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As representações sociais dos professores sobre corpo humano e suas repercussões no ensino de ciências naturais.
(Universidade Federal de São Carlos, 2004-03-10) Shimamoto, Delma Faria; Lima, Emília Freitas de
Les représentations sociales des professeurs sur le corps humain et ses répercussions dans l enseignement de Sciences Naturelles, constituent un étude dans la perspective moscovicienne. En reférence à une sorte de connaissance socialement élaborée et partagé, un sabor pratique qui dévoile des valeurs, croyances afectivités, symboles, certitudes et interprétations, sur un objet donné et qui a comme fonction première, orienter des communications et des conduites. Cette recherche propose accèder aux représentations sociales, des ces professerus-là, sur le corps humain mettant en rapport les contextes de leur formation, de leu contenu constitué et de l articulation avec la pratique pédagogique. 108 professeurs de Sciences Naturelles dans l enseignement publique du 1o cicle à Uberlândia ont été observés. Les donnés ont été obtnus à partir d association livre des mots, de triage hiérarchisés sucessives et interviews semi-structurés.Lés térmoignages recuellis ont été soumis à l analyse de contenu Bardin (1977), sous forme de statistique et a rendu possible la délimitation de classes sémantique. Le contenu des discours obtenus à partir des interviews a été classé en catégories et ont permis l accès critique au sens des comunications, son contenu expries ou implicite. Le corp humain y est compris sous le paradgme de la corporéité, que le considére comme um tout, indissociable, irréductible qui manifest toutes les possiblités de l homme dans son intégralité. Les analyses realisées ont pu constater que les représentations sociales sur le corps humain dans le groupe des professeurs ont été centrés autours d un noyau central qui met en valeur les éléments de nature biologique cependant, colorés des nuances périphériques d ordres sociales, culturelles, afectives, psichologiques. Au niveau individuel elles s organisent dans un noyau central qui met en relief des éléments de dimensions de mêmes caracteristiques, mélangés toutefois aux éléments d ordre biologique. Ces constations entraîntent la necessité de repenser l enseignement par rapport le corps humain, en classes de Sciences Naturelles. Il faut contempler le corps, pendant que expression de la nature humaine, dans unce perspective holistique, comme un grande système d interaction. Il faut que le professeur ait conscience et considére de façon plus critique ses propers représentations, pour que sés concepts ne soyent plus jamais présentés, comme si le corps humain fût fragmenté, morcelé, dissocié même du monde. Les représentations sociales et leus implications sur la pratique pédagogique ici recherchées, fournissent des subsides significatifs pour des changements precieux au jour à jour de l enseignant. Ce qui est souhaitable quand on désire promouvoir une meilleure qualité à apprentissage de Sciences Naturelles.
As possibilidades e os limites do trabalho do diretor em uma escola estadual do ensino médio
(Universidade Federal de São Carlos, 2004-03-10) Henriques, Franciane; Huet, Aparecida Barco Soler
The present study considers the possibilities and the limits of a school Principal s work in a daily routine of a state high school. By identifing the dificulties found by school Principal attemps to the abilities that should be improved to face them, once the school main objetive is the student s development as a person and his preparation to a qualified work as a citizen. A case study was undertaken in a state high school in a countryside town of São Paulo state. Among the Principal s work possibilities stand out the availability of teachers who are officially hired full time job in the school; the acess and the proximity the Region Educational Direction; the school area. The limits stand out the lack of the school historical contest valorization; the presence of bureaucratic structure, the relation with the system that imposes some determinations without considering peculiarities, the absence of a pedagogic proposal and the violence. The school Principal should improve abilities of working with a group participation, to assign tasks, to be creative, dynamic and able to searche for alternatives to the reality he works with; to think about his actions in order to achieve coherence between practice and theory.
Aprendizagem da docência no curso de magistério: construindo um processo
(Universidade Federal de São Carlos, 2004-03-10) Andreossi, Viviane Beatriz Fernandes; Lima, Emília Freitas de
This study is inserted in the ambit of the researches that investigate the discussion and comprehension of the process of teaching professional learning. It has how a reference the qualitative approaches of investigation and intends to answer this question: How is defined the learning of teaching in a Professorship course medium level through experiences lived in the Supervised Training ship and Teaching Practice? In order to realize this it was used a study of case, for what it was selected under determined criteria, a third grade professorship course student from the Centro Específico de Formação e Aperfeiçoamento do Magistério CEFAM Deputado Miguel Petrilli, located in the city of São Carlos, SP. The theoretical reference in what is based the research, defends the idea that the learning of teaching is a continued process. It still sustains the existence of the relationship between the actuation and the professor thought, between the acquired learning by living and the idiosyncratic teaching way. It sees in the reflection the possibility of interrelate the thinking and the acting. The inquiry had used information from: reports, semi-structured interviews, classes regency, classes observations. The collected data allow locating institutions, persons, and contexts that have contributed to constitute some of the teaching participant conceptions, the learning, and teaching itself. The information also reveal the learning resultant from the teaching practice, seeking to reflect about the relationships between thinking and acting. Finally, the possibilities and the limits of initiatory formation are discussed for the learning of teaching.
A construção social da imagem da Ordem dos Advogados do Brasil (OAB) na mídia e a consolidação do papel da dupla vocação: profissional e institucional.
(Universidade Federal de São Carlos, 2004-03-10) Martins, Rennê; Bonelli, Maria da Glória
Esquerda e Forças Armadas no Brasil do pós-guerra fria
(Universidade Federal de São Carlos, 2004-03-10) Paschoalino, Roselene Aparecida; Martins Filho, João Roberto
Deleuze: do pensamento trágico à nova imagem do pensamento em Nietzsche
(Universidade Federal de São Carlos, 2004-03-10) Sousa, Péricles Pereira de; Ferraz Júnior, Bento Prado de Almeida
This study aims at following Deleuzes s reflections about Nietzsche, assuming as the reading object the book Nietzsche and the Philosophy (1962). From the first pages, Deleuze asserts that Nietzsche is responsible for inscribing in the History of Philosophy a new image of thinking, consonant with a new image of the philosopher. Especially on the third chapter, this idea gains profundity, for Deleuze not only discovers in Nietzsche a project of critical nature but also turns it against Kant. In a few words, Deleuze believes to find in Nietzsche s Genealogy of Moral a sort of answer to the Critique of Pure Reason, since Kant did not manage to carry out his critical undertaking fully, for not having considered the problems in terms of values. Nietzsche is the major responsible for such feat. To Deleuze, the Kantian critique is just a caricature of the real critique. Although these are the most important ideas, Deleuze was followed as a whole, trying to keep the attention to the whole of his reflections in the most important chapters for this essay. In short, it is about a flight which starts with the tragic thinking and ends in the critique.
Resistência e rebeldia nas fazendas de café de São Carlos.
(Universidade Federal de São Carlos, 2004-03-10) Medeiros, Simone; Monsma, Karl Martin
Estudo morfológico de duas populações de Hoplias grupo malabaricus (Characiformes: Erytrinidae) procedentes da Bacia do Rio Grande, Estado de São Paulo
(Universidade Federal de São Carlos, 2004-03-10) Pacheco, Mariana Rodrigues; Garavello, Júlio César; https://lattes.cnpq.br/2778105126670170
In the present research, 116 specimens of Hoplias sp. (Erythrinidae: Characiformes) from Grande river basin, São Paulo state (Alto-Paraná basin) were morphologically analyzed. They are all representants of malabaricus group , which can be distinguished of lacerdae group mainly by the shape of dentary region, and the number of pores in each dentary. From each fish analyzed, it was obtained 24 meristic and 33 morphometric data. The osteological analysis was realized in four exemplars of Pardo river basin. In the studied sample, it was found two different species, and they are sympatric in the majority of localities. These results corroborate with cytogenetic studies, which demonstrated two different citotypes in Grande river basin. This way, a description was realized for the species, that in this work are named Hoplias sp. A and Hoplias sp. B. They can be distinguished one from another by a combination of characteristics, mainly the shape and the number of teeth in the accessory ectopterigoid and the proportions and distribution of infraorbitals. Morphological differentiation among them was analyzed by the principal component analysis, and the results indicate differences in body form.
A influência da postura corporal no movimento de alcance manual em lactentes de 4 meses de vida.
(Universidade Federal de São Carlos, 2004-03-10) Carvalho, Raquel de Paula; Tudella, Eloisa; https://lattes.cnpq.br/3207258034860219
The aim of this work was to investigate the influence of body posture during reaching movements in four healthy, four-month-old infants. Experimental conditions consisted of presenting two toys alternately, at the infant s midline and shoulder levels and midway between the infant s shoulder and wrist. After the reaching, the toy was taken away and given back again for a period of two minutes (for each toy) or until the infant reached for it a total of ten times. This procedure was repeated at the supine posture (0º), a reclined posture (45º) and a sitting posture (70º). We randomized this order these positions. The results were recorded on video and analyzed using the Dvideow system for the purpose of checking the kinematics of the angle of the shoulder (flexion/extension and abduction/aduction) and elbow flexion/extension). Also, we analyzed the rectitude index (the distance traveled by the hand during a reaching movement divided by the distance between the starting and the end points), time (in seconds) in each of the three positions, as well as the frequency of reaching unimanually and bimanually. The statistical method used for the rectitude index was t-Student test and for the frequency of reaching was the analysis of variance (ANOVA). From the results showed that there were differences between the frequency of reaching unimanually and bimanually (p-value=0,0341) in sitting posture. The frequency of reaching was more in sitting posture than in supine posture. In relation to the rectitude index, the test showed a significant difference between the supine and reclined postures (p-value=0,001) and the supine and sitting postures (p-value=0,001). The infants spent the same time reaching in the tree postures. When analyzing the angles, only two babies used the same movement pattern for the three positions. We concluded that, the age of 4 months, reaching does not follow a stable pattern, which can be modified by the position of the infant. Each infant has its own intrinsic dynamics and reacts in different ways to the environmental restrictions imposed by different body positions.