OBJECTIVETo explore the advantages of using artificial neural networks (ANNs) to recognize patterns in colposcopy to classify images in colposcopy.PURPOSETransversal, descriptive, and analytical study of a quantitative approach with an emphasis on diagnosis. The training test e validation set was composed of images collected from patients who underwent colposcopy. These images were provided by a gynecology clinic located in the city of Criciúma (Brazil). The image database (n = 170) was divided; 48 images were used for the training process, 58 images were used for the tests, and 64 images were used for the validation. A hybrid neural network based on Kohonen self-organizing maps and multilayer perceptron (MLP) networks was used.RESULTSAfter 126 cycles, the validation was performed. The best results reached an accuracy of 72.15%, a sensibility of 69.78%, and a specificity of 68%.CONCLUSIONAlthough the preliminary results still exhibit an average efficiency, the present approach is an innovative and promising technique that should be deeply explored in the context of the present study.

RESUMO: O presente texto tem como foco as investigações sobre professores iniciantes e faz um balanço do tema a partir de pesquisas realizadas no Brasil, tendo em vista a atual tendência dos estudos sobre essa etapa do desenvolvimento profissional do professor. Para tanto, são analisados os trabalhos apresentados nas reuniões da ANPEd, nos anos de 2005, 2006 e 2007, e as pesquisas disponíveis no banco de teses da CAPES -2000 a 2007 (mestrado e doutorado). Também é analisada a pesquisa de Brzezinski (2006), em que foi apresentado o estado do conhecimento sobre a formação de profissionais da educação. O estudo evidencia que a maioria das pesquisas analisa o professor, focando sua prática pedagógi-ca, a construção de sua identidade, a socialização profissional e as dificuldades encontradas. Demonstra também a quase inexistência de ações de formação para esses professores e a necessidade das pesquisas brasileiras se dedicarem mais ao tema, que é pouco explorado, se considerada a relevância dessa etapa profissional. Palavras-chave: Professor Iniciante; Formação de Professores; Desenvolvimento Profissional. RESEARCHES ABOUT INEXPERIENCED TEACHERS: SOME APPROACHES ABSTRACT:The following text focuses on the investigation into "Inexperienced Teachers" and ponders on the theme based on researches conducted in Brazil, regarding current trends about this stage of the teacher's professional development. In order to accomplish this objective, we analyzed the work presented at the ANPEd meetings in the years of 2005, 2006 and 2007 and the researches available at the CAPES Thesis Bank from 2000 to 2007 (for mastering and doctorate degrees). The research carried out by Brzezinski (2006) was also taken as an object of analysis In this research, the state of knowledge on the development of professionals working with education was presented. The study reveals that most of the researchers analyzed the teachers, focusing on their pedagogic practice, identity construction, and professional socialization, as well as on the difficulties found. It also demonstrates the nearly inexistence of development actions for those teachers and the need for further research by Brazilian specialists, since this issue has been poorly explored considering its relevance.

O objetivo deste trabalho é analisar as contribuições da formação continuada para o desenvolvimento profissional dos professores. Toma como referência pesquisas realizadas no período de 2005 a 2008, pelo grupo de pesquisa Práxis educativa: dimensões e processos. O ponto de partida para o estudo são depoimentos de professores sobre o processo de formação continuada, e as análises apoiam-se na sistematização de Santos (2005) que estabelece, em termos didáticos, diferentes níveis de conhecimento, do descritivo ao compreensivo, passando pelo nível explicativo. Destaca o contexto em que se institui a formação continuada no Brasil e as atuais exigências para o desempenho profissional do professor.

BrazilThis research focuses on the dialogue between the undergraduate courses and the early years of basic education in order to provide subsidies for the field of teacher education in undergraduate courses. As objectives, it was defined:1. to identify undergraduate courses and teachers who articulate teacher training in the early years of elementary education; 2. to analyze the training course and the teaching experience of teachers in undergraduate courses in order to seek explanatory factors which favor the dialogue with early childhood elementary education; and 3. to analyze how teachers from the undergraduate courses conceive the idea of literacy in the knowledge areas. The research, of a qualitative approach and based on the historical materialist dialectic, takes as epistemological axis the theory concept as practice expression. The research began with an exploratory study where 1,177 undergraduate courses in public universities were consulted, and among them, seven courses were located in the areas of Geography, Language and Literature, and Mathematics which showed evidences of interaction with early childhood basic school. Documentary analysis was performed on educational projects, teaching plans, course curricula, as well as interviews with 12 teacher trainers. The analysis allowed us to identify new kinds of social relationships arising from the workers' struggle practice. These new types of relationships lead to new forms of trainer teachers' organization and result in the dialogue between the undergraduate courses and the early childhood basic school.

O artigo aborda a formação de professores para a educação básica em comunidades de prática, com o objetivo de examinar as contribuições dessas comunidades realizadas em estágio não obrigatório para o aprendizado da docência. Os aportes metodológicos propostos na Teoria Social da Aprendizagem de Wenger (1998) orientam o estudo. A metodologia da pesquisa, de abordagem qualitativa, considera estudo realizado com estudantes de cursos de licenciaturas em uma escola de educação básica. Os dados foram obtidos por meio de registro das reuniões e por relatos dos participantes. Os resultados indicam que a comunidade de prática favorece o aprendizado da docência quanto à organização do ensino e da aprendizagem, identificação de dificuldades de aprendizagem,investigação de procedimentos de atuação no processo de ensino e contribui na constituição da identidade docente.