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Padrão e ritmo de aquisição das habilidades motoras de lactentes nascidos pré-termo saudáveis
(Universidade Federal de São Carlos, 2009-12-14) Raniero, Elaine Pereira; Tudella, Eloisa; https://lattes.cnpq.br/3207258034860219; https://lattes.cnpq.br/7583295106199186
This research aimed to point out and identify the pattern and the rhythm of motor development of a group of healthy Brazilian preterm infants during de first year of corrected age, as well as, to compare these aspects through a healthy Brazilian infant group borned fullterm and with normative data of the instruments used through the Test Infant Motor Performance TIMP and the Alberta Infant Motor Scale AIMS. In this way, two studies were elaborated: in the first study, twelve preterm infants participated, (MD=33,6 GA , ± 1,25) and ten fullterm infants (MD=39,1 GA , ± 0,73). This infants was assessed with the TIMP once a month (0 - 4), in their home environments. The motor performance increased in both groups, verifying the variability in the total scores in all the ages. The preterm group showed rhythm of motor acquisition higher from 0 to 1 than 3 to 4 months (p= 0,016). Based on the results, it was possible to conclude that the healthy preterm infants, with gestational age bigger than 32 weeks, showed a pattern of acquisition of the motor skills similar to the typical infants when related to the sequence, but with an own rhythm of acquisition, which is possible to consider like a variation at the spectrum of normality. At the second study, thirteen preterm infants participated, (MD=33,5 GA weeks, ± 1,33) and fifteen fullterm infants (MD=39,1 GA weeks, ± 0,65). This infants was assessed with the TIMP at 0 4 months and with the AIMS at 6, 9 and 12 months of age, in their home environments. The preterm group showed a superior intermediate score compared to the fullterm group from 6 (p=0,03) to 12 (p=0,006) months. It was evidenced, at the first four months, that there was a higher acquisition through the interval from 2 to 3 months related to the others intervals (1-2 and 2-3 p=0,05; 2-3 and 3-4 p=0,01). At the second semester, the interval from 6 to 9 months showed a bigger acquisition in both groups (preterm, p= 0, 001 and fullterm, p=0,03). Both of them showed inferior performance contrasted to the amounts established by the TIMP at the first month (preterm, p < 0,008 and fullterm, p < 0,001) and only the fullterm group at the second month (p = 0,005). Related to the second semester, the preterm group presented superior amounts compared to the amount of 50% at the AIMS during all the months, meanwhile, only at the 12 month this difference was significant (p= 0,003). The results showed peculiar characteristics related to the rhythm of motor skills acquisition during the first year of corrected age, and the motor development quality, showed at the third month, can be used like an indication to future deficit motors. It is suggested that the interventions should be initiated as soon as possible, in a way that makes possible to benefit from those observed moments a higher predisposition to the acquisition of motor skills (from 2 to 3 and form 6 to 9 months).
Exame Nacional do Ensino Médio (ENEM) : articulações entre a educação Ciência, Tecnologia e Sociedade (CTS) e as propostas educacionais nacionais para o ensino de química
(Universidade Federal de São Carlos, 2009-12-14) Mascio, Carlos César; Zuin, Vânia Gomes; https://lattes.cnpq.br/5265150425993880; https://lattes.cnpq.br/7447822274825792
The main objective of this study was to investigate the content and structure of Chemistry questions from National High School Exam (ENEM) from 2004 to 2007, seeking to identify if they whether approach or deviate from Science, Technology and Society (STS) curriculum perspective of science education, and the possible relation of competencies and skills required in ENEM s Chemistry questions with the national curriculum proposals. In addition, we sought to examine if ENEM s questions satisfactorily measures skills and competencies needed to promote scientific literacy, according to the STS perspective, at the end of Basic Education. Method was based on documentary analysis of ENEM s questions and technical reports between 2004 and 2007, and through discursive textual analysis of interest material categories have been defined and allowed to infer considering STS focus and official national documents of Chemistry education/teaching similarities and differences proposed and occurred of what would be necessary to learn and how that learned knowledge would be evaluated by the exam at the end of Basic Education. It was observed that theories of ENEM of studied official documents and of STS s assumptions for education have much in common; however, when ENEM puts into practice the exam and the selection of questions to evaluation, there is a discrepancy between what was proposed and what occurred. Overall, it was noted that the skills assessed on most questions are not fully used, that is, what is evaluated is only part of the skill disposed in the question. The problem is not related to, therefore, not to make known or exist a STS relation in the questions, but to the cognitive complexity placed on the theory that in practice is not the case. What we see is a superficial check and, therefore, cognitively speaking, partial of the skill that the question is proposed to evaluate.
Uma estrutura conceitual para a aplicação do postponement : estudo multicaso em empresas da indústria de alimentos
(Universidade Federal de São Carlos, 2009-12-14) Ferreira, Karine Araújo; Alcântara, Rosane Lúcia Chicarelli; https://lattes.cnpq.br/7007815940337701
The postponement strategy is more and more used by companies with the increasing complexity and variety of products, currently required by the market. In essence, the postponement is used to delay as much as possible the final configuration and/or movement of products and services, until the demand known. In recent years, this subject has attracted attention of scholars and executives in the several countries. Despite the increasing attention to the subject, little is known about is implementation, especially in the Brazilian food industry. Thus, this research attempt to investigate the adoption of the postponement strategy in companies of this sector. The literature review has covered the last 59 years of study on the subject, which resulted in the development of a general conceptual framework for implementing the postponement strategy. In the order to adopt this structure to the food industry, were developed six exploratory case studies in orange juice and fruits processing companies, and tree of them that have a main activity processing of orange juice and other three, the production of tomatoes. In addition to further discussion on the issue and verification of its application in food companies, this works presents two main contributions. The first is to present a general conceptual framework for implementation of postponement, which can and should be suitable for different industry sectors. The second is the adequacy of this conceptual framework for using in food companies, specifically orange juice and fruits processing companies, and the presentation of information that provide subsidies for adoption, consolidation and evaluation of postponement in the companies.
Formação de professores em serviço ou controle? Problematização a partir da bibliografia dos Projetos Especiais de Ação (PEA) desenvolvidos entre 1993 e 2007 numa escola de ensino fundamental da rede educacional da cidade de São Paulo
(Universidade Federal de São Carlos, 2009-12-14) Fornazari, Glaucia; Nosella, Paolo; https://lattes.cnpq.br/7159165045266256; https://lattes.cnpq.br/2299809170915734
This bibliographical and documental research object circunscribes itself to the formation of teachers on duty field, more specificly the one developed in study groups at school. The importance of this subject matter is not recent, due its narrow link between the political reforms and the education of the population. From the sixties on, the Brazilian teachers began to live closer to the idea of permanent education, spread by the International Organization, when the Agreement MEC-USAID was established which obliged the adequacy from our educational politics to the American molds. More recently, our formation politics have followed instructions from UNESCO, organ kept by the Worldwide Bank. Being convinced that it is only possible to search for freedom through knowledge, according to Lukács, it searched to problematize the possibilities of the control of the formation of teachers on duty from themselves beginning from Special Action Projects (Projetos Especiais de Ação - PEAs) developed in a school from the educational net from São Paulo between 1993 and 2007. Aiming to achieve this goal, systematized the evolution of UNESCO s proposal about permanent formation of teachers, the historical records of the formation of teachers on duty in Brazil, the policy of the formation of teachers from Secretaria Municipal de Educação de São Paulo, the origins of PEA and the evolution of the official determinations obout these. Next, it came the problematization of the participation of the teachers in the definition of the PEAs bibliography proposed in the period. In the research project were admitted the hypotheses: a) throughout the last 40 years, it has bee incited the mechanisms of control of the formation of teachers at public school through PEA; b) these mechanisms elements would be associated to impositions of the international capital; c) the gradual rising of the popular call for the education business could make the management of the formation of teachers easier or harder by themselves. The result of the study confirmed these hypotheses and showed the need of deepness of countless unexplored matters in the formation of teachers on duty universe.