.
>
>You may know that the Joint Policy Board for Mathematics (an umbrella
>organization of post-secondary mathematics societies in the US) sponsored a
>report a few years ago entitled "Recognition and Rewards in the
>Mathematical Sciences." (R&R for short)  The report described faculty and
>administrative perceptions regarding the ways various faculty acitivites
>"count" toward promotion and tenure at various kinds of institutions in the
>US.  The evaluation of teaching - more boadly, the evaluation of faculty's
>educational contributions - was one issue singled out as needing more
>attention.
>
>JPBM has formed a Task Force on the Enhancement of the Educational
>Activities of Faculty, which I chair.  Our charge is to do a review of the
>literature, to conduct site visits to institutions that seem to handle such
>issues well, and to use that information to put together some "resource
>books" for the mathematical community.  Here is a brief version of what we
>propose to produce:
>
>
>* a definition of educational activities for discussion in the
>post-secondary mathematical community.
>
>* a framework for the characterization of growth and effectiveness in the
>educational activities of faculty, and a description of mechanisms for
>documenting such growth.
>
>* a distillation of the literature on the documentation of faculty's
>educational activities, including a digest of what is known about various
>forms of assessment, such as student evaluations, peer review, and
>approaches to the documentation of individuals' contributions via course
>and teaching portfolios.
>
>* a baseline survey of current practices regarding the documentation of the
>growth and effectiveness of educational activities.
>
>* sample departmental and institutional mission statements, which indicate
>how those units' instructional missions are framed in the large, and
>support particular educational activities of the faculty;
>
>* Details of, and discussions of the advantages, disadvantages, and costs
>of various mechanisms for providing faculty feedback regarding their
>educational activities.
>
>
>We have submitted an application for funding, and I'm optimistic about the
>prosepcts.  In the meantime, it would be tremendously useful for for the
>task force to hear from people about what they know and what they need to
>know.  What literature are you aware of, that's interesting?  What
>institutions are doing interesting things?  Please send any relevant
>information to <alans@socrates.berkeley.edu>.  Over time we'll process this
>information, and feed it back to the community.
>
>Thanks!
>
>--Alan Schoenfeld
>
>At 9:22 AM -0500 6/6/97, Al Marden wrote:
>>In the context of Kathy Bonn's inquiry, I want to mention the following.
>>One of the current issues now, at least here at U of MN, is the question
>>of teaching evaluations: their impact on students, on teachers, on particular
>>subsets of these. Whether the impacts are positive or negative or both,
>>whether it makes things better or worse if the results are available to
>>students, or made public, etc, etc. It would help clear the air if there
>>were some serious, carefully controlled studies in this area. There are
>>plenty of arguments and claims made, on all sides of the issue.
>>    -Albert Marden
>>     Professor of Mathematics
>>
>
>
>##################################################
>Alan H. Schoenfeld
>Elizabeth and Edward Conner Professor of Education
>Education, EMST, Tolman Hall # 1670
>University of California
>Berkeley, CA 94720-1670
>
>Phone: 510-642-0968
>Fax: 510-642-3769
>email: alans@socrates.berkeley.edu
>
>
>

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X-Comment:  Educacao em Matematica
Status: RO

>Tema muito interessante.
>Um pouco de actividade nesta area
>por ca' parecer-me-ia muito positiva.
>Ainda estamos numa fase algo problematica
>como mostra a recente aprovacao na generalidade,
>no Conselho Pedagogico duma Universidade Portuguesa,
>de uma proposta que propoe comissoes de inquerito caso as
>taxas de aprovacao sejam inferiores a 75%.


O texto acima e' do Colega Jaime Carvalho e Silva. O caso que ele refere
tambe'm me surpreendeu. Ha' algum tempo tinha-me impressionado o excelente
"campus" da (na~o explicitamente) referida universidade e a maturidade do
jovem que em Novembro de 1996 era presidente da sua associac,a~o de
estudantes ao comentar a utilizac,a~o, quanto a ele inteligente e
apropriada, das verbas das propinas na sua universidade.

O que aconteceu agora e' um incidente de percurso. O Mundo na~o faz marcha
'a re'! E o mercado de trabalho vai ser cada vez mais implaca'vel. Mas
lembrou-me um auto-colante que vi por vezes afixado em casas comerciais 
nos EUA: Traduzido livremente era mais ou menos assim: "Havera' sempre um
vendedor desonesto a vender mais barato um produto parecido mas de ma'
qualidade; e havera' sempre um consumidor inge'nuo ou imbecil disposto a
comprar esse produto". No panorama do ensino em Portugal, por vezes estes
consumidores ainda prevalecem. Mas o mercado impora' a sua lei!

J. M. S. Simo~es Pereira

Nome (Name):         J.M.S.Simo~es Pereira
Enderec,o (Address): Departamento de Matema'tica
                     Universidade de Coimbra
                     PT-3000 Coimbra (PORTUGAL)                            
                
Teleco'pia (Fax): +351 39 32568    Telefone (Phone): +351 39 7003191       
                                     
Enderec,o electro'nico (E-mail): siper@matuc2.mat.uc.pt

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X-Comment:  Educacao em Matematica

>From: "Mike Harris" <mharris@deans.umd.edu>
>Date: Fri, 6 Jun 1997 10:01:24 -0400
>Subject: MAW 1998
>
>
>MATHEMATICS AWARENESS WEEK 1998, April 26-May 2
>                Theme:  Mathematics and Imaging
>
>
>Reminder: Other weeks in March, April, or May can be chosen locally
>to fit your organization's calendar.  Check the MAW web site to see
>what other organizations did this year.  A complete listing will be
>available later this summer.
>===============================================================
>Mike Harris, JPBM Public Information Office | tel: 301-942-9595
>  JPBM - Joint Policy Board for Mathematics | fax: 301-942-2777
>                            * * *
>        Mathematics Awareness Week - April 20-26, 1997
>             Theme:  Mathematics and the Internet
>          WWW URL-> http://forum.swarthmore.edu/maw/
>===============================================================
>

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X-Comment:  Educacao em Matematica


Para os que gostam de espiolhar na Web, aqui deixo o endereco de um "site"
sobre demonstracao pouco conhecido, relativo a Matematica, e que me parece
excepcionalmente bem feito.

http://www-cabri.imag.fr/Preuve



Joao Pedro da Ponte

-------------------

Departamento de Educacao da Faculdade de Ciencias
Universidade de Lisboa
Edificio C1, Campo Grande
P-1700 LISBOA, PORTUGAL

tel. 351-1-7500049 (office)
tel. 351-1-3630861 (home)
fax. 351-1-7500082

------------------

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X-Comment:  Educacao em Matematica

D> Date:          Sat, 7 Jun 1997 19:39:25 +0100
> Reply-to:      sem@fc.ul.pt
> From:          siper@matuc2.mat.uc.pt (J. M. S. Simoes Pereira)
> To:            Multiple recipients of list <sem@fc.ul.pt>
> Subject:       Re: Task Force on the Enhancement of the Educational Activities of

> >Tema muito interessante.
> >Um pouco de actividade nesta area
> >por ca' parecer-me-ia muito positiva.
> >Ainda estamos numa fase algo problematica
> >como mostra a recente aprovacao na generalidade,
> >no Conselho Pedagogico duma Universidade Portuguesa,
> >de uma proposta que propoe comissoes de inquerito caso as
> >taxas de aprovacao sejam inferiores a 75%.
> 
> 
> O texto acima e' do Colega Jaime Carvalho e Silva. O caso que ele refere
> tambe'm me surpreendeu. Ha' algum tempo tinha-me impressionado o excelente
> "campus" da (na~o explicitamente) referida universidade e a maturidade do
> jovem que em Novembro de 1996 era presidente da sua associac,a~o de
> estudantes ao comentar a utilizac,a~o, quanto a ele inteligente e
> apropriada, das verbas das propinas na sua universidade.
> 
> O que aconteceu agora e' um incidente de percurso. O Mundo na~o faz marcha
> 'a re'! E o mercado de trabalho vai ser cada vez mais implaca'vel. Mas
> lembrou-me um auto-colante que vi por vezes afixado em casas comerciais 
> nos EUA: Traduzido livremente era mais ou menos assim: "Havera' sempre um
> vendedor desonesto a vender mais barato um produto parecido mas de ma'
> qualidade; e havera' sempre um consumidor inge'nuo ou imbecil disposto a
> comprar esse produto". No panorama do ensino em Portugal, por vezes estes
> consumidores ainda prevalecem. Mas o mercado impora' a sua lei!
> 
> J. M. S. Simo~es Pereira
> 
> Nome (Name):         J.M.S.Simo~es Pereira
> Enderec,o (Address): Departamento de Matema'tica
>                      Universidade de Coimbra
>                      PT-3000 Coimbra (PORTUGAL)                            
>                 
> Teleco'pia (Fax): +351 39 32568    Telefone (Phone): +351 39 7003191       
>                                      
> Enderec,o electro'nico (E-mail): siper@matuc2.mat.uc.pt
> 
> 
> Desde 1973 que informo Reitorias, C. Cient. e C. Ped. sempre que as 
aprovacoees nas cadeiras que lecciono saeo inferiores a 20% dos alunos 
inscritos, pedindo a abertura de um inquerito [afinal o pedido de 
inquerito nao e novidade, embora as razoes sejam bem diferentes]. 
Nunca tais pedidos tiveram seguimento, o que nao significa que as 
autoridades tenham sido indiferentes as informacoes recebidas.
 Na conjuntura actual, i.e. ,com o actual sistema de admissao ao 
ensino superior, se, por ex., numa disciplina de analise do 1o ano se 
registasse uma taxa de aprovacoes da ordem da que se refere na tal 
proposta aprovada numa Com.Ped., era eu quem tomaria a iniciativa de 
pedir a abertura de um inquerito (na minha univ., claro).
 E bom que se tome atencao ao anuncio que viste nos EUA.E como "no 
melhor pano pode cair uma nodoa" sera bom que a correria louca atras 
de projectos, de verbas , de alunos para melhorar o "ratio", etc. nao 
levem bons panos a ficar com nodoas.

Um abraco
jdvieira
+----
| Joao Carlos David Vieira
| Dep. Matematica
| Universidade de Aveiro
| Email : jdvieira@samantha.mat.pt
| Fax   : (034) 382014
| Telef : 370200 EXT 3407
+----

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X-Comment:  Educacao em Matematica
Status: RO

Dear Colleagues,

        The International STudy Group on the Relations Between History and
Pedagogy of Mathematics (HPM) and the International Study Group on
Ethnomathematics (ISGEm) will jointly sponsor a conference in honor of the
65th birthday of Ubiratan D'Ambrosio, professor of mathematics emeritus
at the University of Campinas in Brazil, to take place on Tuesday, January
6, 1998 at the Omni Hotel in Baltimore, Maryland, USA.  This is the day
preceding the opening of the annual joint meeting of the American
Mathematical Society and the Mathematical Association of America.  We welcome
contributed papers from anyone whose work has been influenced by Professor
D'Ambrosio in the areas of ethnomathematics, history of mathematics, or
mathematics education.  One page proposals should be sent, preferably by
e-mail, to Victor J. Katz:  vkatz@maa.org.  They can also be sent by
regular mail to Victor J. Katz, Mathematical Association of America,
1529 18th St. N.W., Washington, DC 20036.  The deadline for receipt of
proposals in September 1, 1997.  We also welcome the attendance of all
mathematicians and mathematics educators who wish to honor Professor
D'Ambrosio.  To register for the conference, send your name, addresses
(mail and e-mail) and phone numbers, along with a check for US $50 , to
Karen Dee Michalowicz, 5855 Glen Forest Drive, Falls Church, VA 22041, USA>
The check should be made out to HPM.  HousThe registration fee is chiefly to
cover the cost of a festive birthday dinner in the evening.  Housing
arrangements for the conference should be made through the American
Mathematical Society in accordance with their normal procedures for annual
meetings.  Forms for this purpose will be available in the Notices of the
AMS and in FOCUS, the newsletter of the MAA.


                                                Victor Katz

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X-Comment:  Educacao em Matematica

Colegas
Para quem estiver interessado no tema, aqui vai:
Realiza-se de 7 a 10 de Setembro de 1998  em Nottingham a Conferencia
Mathematics Education and Society que parece ser um encontro interessante
para aqueles que trabalham com liga=E7=E3o =E0 area da sociologia da educaca=
o
matematica, aspectos sociais e culturais da educacao matematica, etc numa
perspectiva de investigacao.

Informacao sobre a conferencia encontra-se em:

http://www.nottingham.ac.uk/~tezpga/meas/conf.html

Um abraco,
Joao Filipe Matos

****************************************************
Prof Doutor Joao Filipe Matos
Dep. de Educacao
=46aculdade de Ciencias da Universidade de Lisboa
Campo Grande, C1 - 2
1700 Lisboa - Portugal

Ph. direct: +351 1 7500118
            +351-1-7573141 EXT. 2223 or 1101
=46ax: +351-1-7500082
Ph. +351-1-8491557 (home)
      +351-1-9291926
    mobile: +351-936407607
E_mail: joao.matos@fc.ul.pt
http://correio.cc.fc.ul.pt/~jflm (1st version)
****************************************************

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X-Comment:  Educacao em Matematica


Ainda sobre o problema do insucesso escolar
no Ensino Superior
e das formas de o combater, eis dois textos
interessantes que encontrei no
"Boletim Informativo do Instituto de Ciencias Exatas da UFMG"
Universidade Federal de Minas Gerais - Belo Horizonte)
que e' um extracto do que se encontra na Web em:

http://everest.icex.ufmg.br/boletim/

-----------------------

04/04/97

MAIS CALOUROS

            A partir do Vestibular/97, o ICEx tem mais calouros em suas
salas. Isso porque houve a ampliacao de 102 vagas
considerando-se todos os cursos que tem disciplinas no Ciclo Basico
dessa Unidade.

            Em comunicado aos Diretores das Unidades e Coordenadores de
Colegiado de Curso, a Pro-Reitora de Graduacao, Cristina Helena
Rocha Augustin, apresentou o resultado de estudo realizado pela
Pro-Reitoria de Graduacao onde se mostra que o aumento de vagas trouxe um
impacto pouco significativo nas disciplinas de Cursos Basicos.

            Marcia Anastacio descreve, no entanto, que a proposta de turmas
maiores nao estava prevista no projeto de construcao do atual
predio do ICEx, que possui salas pequenas. Assim, o alto indice
de reprovacao nas disciplinas Calculo Diferencial Integral e Geometria
Analitica e Algebra Linear junto ao aumento de vagas no Ciclo
Basico geram um problema na distribuicao das turmas. Em Quimica
Geral, tambem enfrenta-se a falta de espaco, pois os laboratorios que
comportam no maximo de 18 alunos, chegam a abrigar turmas com ate' 23
alunos.

                                         ENSINO BASICO

   "Bem-vindos ao ICEx!"    A recepcao dos calouros e'  feita na Aula
Inaugural, onde  e' mostrada a organizacao da Universidade.

   A primeira licao e' entender a abrangencia da      UFMG: "A
Universidade nao  e' so ensino. Sua funcao e' oferecer a sociedade
atividades de ensino, pesquisa e extensao", aponta    o Coordenador do
Ciclo  Basico do ICEx, Agostinho  Aurelio Garcia Campos.

            Ao entrar na universidade, o aluno pode nao entender o que isso
significa. Mas, logo no Ciclo Basico, eles terao aula com
professores qualificados que desenvolvem pesquisa em areas de
conhecimento nao ligadas diretamente ao seu curso. "O objetivo e' oferecer um
conhecimento basico atraves de um corpo docente altamente
qualificado", explica Agostinho Campos.

            "A aridez dos cursos e a falta de didatica dos professores, no
entanto, acabam levando a desmotivacao de alguns alunos. Isso e'
um importante fator para o indice medio de reprovacao do ICEx
ser de 35%", aponta Agostinho. "Mas o aluno tem o direito de discutir
diretamente com o professor ou nos Colegiados, os problemas que
surgirem em sua relacao com o professor."

--------------------------
                      Reflexoes sobre o Ciclo Basico*


                         A introducao do ciclo basico ocorreu, na UFMG,
quando da Reforma Universitaria, em 1967, e foi pensada
com o objetivo de agregar profissionais envolvidos com as
ciencias basicas. Acreditou-se, em oposicao a pratica da
epoca, que o ensino de ciencias basicas seria importante para formar os
alunos dos cursos profissionalizantes. A implantacao dos
Institutos responsaveis pelo ensino basico nao foi um
processo suave e, sob alguns aspectos, foi vista como uma
dissidencia.

                   Hoje, existe um quase consenso, em qualquer forum de
discussao, de que, sem uma formacao solida em ciencias
basicas, nao ha como se formar um profissional com o perfil para o mercado
de trabalho dinamico e globalizado. Numa perspectiva de futuro, o unico
segmento apresentando possibilidades de crescimento expressivo em numero de
locais de trabalho, e aquele relacionado com o saber, que e, hoje, um
produto de mercado como qualquer outro bem de consumo. Neste cenario, a
Matematica e a Fisica tem um lugar privilegiado. Alem dessas areas, a
tecnologia tambem colocou novas ferramentas a disposicao da comunidade. O
exemplo mais evidente, e de maior impacto, esta na computacao como uma
poderosa ferramenta para simular a natureza e resolver numericamente
problemas que nao admitem uma solucao analitica. Outra caracteristica, menos
reconhecida, consiste na utilizacao adequada de conceitos interdisciplinares
e transdisciplinares. O modelo do ultra especialista esta anacronico.

                   Hoje, alguns diagnosticos sugerem a existencia de uma
crise no sistema universitario brasileiro. A inexistencia de novos postos de
trabalho, na sua formulacao classica, para os formandos e somente um
sintoma. Ha pelo menos uma decada, a maioria dos formandos ja nao e' aceita
pelo mercado de trabalho formal. Eles sao declarados excedentes pela forca
da nova "era do saber, da informacao e da automacao". Ao constatarem esse
cenario, na fase inicial do curso, os estudantes se assustam e a
consequencia e' o elevado indice de evasao. Nesse quadro de crise, procura-se
culpados e alternativas. Da analise dos resultados de avaliacoes, chega-se a
conclusao de que a falencia do ciclo basico e' um elemento fundamental e que
ele precisa ser repensado. Se o diagnostico de que o ciclo basico nao esta
funcionando adequadamente estiver correto, a sua eliminacao somente
contribuira para o aprofundamento da crise.

                   No momento, os dois grandes problemas envolvendo o ciclo
basico, e que devem ser equacionados, estao relacionados com o conteudo das
disciplinas e com o corpo docente. As disciplinas do ciclo basico tem um
conteudo anacronico. O corpo docente envolvido com tais disciplinas tem todo
o fundamento que se faz necessario para justificar a baixa motivacao em se
envolver com o problema. Entretanto, o nao posicionamento para promover
mudancas profundas, implicara no continuismo que, sem duvida, sera a
trajetoria para o suicidio institucional. O argumento mais utilizado e' de
que nao existe reconhecimento pelo trabalho e que nao se pode "perder" tempo
tentando inovar em ensino. O trabalho em equipe e', inquestionavelmente, uma
pratica que precisamos aprender a exercitar. O individualismo e a melhor
fachada para esconder a intolerancia e a arrogancia. Definitivamente, a
solucao do problema nao passa pelo privilegio absoluto do ensino em
detrimento da pesquisa. A alternativa consiste, nesse momento, em saber
selecionar, treinar e motivar os excelentes pesquisadores para serem,
tambem, docentes. Felizmente, agora, parece estar diminuindo a tendencia
classica de, ao questionar a sua qualidade, querer responsabilizar o corpo
discente para justificar o nao envolvimento com o problema. Em conclusao, as
mudancas com conteudo realmente inovador, irao requerer um enorme
envolvimento do corpo docente.

* Professor Alfredo Gontijo de Oliveira,  Diretor do ICEx

-----------

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Colegas

Informam-se todos os interessados que se encontram abertas as inscri=E7=F5e=
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para o VIII Semin=E1rio de Investiga=E7=E3o em Educa=E7=E3o Matem=E1tica.

Mais informa=E7=F5es no seguinte attachment



ou pedidas para o endere=E7o abaixo.


-- =

Ant=F3nio Filipe Rodrigues de Azevedo
Escola Superior de Educa=E7=E3o
 do Instituto Polit=E9cnico de Beja
   Rua Pedro Soares
   7800 Beja/Portugal

    Tel. Office:(084) 324617
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Colegas

Por suspeitar que o texto anterior, de hoje, sobre este mesmo assunto =

tenha chegado em condi=E7=F5es n=E3o descodific=E1veis, aqui vai de novo a =

informa=E7=E3o de que se encontram abertas as inscri=E7=F5es para o VIII =

Semin=E1rio de Investiga=E7=E3o em Educa=E7=E3o Matem=E1tica.

Para mais informa=E7=F5es, consultar o attachment que se junta ou =

solicit=E1-las para o seguinte endere=E7o:
-- =

Ant=F3nio Filipe Rodrigues de Azevedo
Escola Superior de Educa=E7=E3o
 do Instituto Polit=E9cnico de Beja
   Rua Pedro Soares
   7800 Beja/Portugal

    Tel. Office:(084) 324617
    Fax Office:(084) 326824
    Tel. Home:(084)328093
    E-mail: afrazevedo@mail.telepac.pt

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