Sport coaches in Brazil have been recognized as professionals since the implementation of law 9696 in 1998. However, little is known about the impact of this law on the production of coaching science in this country. In an attempt to situate the sports coaching research produced in Brazil since then, the aim of the current study was to show an overview of Brazilian publications from 2000 to 2015. Eight journals were selected and a review was performed in 425 issues of the journals from 2000 to 2015. As a result, 82 published articles were analyzed. On average, five articles were published each year, with 81.7% of the articles published from 2009 to 2015. The findings illustrate that 37.7% of the articles were focused on coaches’ thinking and 29.5% on coaches’ behaviors, 48.7% used qualitative methods, while 40.3% used quantitative methods and 20.9% used mixed methods. Only two articles attempted to explore the impact of the 1998 legislation on the development of sport coaches in Brazil. In general, research on sport coaching in Brazil seems to be emerging on an international level, as there has been an increase in publications over the past seven years, especially in the lead-up to the Rio2016 Summer Olympic Games.

Using a learner-centered perspective underpinned by a constructivist view of learning, the aim of this research was to analyze the scientific articles published from 2009 to 2016 concerning sports coaches' perceptions on the teaching strategies experienced in coach education programs. The search for articles took place across six databases: PUBMED, SCOPUS, Web of Science, PyscNET, ERIC, and SPORTDiscus. Two peer-reviewed journals related to sports coaching that were not indexed in the aforementioned databases at the time of the review were also screened. A total of 1937 articles were initially found with 17 eventually deemed appropriate for incorporation into the review after applying the established exclusion criteria. Three themes related to interactive, reflective, and assessment activities were generated from an inductive thematic analysis conducted on the coaches' quotes extracted from the reviewed articles. In general, it was revealed that coaches mostly held positive perceptions of situations and experiences that positioned them at the center of the learning process through interaction and reflection. Suggestions are discussed to address coaches' negative perceptions on the assessment strategies experienced and to improve the integration of learner-centered approaches in coach education initiatives.

Resumo: O presente ensaio procurou caracterizar e discutir os contextos e situações de aprendizagem de treinadores esportivos, estabelecendo uma trajetória a partir de episódios significativos neste processo. A literatura específica indica que os treinadores têm valorizado diversas fontes de conhecimento, destacadamente as experiências de prática como atleta, a observação de seus pares, o compartilhamento de informações e a reflexão sobre sua prática. A aprendizagem profissional do treinador pode ser entendida como um processo de socialização esportiva que inicia na infância e se prolonga ao longo da vida, em que prepondera a participação do treinador em situações de aprendizagem em contexto informal.Abstract: This essay sought to characterize and discuss sport coaches' learning contexts and situations, establishing a trajectory after significant episodes in that process. Specific literature indicates that coaches have emphasized different sources of knowledge, notably practice experiences as athletes, observing their peers, sharing information, and reflecting on their practice. Coaches' professional learning can be understood as a process of sports socialization that begins in childhood and continues throughout life, where their participation focuses on learning situations in informal contexts.Resumen: Este ensayo intenta caracterizar y discutir los contextos y situaciones de aprendizaje de entrenadores deportivos, estableciendo una trayectoria a partir de episodios significativos en este proceso. La literatura específica indica que los entrenadores han valorado diversas fuentes de conocimiento, en particular las experiencias prácticas como atleta, la observación de sus pares, el intercambio de información y la reflexión sobre su práctica. El aprendizaje profesional del entrenador puede ser entendido como un proceso de socialización deportiva que empieza en la infancia y sigue durante toda la vida, en el que predomina la participación del entrenador en situaciones de aprendizaje en un contexto informal.

Este estudo descritivo-interpretativo buscou investigar as percepções de estudantes universitários de Educação Física acerca do Estágio Curricular Supervisionado em treinamento esportivo. Entrevistaram-se nove estudantes de uma universidade pública brasileira regularmente matriculados no estágio em treinamento esportivo, e os dados foram analisados por meio da técnica de Análise do Conteúdo. Os resultados indicaram que a atividade desenvolvida pelos estudantes foi, predominantemente, auxiliar seu supervisor de estágio. Os estudantes avaliaram positivamente o desenvolvimento em ambiente de estágio de conhecimentos adquiridos em disciplinas na universidade e o compartilhamento de experiências, enquanto a ausência de disciplinas que abrangem práticas pedagógicas na área do esporte e falta de acolhimento por determinados locais foram avaliadas negativamente. Os estudantes indicaram, para a melhoria do estágio, a oferta diversificada de áreas para a realização desta atividade, assim como a relação mais próxima da universidade e dos professores orientadores com os locais de estágio e com seus profissionais.

The paper presents basic concepts on nanotechnology and the use of this in an oil and gas research and development (R&D) center, the Research and Development Center Leopoldo Américo Miguez de Mello of Petrobras (CENPES). The aim of this paper is to present a proposal of an observatory of trends in the area of nanotechnology at CENPES, to generate information, such as the state of the art technologies, technological trajectories, movements of competitors and partners, and aspects relating to regulations and incentives for decision making in the technology management process. The model consists of five steps that should occur in a continuous cycle: literature review, expert consultation, analysis of opportunities and threats, timelines or roadmaps, and monitoring. In conclusion, the proposed observatory includes a set of topics (variables), sources, techniques of competitive technical intelligence and technological foresight, systematized in order to support decision making in technology management.