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Análise biliométrica da produção científica docente do Programa de Pós-Graduação em Educação Especial da UFSCar: 1998-2003.
(Universidade Federal de São Carlos, 2004-12-20) Silva, Márcia Regina da; Hayashi, Maria Cristina Piumbato Innocentini
This study it has as main to carry through a bibliometric analysis of the scientific production of the professors of the PPGEEs/UFSCar. This research, that can be fit in the area of studies on the scientific production, consists in a contribution of the area of Information Science for the area of Special Education, which is not only considers to analyze the scientific production, as also in rescuing the performance of this Program of Master Degree as institution that it is dedicated to education and research in the area of Special Education. The universe of the research was composed by 22 professors whose had been involved in the Program from 1998 until 2003. Available the Lattes Resume in the Lattes Platform of CNPQ, was utilized as source of research for recovery of the scientific production associate to each professor. The information contained in the Bibliographical Production of the Lattes Platform had been raised. To leave of this publication survey, it was opted to analyzing articles published in journals, a time that this type of publication more contains brought up to date information on the different research. The obtained results had been analyzed utilizing tools automatized for treatment and bibliometric analysis and had indicated the following aspects with relation to the scientific article publication of the researchers: The published scientific articles represent 7,6% of the total of scientific production in the studied period; between 1998 and 2003 it had a growth of 9,1% of scientific article publications; publication partnership of the professors of the PPGEEs with the other integrant ones of the Program, with professors of the same Line of Research, with professors of different Lines of Research and with external authors to the PPGEEs exists; the majority of publications is carried through in partnership between 2 or more authors; thematic the most boarded one in published articles was "Social Ability"; in journals the Southeastern region the biggest number of in which articles meets had been published; publication partnership exists with authors of the exterior, what it demonstrates the internationalization of the PPGEEs; the majority of scientific articles had been classified in the area of nowledge "Special Education "and in the sector of activity" Education ". Although we know that the Program of Special Education is fit in the area of Sciences Human beings, more specifically in the area of Education, we must always remember that one is about an area to multidiscipline that possess borders with other areas of the knowledge, what it can be observed with the results gotten in this research. The group of professors studied loads obtains its area of formation or research, from there the explanation for the found oscillations, as much of the individual productivity, as in the journals ones chosen for the publication or thematic studied.
Avaliação das possibilidades do ensino colaborativo no processo de inclusão escolar do aluno com deficiência mental.
(Universidade Federal de São Carlos, 2004-12-20) Capellini, Vera Lúcia Messias Fialho; Mendes, Enicéia Gonçalves
Every day the school faces the challenge of teaching with quality all the students but without having a lot of success in working with the diversity because of the verified absence of a serious and effective politics of inclusive education in most of the school systems. In the students with special education needs case, the access to a common class in regular schools has being minimum and there are several no solved questions on how the philosophical beginning of school inclusion could happen in practice, not only promoting the socialization but also those students' school income. An alternative thoroughly emphasized has been the need of teachers' qualification who have already been working with those students in their groups. And the scientific literature of more experienced countries in practices of school inclusion has being choosed the collaborative work in the school context as a strategy in ascension, that has shown effectiveness to solve several problems related to the process of teaching and learning and to promote the educators' personal and professional development. The objective of this study consisted in verifying the implications of one way of collaborative work in the school that would be denominated "collaborative teaching" which involves the establishment of a partnership basically among teachers of regular and special teaching. The study was driven at two common schools of elementary teaching, and more directly in four groups from 1st to 4th grades where six students with mental deficiency were inserted. Before and after the intervention, academic and social acting measures of all the students of the four groups were collected. The intervention based in the collaborative teaching involved the establishment of a partnership with the teacher of the special teaching systematic support inside the common class together with the teacher of the regular teaching, in some days of the week and activities planned extra-class, reflection on the practice, meetings with relatives, meetings with the school group and driven studies. The intervention in each group lasted from one semester to one year, and the study had total duration of two years, evolving the attendance in the four groups. After the intervention stage measures of social validity based on the teachers' and families´ opinions on the teaching collaborative were collected. The intervention based on collaborative teach involved a partnership determined by the sistematic support of the special education teacher inside the usual classroom, with the regular education teacher, in some days of the week, besides the extra-class activities with planning, reflexion about the practice, meetings with the student´s families, meetings with the coletive of school and conducted study. The intervention in each group, last since six months to one year, and all the study lasted two years including the four groups attendance. After the intervention stage, social information were colected based on teacher´s and families´s statement about collaborative teaching. The results indicate that all the six students had evoluted in the acting even academic or in socialization, although considerable discrepancy is observed in comparison with the average yield of the group. For all of the teachers the teaching collaborative made possible personal and professional development but some difficulties appeared mainly in the united activities in the classroom atmosphere. The relatives considered that their children had improvements and they felt safer for the fact of having two teachers in the room. The study also indicated that the collaborative teaching was evaluated as an effective strategy of the teachers' personal and professional development involved in practices that seek the school inclusion. As implications of the study, we discuss about the need of changes in the culture of initial and continuous formation of common and special education teachers to prepare them to really act in collaboration. It is still discussed the new role of the special education teacher to act priory as support centered in the common class and not just in services that involve the students' retreat with special education needs of the group or exclusively in segregated services.
Análise epistemológica das dissertações e teses defendidas no Programa de Pós-Graduação em Educação Especial da UFSCar: 1981-2002.
(Universidade Federal de São Carlos, 2004-12-20) Silva, Régis Henrique dos Reis; Mendes, Enicéia Gonçalves
This study has as an object of analysis the dissertations and thesis developed in the Post Graduation Program in Special Education of the Universidade Federal de São Carlos (PPGEEs/UFSCar), from 1981 to 2002. Its general aim is to analyse, from the methodological approaches, the epistemological implications of the dissertations and thesis produced, considering their inter-relations with the social-political and economical factors. In this perspective, we tried to explicit how these factors stablish contact with the dissertations and thesis presented in PPGEEs/UFSCar. This theoretical-methodological procedure implied in the search of dynamic articulation of internal analyses (logical- gnoseological and methodological) and external (historical-social), of the investigated production. In the 27 analysed documents, 88,9% of them adopted the empirical-analytical approach, which were predominant in all the four phases of curricular organization of the Program. The phenomenological-hermeneutical researches represented 11,1% of the sample. Meanwhile, the critical-dialectical approach was not adopted in any of the analysed studies. We noted that, in spite of some variations, commom epistemological assumptions are presented in the criteria of cientificity which are the basis of the researches, in the manners they relate subject and object in the cognitive process of knowledge, and in the conceptions of casuality, science, human being, history, reality, education/special education and deficiency, according to the methodological approach which guide them. We verify that in the empirical-analytical researches, the dominant understanding of science is related to the principles of quantification and mathematization of the phenomena. Based in the statistical parameters, in the search for objectivity of the knowledge, in the distance from the researcher to the object of study, among other characteristics that point to a view of science centred to the positivist vertent. In the other hand, for the phenomenological-hermeneutical researches, the science consists in the comprehension of phenomena, from the collected data in many manifestations, in the elucidation of unclear mechanisms, of implications, of contexts in which these phenomena are based. The researches of this group do not trust in the immediate percpetion of object that only promote the appearence. However, from that perception and through the interpretation, the essence of the phenomena is discovered. The phenomenological-hermeneutical researches have as their main criteria of scientific validation, the interpretative reflection of the researcher supported by the intersubjective consensus (philosophical principles of phenomology-hermeneutic). Considering the articulations between the logical and the historical, we verifiy the predominance of empirical-analytical approach in the analysed documents and it is related to social-political and economical factors, specially, to the Post graduation implanted in the country, as well, with the internal characteristics of PPGEEs/UFSCar, mainly, by the epistemological matrix predominant in the Departament of Psychology, responsible for the orientation of activities which are developed by the Program. From the concrete possibilities of changes in the structure and in the internal relations of the PPGEEs/UFSCar, as well as the relevance and the social commitment that it performs in relation to the qualitative progress of the produced knowledge in the Brazilian Special Education, it suggested that the ways for the formation of researcher about the theoretical, philosophical and epistemological of scientific research would be amplied and diversified. That has the objective of supplying elements so that the knowledge produced in the Special Education, may be understood in a wider way, and mainly, contribute for the superation of numerous problems existents in the reality of people with special educational needs.
Efeito da calcinação da magnésia precipitada sobre o processamento de cimentos de fosfato de magnésio
(Universidade Federal de São Carlos, 2004-12-20) Paula, Gustavo Rocha de; Morelli, Márcio Raymundo; https://lattes.cnpq.br/0172837599844991
It is great the interest for materials synthesized at room temperature because they represent an alternative for the current problems of energy. The class of magnesia phosphate cements belongs to this group, being mouldable ceramics that combine low density and good mechanical strength in a short period of time. The main disadvantage of these materials resides in their cost, even high if compared to Portland cement. The calcination stage of the magnesium oxide (MgO), necessary due to the high reactivity of that oxide with phosphates, is especially costly, besides the need of the addition of retardants to increase the setting time of these cements. The present work aimed to study forms of increasing the setting time of these cements and to evaluate alternatives to decrease the calcination temperature of MgO powders. Techniques such as X ray diffraction, infrared spectroscopy, scanning electronic microscopy, Hg porosimetry, He picnometry, and analyses of particle size distribution, specific surface area, apparent density and compression strength were used for the characterization of the calcined MgO powders and the cements. In a scientific-technological point of view, the main contribution of this work was the use of both liquid phase former additives and the microwave radiation for the calcination of MgO. In these conditions powders with appropriate particle size distributions and low specific surface areas were produced, which led to cements with longer reaction time and high mechanical strength. The microwave assisted calcination of MgO powders at 900 oC, with microwave absorbing raw materials, resulted in cements with superior properties when compared to those ones produced with powders calcined in conventional furnaces at 1100 oC. Another advantage was a heating rate five times faster and the temperature dwell four times shorter than those ones used in conventional firing. Such facts demonstrate the promising use of additives and the microwave firing to decrease the temperature of calcination of MgO and optimize the properties of magnesia phosphate cements.
Estudo dos efeitos do laser de baixa intensidade na angiogênese em ruptura parcial do tendão calcâneo de ratos
(Universidade Federal de São Carlos, 2004-12-20) Salate, Ana Claudia Bonome; Parizotto, Nivaldo Antonio; https://lattes.cnpq.br/5527703735628408
The purpose of this study was to analyze the 660 nm GaAlAs laser effect with 10 mW and 40 mW, during 10 seconds, on angiogenesis process and repair quality after partial lesion of Achilles tendon in rats. It was used 104 male rats, that 96 rats had been submitted to lesion by a falling of 186 g from a height of 20 cm, above the right tendon. These rats had been randomly divided in 3 groups, treated in 3 (n = 32), 5 (n = 32) and 7 (n = 32) days, respectively. Each of these groups was divided again into 4 subgroups, which were submitted to laser with mean output of 10 mW (n = 8) and 40 mW (n = 8), a sham treatment (n = 8), and a group with no treatment (n = 8). The analyzes were made by vessels count that have been previous prepared with nanquim ink and by a semiqualitative analyze of polynuclear cells presence, mononuclear cells presence, collagen organization and neovascularization. A fourth group with 8 animals was established as control, without lesion and used as reference for qualitative analyze. The comparison of the groups made evident that the animals submitted to laser showed more vessels number than the control groups (p<0,05) and the 40 mW subgroup showed better vascularization than the others after 3 days of irradiation. (p<0,01). The semiqualitative analyze showed statistical difference (p<0,05) when considering collagen organization and neovascularization in the comparison between the 10 mW, 40 mW and control. Qualitatively, the groups treated with laser showed better repair aspect. The results permit us to conclude that Low Level Laser Therapy with 660 nm promoted an increase of the blood vessels number and better repair quality and the mean output of 40 mW had begun the neovascularization precocious, showing significant difference after 3 days of application.