A motivação é um conceito poderoso e que pode ter grandes influências, positivas ou negativas, no aprendizado de alunos. Todavia, encontrar nas mais variadas salas de aula alunos que se encontram desmotivados com a experiência de aprendizado é uma ocorrência comum, que pode estar associada a fatores das mais diferentes origens. Dentre estas, nos atemos aqui a explorar o foco tradicional das escolas em aulas expositivas com cópia mecânica de conteúdo, uma prática que é frequentemente apontada por pesquisadores por seu impacto indesejável na motivação dos alunos. Fato que se deve a sua grande distância do paradigma das tecnologias digitais, familiar à atual geração de estudantes e parte constante de seus cotidianos. Consequentemente, por entendermos que a integração adequada dessas tecnologias sala de aula possui alto potencial para motivar os alunos, proporcionando-lhes maior envolvimento com o conteúdo e as atividades propostas para ele, buscamos trazer para mais perto da sala de aula uma tecnologia digital com alto grau natural de interação e envolvimento: a tecnologia dos videogames. Dentro deste contexto, descrevemos e avaliamos neste trabalho uma abordagem para o desenvolvimento de um jogo educacional (Serious Game) centrado nos personagens míticos do Folclore Brasileiro, a fim de apresentar estes seres e suas histórias aos alunos. Aumentando seu conhecimento e sua valorização por um tema da cultura nacional que é normalmente negligenciado. Para tanto, construímos um ambiente de jogo que mescla modelos e heurísticas motivacionais ao seu próprio processo de desenvolvimento. O que proporciona aos alunos um ambiente atrativo, capaz de mantê-los atentos e envolvidos à medida que os direciona a exploração de um mundo de jogo que os ensina um conteúdo que, de acordo com professores das turmas de testagem de nossa pesquisa, carecem de material didático de qualquer tipo. / Motivation is a powerful concept, greatly capable of influencing, in a positive or negative manner, the ways of students’ learning. However, to find through the most different classrooms students who are unmotivated with their learning experience is far from uncommon. The reasons for this and its origins are very numerous, but we attain ourselves here to approaching the traditional focus schools place on the use of lectures with the mechanical copy of its contents by students. A practice often pointed by researches for its unwanted impact on the motivation of students due to its distance from the paradigm of digital technologies, which is so familiar to the present generation of students and, a constant part of their daily lives. Consequently, as we understand that the proper integration of these technologies to classrooms has great potential in motivating students – for allowing higher levels of involvement with the subject and its tasks –; we intend to bring classrooms closer to a technology with inherent high levels of interactions and engagement: the videogames. Within this context, we describe and assess in this work an approach to develop educational games ( Serious Games) centered on the mythical characters of Brazilian folklore, as a way to disclose these beings and their tales to students. Enhancing their knowledge and valuing for a theme of national culture that is often neglected. For that, we built a game environment that mixes motivational heuristics and models to its own development process. In turn, this gives students an attractive environment, able to keep them aware and involved at the same time that directs their exploring of a game world that, according to the teachers of the testing groups of this research, lacks all sorts of teaching materials.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T18:50:24Z No. of bitstreams: 1 Orlando Zambelli.pdf: 1245054 bytes, checksum: 0968af4dc389028566ebddb0a1ca54cb (MD5) / Made available in DSpace on 2016-08-25T18:50:24Z (GMT). No. of bitstreams: 1 Orlando Zambelli.pdf: 1245054 bytes, checksum: 0968af4dc389028566ebddb0a1ca54cb (MD5) Previous issue date: 2014-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Master's thesis is focused on analyzing the possible rupture of playfulness in the early years of elementary school. The aim is to reflect on the play activities as a pedagogical tool and their collaboration for learning in this school phase considering the child's transition from early childhood education to the elementary school and its distinct peculiarities. The qualitative research comprises a literature work based on renowned authors on the subject, official documents and interviews with teachers working in these series, and expert in the field. The analysis of collected data allowed more precise considerations on the use of playfulness as a pedagogical tool in the early years of elementary school, as well as provide elements for understanding of its importance in this universe / A presente dissertação de Mestrado teve como foco analisar a suposta ruptura da ludicidade nos primeiros anos do Ensino Fundamental. O objetivo é refletir sobre as atividades lúdicas como ferramenta pedagógica e sua colaboração para o aprendizado nesta fase escolar considerando a transição da criança da educação infantil para o ensino fundamental e suas particularidades distintas. A pesquisa de cunho qualitativo compreende um trabalho bibliográfico com base em renomados autores sobre a temática, documentos oficiais e entrevistas com professores atuantes nessas séries e especialista no tema. A análise dos dados coletados possibilitou considerações mais precisas sobre o uso da ludicidade como ferramenta pedagógica nos primeiros anos do ensino fundamental, além de trazer elementos para compreensão de sua importância nesse universo.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-20T20:01:53Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rene_ferreira_silva_junior.pdf: 1067909 bytes, checksum: 33d48bb20947b79d3412504f05f8b61f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-01T17:06:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rene_ferreira_silva_junior.pdf: 1067909 bytes, checksum: 33d48bb20947b79d3412504f05f8b61f (MD5) / Made available in DSpace on 2018-10-01T17:06:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rene_ferreira_silva_junior.pdf: 1067909 bytes, checksum: 33d48bb20947b79d3412504f05f8b61f (MD5) Previous issue date: 2018 / A resid?ncia em sa?de surge como padr?o ouro para forma??o em servi?o, caracterizada pela educa??o no trabalho, relaciona teoria e pr?tica, o ensino e o servi?o, sendo importante para a forma??o dos profissionais para o Sistema ?nico de Sa?de. Nesse contexto, destaca-se o papel do preceptor, essencial para a forma??o do residente. Assim, esse estudo tem como objetivo principal compreender a atua??o docente de preceptores enfermeiros em um programa de resid?ncia multiprofissional em sa?de da fam?lia da Universidade Estadual de Montes Claros e como objetivos espec?ficos: descrever a constru??o das pol?ticas e organiza??o da sa?de no Brasil e a Reforma Sanit?ria Brasileira; compreender as principais pol?ticas p?blicas e programas interministeriais de forma??o em sa?de no Brasil; descrever a resid?ncia em sa?de; compreender o ser professor; conhecer o significado de ser preceptor e descrever seus processos formativos. Nortearam o estudo os seguintes problemas: Como ocorre ? atua??o docente dos preceptores? Qual sua identidade? E quais experi?ncias docentes formam essa identidade? O estudo foi explorat?rio, descritivo, qualitativo e os procedimentos metodol?gicos articulam entrevistas orais tem?ticas, desenvolvido durante o ano de 2017, al?m de busca bibliogr?fica e documental para embasamento do corpus da disserta??o. Para o processo de an?lise de dados foi utilizado ? an?lise de conte?do de Bardin. Os participantes foram preceptores enfermeiros atuantes no programa de resid?ncia em sa?de da fam?lia, a amostra foi por conveni?ncia, sendo selecionadas tr?s preceptoras de acordo com a disponibilidade para participar da pesquisa e o maior e menor tempo de atua??o. Utilizou-se um roteiro semi-estruturado para coleta de dados, que ocorreu nos p?los de atua??o dos preceptores, durante o turno vespertino, nos meses de novembro e dezembro de 2017, os depoimentos foram gravados e transcritos na ?ntegra. O projeto de pesquisa foi aprovado com parecer 2.425.790/2017. O estudo est? organizado em cinco cap?tulos, na qual buscou-se tra?ar a linha hist?rica da sa?de no Brasil, em especial, o movimento de reforma sanit?ria, a constru??o do Sistema ?nico de Sa?de e o desenvolvimento e implementa??o das principais pol?ticas e programas direcionados ? forma??o em sa?de no pa?s. Nessa perspectiva, deu se ?nfase nas Resid?ncias Multiprofissionais em Sa?de e o papel docente, finalizando com as vozes dos preceptores. Conclui-se que o estudo possibilitou a compreens?o da evolu??o da sa?de no Brasil, o que resultou no Sistema ?nico de Sa?de, sendo criadas por meio dele estrat?gias de forma??o voltadas ao atendimento e aos seus princ?pios, assim, a resid?ncia multiprofissional em sa?de ? um espa?o privilegiado de produ??o de ensino e sa?de. Ressalta-se que o papel do preceptor ? essencial para a forma??o de profissionais cr?ticos e reflexivos, com mudan?as na vis?o do residente sobre si e quais caminhos ele quer seguir. Percebe-se tamb?m fragilidades acerca da forma??o em doc?ncia dos preceptores e aus?ncia de preparo espec?fico pr?vio para desenvolvimento desse papel, no qual foi desempenhado inicialmente por oportunidade/convite de exercer o of?cio docente. Evidenciou-se por fim que o papel docente do preceptor ? secundarizado em detrimento as fun??es administrativas e/ou assistenciais, e a sua identidade enquanto educador ? perdida. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2018. / The residence in health is gold standard for in-service training, characterized by education at work, relating theory and practice, teaching and service, and it is important for the training of professionals to the single Health System. In this context, we highlight the role of the tutor, essential for the formation of the resident. Thus, this study aims to understand the teaching performance of main tutors nurses in a program of multidisciplinary residency in family health at the State University of Montes Claros and as specific objectives: describe the construction of the policies and organization of health in Brazil and the Brazilian health reform; understand the main public policies and Interministerial programmes of training in health in Brazil; describe the residence in health; understand the teaching; know the meaning of being tutor and describe their formation processes. Guided the study the following issues: How does the teaching performance of the tutors? What is your identity? And what experiences teachers form this identity? The study was exploratory, descriptive, qualitative and methodological procedures articulate thematic oral interviews, developed during the year 2017, in addition to bibliographical and documental search for basement of the corpus of the dissertation. For the data analysis process was used to analysis the content of Bardin. The subjects were tutors nurses operating in residency program in family health, the sample was for convenience, being selected three governesses according to availability to participate in the research and the larger and shorter acting. We used a semi-structured data collection script, which occurred at the poles of expertise of tutors, during the evening shift, in the months of November and December 2017, the interviews were recorded and transcribed in full. The research project was approved with 2,425,790 opinion/2017. The study is organized into five chapters, in which he sought to trace the historical line of health in Brazil, in particular, the health reform movement, the construction of the health system and the development and implementation of key policies and programs targeted to health training in the country. In this perspective, gave emphasis on Multiprofessional Health Residences and the teaching role, ending with the voices of tutors. It is concluded that the study allowed understanding the evolution of health in Brazil, which resulted in the unified Health System, being created through training strategies geared to the service and to their principles, so the multi-professional residence in health is a space privileged education and health production. It should be noted that the role of the tutor is essential to the formation of critical and reflective professionals, with changes in resident's vision about you and what ways he wants to follow. You can see also weaknesses concerning the teaching training of tutors and the absence of specific preparation prior to development of this paper, which was played initially by chance/invitation to pursue the craft. It was finally the teaching role of the tutor is secundarizado over administrative functions and/or assistance, and your identity as an educator is lost.

Magister Educationis - MEd (Mathematics and Science Education) / The purpose of this study was to explore, demonstrate and apply cooperative learning when explicitly exposing Nature of Science (NoS) to physical science secondary students aiming at advancing scientific literacy. Secondary school physical science teachers with less than five years' physical science teaching experience participated in the workshop which demonstrated the understanding of NoS and how it can be used to uncover the students' likely misconceptions through classroom interactions and Pedagogic Content Knowledge (PCK). It was found that the knowledge of both components of PCK depended on one another and was interlinked with the understanding of NoS. The findings showed that the majority of the teachers who attended the workshop did not explicitly teach NoS and had problems with how it can be taught. Teachers rely on the telling method and hope to achieve concept mastery and scientific literacy. Driel et al. (1998) argued that good understanding of content knowledge is a prerequisite to the development of PCK. Teachers do not possess adequate PCK as they gave incorrect scientific answers. Though students enjoyed working in cooperative groups to advance scientific literacy, their teachers were less likely to uncover pupils' likely misconceptions. This was shown by the way they explained variations to student's scientific perceptions. Acknowledging the limitations posed by the number of participant and continuity of the administered treatment, the collected data were used to deduce that: teaching NoS explicitly and skillful application of cooperative learning can lead to improved scientific literacy and the need for skills to design classroom instructions with intent to explicitly expose NoS to the senior secondary students.

Magister Educationis - MEd (Mathematics and Science Education) / The purpose of this paper is to investigate whether the teaching of electric circuits in Grade 10 Physical Sciences using a conceptual change approach would enhance learners' understanding of the concept. The conceptual change approach is a process whereby concepts and relationships between concepts change over the course of an individual's lifetime. The process whereby conceptual change occurs is of central interest in helping to understand the process of learning, and is also important when considering the design of instruction. The study was conducted at a secondary school in a small town in the Karoo. Purposive sampling was used to select the sample of a Physical Science Grade 10 class. A mixed method approach was used to observe the effectiveness of the conceptual change approach - four conditions must exist before a conceptual change is likely to occur: (1) assess learners' dissatisfaction with their existing concepts; (2) the new concept must become intelligible; (3) the new concept must appear plausible; and (4) the new concept must be fruitful. All learners' total scores for the pre-test and post-test were calculated and recorded and total scores were statistically analyzed. This study could provide means to improve science teaching and learning. The learners were assisted to discover what was not clear to them, they were encouraged towards deeper understanding and to use their own knowledge to make sense of new concepts. The conceptual change approach could be used effectively by the teachers as it will assist to remove misconceptions learners have prior to the learning of new science concepts.

Orientador: Jair Lopes Júnior / Banca: Maria Eliza Mazzilli Pereira / Banca: Maria Regina Cavalcante / Resumo: Orientações para o ensino nas séries iniciais advogam propostas centradas no desenvolvimento de capacidades pelo aluno comprometidas com a construção de aprendizagens significativas, a partir de uma expansão na acepção do conceito de conteúdo curricular. Admite-se que a concretização dessas orientações exige o desenvolvimento de habilidades específicas. O grupo de pesquisa ao qual o presente trabalho de pesquisa está vinculado tem obtido os seguintes resultados em estudos sobre inciências dessas orientações nas práticas educativas nas séries iniciais: a) restrições de repertórios dos docentes que descrevem as habilidades exigidas por determinadas práticas de ensino; b) dificuldades na interpretação de medidas comportamentais que se mostrariam compatíveis com as capacidades mencionadas pelos objetivos de ensino; c) ao vincular práticas de ensino e de avaliação com determinados objetivos de ensino, predominam propostas nas quais uma dada atividade didática mostrar-se-ia consistente com a tentativa de obtenção de um conjunto de objetivos distintos. Em consideração a esses resultados e à importância inconteste da área de Língua Portuguesa nas séries iniciais, a presente pesquisa objetiva: 1) identificar, descrever e analisar repertórios operantes das professoras no ensino de conteúdos curriculares de Língua Portuguesa; 2) avaliar e caracterizar possíveis contribuições do planejamento conjunto entre pesquisadora e professora de unidades didáticas de conteúdos curriculares de língua portuguesa. A ênfase recaiu em investigar se este... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Educational reforms for initial series from public elementary level put distinct requirements in terms of didactic strategies and practices for children's academic performance. This research explored whether behavior analytic resources, derived from principles and research in behavior analysis, could make relevant improvements in the acquisition and development of teaching strategies about Portuguese language to students on the 4º grade of elementary public school. The aims of this research were: a) identify, describe, and analyze teacher's operant behavior during Portuguese language's classes; b) evaluate and characterize possible and effective supports of the interaction between teachers and researcher in the planning didactic units. This planned activities were based in concepts and principles from Behavior Analysis. Three techers participated. In Phase 1 were carried out observations (video recorded) of Portuguese language's classes and an interview about teaching strategies, teaching aims, and behavioral measures of learning curricular contents. In Phase 2 were followed interviews about teaching objectives from National Curriculum Framawork and about teaching practices and strategies to be taken on the didactic unit 2 during the next phase. The procedure of... (Complete abstract click electronic access below) / Mestre

A relação afetiva educativa entre o professor e o aluno como artifício facilitador do processo de ensino e aprendizagem, sob a concepção do teórico, psicólogo e médico Henry Wallon. A afetividade corresponde a um período mais tardio na evolução da criança e, a partir do surgimento dos elementos simbólicos, ocorre a transformação das emoções em sentimentos. Nesse sentido, a afetividade aparece como elemento fundamental na relação humana e na escola e, com os colegas e com o professor, não pode ser diferente, pois ambos estão diretamente envolvidos nesse processo. Wallon destaca que a afetividade é central na construção do conhecimento e da pessoa. Ela é um dos principais elementos da inteligência que pode ajudar no desenvolvimento do aluno. É necessário que o professor trabalhe a afetividade, a socialização, as relações emocionais e os aspectos psicomotores de uma maneira lúdica, visando resgatar a autoestima e despertar o interesse da criança em aprender e proporcionar condições para que todos os envolvidos no processo sejam capazes de possuir autonomia frente ao conhecimento construído socialmente. É preciso que o professor saiba ouvir o aluno e que a escola também busque inovações em suas propostas pedagógicas com o objetivo de se adequar às necessidades deste, uma vez que a escola representa sempre um lugar de socialização, com objetivo de preparar o indivíduo para a vida em permanente processo de construção. / This paper is about the educational affectionate relation between the teacher and the student as a facilitating practice in the process of teaching and learning, in the conception of the theoretician, psychologist and doctor Henry Wallon. Affection corresponds to a later period in the evolution of the child, and with the emergence of symbolic elements occurs the transformation of emotions into feelings. In this sense affection appears as a fundamental element in the human relation and in the school, and with classmates and with the teacher it is no different since both are directly involved in this process. Wallon points out that affection is at the center of the construction of knowledge and of the person. It is one of the main elements of the intelligence which can help in the development of the student. It is necessary for the teacher to deal with affection, socialization, emotional relations and the psycho-motor aspects in a playful way, aiming at recovering self-esteem and awakening interest in the child to learn and offering conditions for all involved in the process to be able to be autonomous in regard to the socially constructed knowledge. It is necessary for the teacher to know how to listen to the student and for the school to also seek innovations in its pedagogical proposals with the goal of adapting to the needs of the child, since the school represents a place of socialization, with the goal of preparing the individual for life in a permanent process of construction.

Many countries across the globe are undergoing rapid economic and social change; and there are increasing efforts to reform, revamp and revitalise education – to equip students for the ever-changing future. Education is considered to be transformative; but the area of transformative learning has been mainly theorised in the field of adult education. Comparatively, teaching approaches designed to bring about such transformation or transformative teaching has been less explored or understood. Connecting various related literature, this study places deeper learning at the centre of transformation through learning. Aiming to fill a gap within the literature, this study explores transformation through learning in a comprehensive school setting at a K-5 School in the North East of the United States by asking the following questions, ‘What are the teachers’ and students’ lived experiences of transformation through music and arts infused creative learning as practiced at an Elementary School in Northeast of USA?’ and ‘What is the role of the arts and music in this process?’. Located within the interpretive paradigm, this ethnographic case study included 7 – 14-year-old students (Grade 2 – Grade 5) and staff, aimed at investigating the phenomenon of ‘transformation through learning’ through a range of sources within its natural environment. Various data collection methods were used, including semi-structured interviews, observations (field notes, video-recordings, still images), conceptual drawing and learning walks. These provided rich, in-depth data, permitting triangulation which strengthened the findings and allowed for an illuminating understanding of the topic. An iteratively developed framework representing elements or behaviours relating to transformation was utilised as a lens to identify relevant critical incidents during the data collection process. Employing thematic analysis on the data collected resulted in eight themes that represent the lived experiences of transformation through learning. These thematic findings highlight that relevance, mindsets and placing arts at centre of the school culture are key to providing transformative learning experiences. The study connects two arguments, that fostering deeper learning enables students to meet new expectations and demands of the changing future; and that it is vital to provide students with a well-rounded curriculum with rich arts education to prepare them for success in the future. Thus, the findings of this study develop the understanding of ‘transformation through learning’ and offer a model framework from the practice at this research site from which others could create their own.

Esta dissertação desenvolve uma proposta de ensino com alunos do 6º ano de uma escola privada de Porto Alegre, tratando da aprendizagem do conceito de número fracionário através de seu significado "medida". A proposta foi desenvolvida com base nas etapas da Engenharia Didática, uma metodologia de pesquisa que contempla experiências em sala de aula acompanhadas de análises a priori e a posteriori . Na análise das aprendizagens foi usada a Teoria dos Campos Conceituais de Vergnaud, a qual proporcionou embasamento teórico para observar o processo de aprendizagem vivenciado pelos alunos. Os resultados obtidos ao longo do gradual processo de construção de uma régua numerada indicam que os alunos compreenderam os números fracionário no seu significado "medida" e também validam a seqüência didática que foi implementada em sala de aula. / This work presents a teaching experience with students from 6th grade at a private school in Porto Alegre and it aims to provoke the understanding of the fractional numbers concept through its meaning of "measure". The Didactic Engineering was used as a research methodology, grounded on classroom experiences and supported by a priori and a posterior analysis that can validate the teaching experiment. To carry out the analysis of student's learning, this study relied on the Conceptual Fields Theory of Vergnaud, which provides the theoretical framework for the identification of knowledge that students put into action during the activities. The results point to students understanding of the fractional number concept through a sequence involving didactic meaning "measure" of fractional numbers and also certify the teaching sequence applied in the classroom.

Investiga-se, neste trabalho, a análise de uma proposta de ensino de química, utilizando uma metodologia integradora de conteúdos e a iniciação científica no ensino profissionalizante pós-médio. Os alunos, ao ingressarem no curso de Técnico em Química de uma escola pública em Porto Alegre, trazem, em suas concepções, informações que não são suficientes para compreender as características e reações dos compostos inorgânicos, assim como competências e habilidades, necessárias para sua formação técnica, mas que se constituem em obstáculos na construção do conhecimento. Ao utilizar uma metodologia de ensino baseada na teoria de David Ausubel (1982), essa precisa estar vinculada a uma estratégia que considere os conhecimentos prévios dos alunos e, a partir daí, elabore novos conceitos das características e reações dos compostos inorgânicos. Alia-se a isso a iniciação científica que, neste nível de ensino, tem sido um importante instrumento de aprendizagem, uma vez que mobiliza os conhecimentos de diferentes disciplinas para a construção de projetos de pesquisa na área de Química e possibilita aos alunos o aprendizado de métodos de organização e construção do conhecimento. A proposta de ensino abrange uma investigação dos conceitos, uma proposta de ensino integradora de conteúdos e a elaboração dos projetos de pesquisa de iniciação científica. O trabalho visou identificar como essa proposta ocorre, quais as dificuldades e como tem sido aproveitada pelos professores nos processos de ensino e aprendizagem. A cultura de ciência pela pesquisa mostrou-se um instrumento importante e que deve ser aprimorado, pois os alunos se envolvem e adquirem habilidades que os programas das disciplinas não contemplam. A qualificação de técnicos em química capazes de resolver problemas utilizando os projetos têm sido muito maior do que o ensino regular previsto no programa do curso. / The purpose of this research is to analyze a proposal of chemistry learning that use as methodology integrated content and a scientific initiation in professional learning pos-college. The students enter in technical of chemistry, in a Public Scholl in Porto Alegre, and bring their conceptions, information’s that are not enough to understand the characteristics an reactions of a inorganic compound, as cool as, they competence and ability needed to their technical formation establishing a break in his, now, ledge achievement. By using a methodology of teaching based on David Ausubel theory (1982) we should link in a strategy who consider the previous knowledge of the students, and then, organize new concepts about the characteristics and reactions of inorganic compounds, associated with a scientific initiations, that in this learning level, has been a very important way of learning, because mobilize the knowledge of several subject-matter for the construction of research projects in chemistry and allows the students, a method of organization learning and construction knowledge. The purpose of this learning is to investigate concepts, and propose a shared content learning and creates researches projects of scientific initiations. This achievement look for identify how happens, hat kind of problems, and how it has been handled by the teachers, in order to make a better learning and teaching process. The science culture, through the researches, shows improve their abilities. The qualifications of chemistry techncols have been much better from regular contents of the course offer.