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Potencialidades e dilemas da participação de agricultores familiares em uma metodologia de experimentação participativa para o desenvolvimento rural sustentável: um estudo de caso
(Universidade Federal de São Carlos, 2009-09-18) Guyot, Marina Souza Dias; Borges, Janice Rodrigues Placeres; https://lattes.cnpq.br/2373278362705384; https://lattes.cnpq.br/1717373612505158
In order to surpass the challenges of the Sustainable Agricultural Development initiatives where the popular participation is recognized as vital have been undertaken. However, the effectiveness of this participation varies and this changeability is related, among other factors, to the used methodologies. The objective of this research was to describe and to analyze the potentialities and quandaries of the participation of familiar farmers in the .Sustainable Agricultural Development. The participatory experimentation methodology applied is the one proposed by the project Experimentation in Agrossilviculture and Social Participation developed in the City of Joanópolis/SP. The research was carried through semi structured interviews with participant this project s farmers as well as through participant observation. The data have been systemized through re-readings, reductions and establishments of standards. Then, the data analysis was held on through the dialogue between the collected information and consulted bibliography. It was observed that the potentialities of the participation of familiar agriculturists in the Sustainable Agricultural Development are related to the search for better conditions of life. The identified quandaries allude to the lack of participation exercise both by the institutions that act with these farmers, as for themselves. It was identified that the methodology of participatory experimentation favors the participation of the family farmers in the Sustainable Agricultural Development, once it places them in the position of crucial agents of the process.
Consultoria colaborativa na escola : contribuições da Psicologia para inclusão escolar do aluno surdo
(Universidade Federal de São Carlos, 2009-09-18) Pereira, Veronica Aparecida; Mendes, Enicéia Gonçalves; https://lattes.cnpq.br/2745694553486611
This study aimed to investigate the psychological procedures in the school environment which may favor the inclusion with the aid of the collaborative consultation. A total of six teachers from regular classes of the first initial years of the Elementary School, 3 of them were hired from the school and 3 were substituting. The teachers authorized the observation of their classes twice a month and also authorized the consultation procedures every other week. There were deaf students in the three classrooms, a total of six students (G1). The consultant asked the teachers to indicate other six students who presented socially accepted behavior (G2) and other six students who presented some behavioral problems (G3); all of them were identified by the employment of two behavioral scales, answered by the teachers. In order to evaluate the school performance, the hearing students and the deaf ones took part in a school performance test. Both, the behavioral scales and the school performance test were reemployed at the end of the school year. From May to December 2006, the consultant realized every 15 days, systematic observation of the classes, in the three classrooms, making observations on the diary. The registered content was discussed on the following week with each teacher, for evaluation and practices planning. At the end of the process, the consulting activity was evaluated as a possibility of baseline, either for the consultant as for the teachers in charge. The behavioral scales enabled the discrimination of socially accepted behavior and orientation for behavioral procedures which have contributed for the enhancement of opportunities. The evaluation of the scholar performance presented a correlation between behavioral problems and learning difficulties, besides indicating that actual procedures have contributed for teaching math to deaf students, but it was not assured yet, at least in that school, the alphabetization, which is an essential requirement for accessibility to the academic knowledge.