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Grupos Interativos: uma proposta educativa
(Universidade Federal de São Carlos, 2010-02-24) Rodrigues, Eglen Sílvia Pípi; Mello, Roseli Rodrigues de; https://lattes.cnpq.br/3996413567500385
The research presented here sought to investigate a proposed educational differentiated teaching and learning called Group Interactive that exists in schools that are Learning Communities. The Interactive Group is a transformation of the class, where small heterogeneous groups, under the criteria of income, ethnicity, gender, etc. are formed. The choice of this topic is justified by the fact that we consider Interactive Groups a possible alternative way that allows students to improve school social live and also accelerate their learning. Through this practice is to realize the dialogic learning, because it is the result of different interactions that produce equal dialogue, a dialogue of equals, whose intention is reached by the consensus on the basis of claims to validity. The increase of interactions in the classroom benefits both learning and solidarity among the students, enabling them to overcome the condition of school failure. The objectives were proposed to respond how to the processes of interaction afforded by Interactive Groups occur and how they contribute to the learning of different people participating in this practice. These objectives sought to analyze the interaction processes existing in Interactive Groups, from the perspective of people involved (teachers, students, volunteers); verify the potential for interaction and dialogue between the different educational agents, aiming at maximum learning for all students; identify and analyze the learning acquired by those involved through interactive processes in this educational practice. For the development of this research two classes of grades of education of a local public school in São Carlos / SP Interactive Groups that performed weekly were accompanied. The methodology used for this research was the critical communicative research. The techniques used for data collection were communicative observations; communicative life narratives and communicative group discussions. As regards the theoretical and methodological framework, the main authors and concepts used in the analysis were: the concept of Interaction from Vygotski, Dialogical Learning from Flecha (CREA), Dialogue from Freire, and the concept of mediated activity from Leontiev. This research shows that the practice of inter-group is a tool to strengthen and accelerate the learning of children. This research provided to the Buriti Valley Learning Community an analysis of the importance of ensuring the participation of different people (cultures, ethnicities, social classes, religions, etc..) in the learning process of elementary school. The participation and interaction of the volunteers in the classroom ensures the dialogue in multicultural school, enhances values such as solidarity, facilitates and accelerates the instrumental learning of all students. The format of the dynamics provides more people within the classroom to support the work of the teacher, by increasing and improving the interactions, contributing with the increasing the opportunities for the students to learn.
Estratégia de produção em cadeia de suprimentos : estudos de caso em pequenas empresas da construção civil
(Universidade Federal de São Carlos, 2010-02-24) Zacharias, Luciana de Deus; Alves Filho, Alceu Gomes; https://lattes.cnpq.br/7885557554922569; https://lattes.cnpq.br/6195681040110356
Many companies from many different business sectors are beginning to implement the developments stemming from the area of supply chain management to gain competitiveness in the market. In order to contribute to the growing understanding of production management in companies that are part of supply chains, this paper aims to identify and analyze production strategies adopted by three companies in the construction industry, located in the city of São Carlos/SP and assess to what extent these production strategies identified condition and are conditioned by structural and relational characteristics of supply chains in which they operate. This is on the propositions that (1) the production strategy influences the structure and relationships of the supply chain and that, in turn, (2) the supply chain affects the production strategies adopted. Thus, using the theoretical literature on manufacturing strategy and the supply chain management were prepared scripts for conducting interviews in three companies in the construction industry selected, seeking to address issues related to the objectives and proposals mentioned. In some of the questions asked to the respondents consider specific constructions to make the information on important aspects are more easily understood. The case studies reinforce the propositions formulated: small businesses in the construction industry fell into well-established infrastructure of suppliers and have limited bargaining power to influence the behavior of its suppliers. But, depending primarily niche markets they choose, seek to define strategies to produce consistent, selecting suppliers and establishing relationships with them to meet their specific competitive priorities of production.
Passado presente : anarquismo e construtivismo na educação brasileira
(Universidade Federal de São Carlos, 2010-02-24) Marconi, Juliana Guedes dos Santos; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/1211465586013614
The present research aims at reflecting about the contemporary educational anarchist methodology from the analysis of that one in relation to the educational constructivist theories. The emphasis of this work is on methodology since the purpose is not comparing or making approaches among the educational movements uttered or defended by anarchists or any other recent educational movements. In fact, besides the historical context, the political-ideological differences that constitute anarchist and constructivist concepts are evident. Thus, firstly, it was done an explanation regarding the anarchist movement and its aspects with emphasis to that dipped into the idealism that gave rise to the educational theories anarchists worked in this text. Then was discussed the main theoretical guidelines of anarchist education and, as an example of activity in the foreign context, La Escuela Moderna, Barcelonean institution created and managed by Francisco Ferrer y Guardia in the transition from the nineteenth to the twentieth century and, in the Brazilian context, the Escolas Modernas n.1 and n.2, the homonymous Barcelonean institution that were created in São Paulo. About the three institutions, the historical context, the main guidelines and them process of opening and closing, were mentioned. Thirdly, the theories of both, New School Movement and constructivism (established in the end of the twentieth century and based on the New School Movement) were analyzed. Fourthly, approaches between the methodologies developed not only by anarchist but also by constructivist initiatives were verified without forgetting the political-ideological differences, the contemporary educational anarchist methodology was analyzed. Finally, was possible to reflect on an educational theory that, although it is utopian and apprehensive, shows to be implicitly employed in educational environment. Besides, it was possible to reflect about issues as the recent detriment of teachers role and their performance and also the double possibility of employing methodologies adapted according to the political-ideological bases of each educational conception.
Celso Furtado e o plano trienal - a teoria do subdesenvolvimento e as reformas de base
(Universidade Federal de São Carlos, 2010-02-24) Cabral, Fabio Luis; Cepêda, Vera Alves; https://lattes.cnpq.br/4917331423373631; https://lattes.cnpq.br/4175318275573855
This study aimed to highlight the interest in the analysis of the Plano Trienal´s proposals, elaborated by Celso Furtado while Plan Minister of João Goulart´s government. The plan is understood in this study as a result of the underdevelopment theory elaborated by Celso Furtado in his seminal work between the decades of 1950 and 1960, like a Economia Brasileira (1954), Perspectiva da Economia Brasileira (1958) A Pré-Revolução Brasileira (1962) and Dialética do Desenvolvimento (1964), and of his proposal of a development model guided on social justice and democracy defense. The Base Reforms would be, this way, as an adjustment of the past (anachronistic structures, economic or political, that stop the pass to development in the period) as a proposal to the future, to mold the characteristics of a society and economy out of the structural limits of the underdevelopment.
Objetos de aprendizagem em contextos inclusivos: subsídios para a formação de professores
(Universidade Federal de São Carlos, 2010-02-24) Bardy, Lívia Raposo; Hayashi, Maria Cristina Piumbato Innocentini; https://lattes.cnpq.br/8293664574553009
This study linked the line "The scientific and human resources training in Special Education" aims to contribute to the process of inclusion, as well as the process of training teachers to work with students who have SEN. To that end, seeks to know what are the main indicators for the use of learning objects, specifically, find out if they are relevant tools to improve the process of teaching and learning of disciplinary content, with a view to Quality Education for All. The use of Information and Communication open up new perspectives for distance education supported in virtual environments accessed via the Internet, as is the case of LO. The LO are aids in the teaching and learning of disciplinary concepts. The research focus has been placed on the experiences of students, tutors and trainers from a distance learning course on Assistive Technologies of the Department of Special Education MEC for teachers working in public networks throughout the country. For the research objectives were achieved an analysis of the current spot was performed using the records of activities in the Virtual Learning Environment and the reports of the five participating classes delivered to the course coordinator taking as a basis for analysis, bibliographic studies on LO and learning for students with disabilities and Continuing Education of Teachers Distance. For the analysis were made, three categories were constructed from published studies of the areas outlined above. These categories of analysis relate to: Interactive / Feedback, Applicability of Content / Context and new learning. The results showed that in relation to the learning of disciplinary concepts could see through the studies in the literature of education, and also from the experience of participants in this study that LO may rather promote the learning of disciplinary concepts. Moreover, it was revealed that the LO contribute as tools to support teaching and student learning and as a result of Educational Inclusion of people with special needs. Regarding the process of teacher training in distance mode found in this study that this idea that pre-trial is not stated here since it was possible to see this study that the continuing training of teachers, environmental data source research, has provided the participating teachers - to get closer to the technological world and the possibility of inserting it in action in the classroom context (professional practice) - theoretical and practical, - realize the value of all students, including the disabled; - innovations in teaching strategies; - reflection in action. Essential characteristics for a solid and efficient can be achieved.
Produção textual: o que dizem e escrevem educandos do 3ª ano sobre o gênero fábula
(Universidade Federal de São Carlos, 2010-02-24) Cunha, Alessandra Marques da; Reyes, Cláudia Raimundo; https://lattes.cnpq.br/9382130022328777
The present research aimed at verifying and analyzing what 9-year-old pupils from the third year of primary school used to write and say about writing production and fables, as well as the knowledge they claimed and demonstrated to have learned on writing and orality through mediations and dialogues between the educator, the pupils and the researcher. Concepts such as language, orality, reading, writing, genre, project and didactic sequence served as guidance to the research and were evidenced within a socio-historical approach based on the studies and works by Bakhtin, Vygotsky and their developments glimpsed in the current researches in the education and language fields, especially represented in the works by the Genebra Group researchers (Dolz, Schneuwly, Pasquier and Bronckart). The methodology used was the dialogic-collaborative one, since we understand that such a proposal was the best way of carrying out a study in which the participants are able to work in exchange conditions, in addition to allowing the introduction of a culture moved by common goals of transforming the school daily routine through dialogue. The data, which served as reference to our considerations, were collected during the attendance to a 60-hour course offered by the Federal University of São Carlos and aimed at first-to-fourth-year primary educators of a Municipal School. Such a course intended to provoke reflections based on readings, discussions, analyses of textual productions and work situations in the classroom with the textual production theme along with the pupils. The data obtained through this study indicated that, in the first stage of data collection, the pupils concerns focused primarily on aspects related to the writing acquisition system, which was evidenced by, for instance, their effort to getting to know the letters, the order of the letters, the correct spelling, among others, rather than on aspects related to textual production. Even though rewriting presented elements which contemplated characteristics of the fables (genre adopted in our research as the axle to the considerations), such characteristics did not appear in the pupils speeches, which therefore did not allow comparison criteria. It was observed that, in the first stage of data collection, they used to do their classroom tasks without asking the whys, consequently generating an activity more directed to filling in time rather than constructing knowledge. However, after the mediations provided by the research between educator - pupils, pupils - pupils and pupils researcher, the data indicated that the teaching and learning situations based on dialogue strengthened the arguments and counter-arguments of the pupils, thus helping them to better elaborate and construct their thoughts and linguistically structure sentences. Turning the pupils into protagonists of their learning processes also made them co-responsible and aware of their knowledge acquisition process, because this way they had very clearly defined what they should know by the end of the didactic sequence. The collected data also signalized that the instruments and support material selected by the educator are also mediators of the pupils knowledge; therefore, the choices each educator makes also imply the pupils learning. By the end of the process, the pupils demonstrated acquisition of the characteristics of the genre fables, both orally and in writing, which proves that the work developed with textual production, focused on genre and organized based on didactic sequences, supported the pupils learning. We also noted that reading, retelling, rewriting and collective reviews should be stimulated and worked on since kindergarten in order to provide pupils with tools they can use to become competent readers and writers in the long run.
Reflexos da política nacional de inclusão escolar no Município-pólo de Vitória da Conquista/Bahia
(Universidade Federal de São Carlos, 2010-02-24) Lago, Danúsia Cardoso; Almeida, Maria Amélia; https://lattes.cnpq.br/0316944549621648; https://lattes.cnpq.br/3663597580064996
Municipal elementary schools receive most of the students from K 8th grade and the number of enrollments of students with special needs has increased nationwide as a result of the implementation of municipal policies for this area of education. Several studies about the inclusion of these students in municipal schools have been conducted with the purpose to evaluate the impact of the National Program for Inclusive Education: the right for diversity; evaluation of teacher training; understanding teachers concepts after the insertion of students with special needs in their classroom; and research on the general aspects related to the proposal of inclusion in the educational system. However, studies focusing on teachers concepts in relation to the proposal of inclusion, elaborated by the municipal office of education, are still insufficient to know the reality of more than a thousand Brazilians counties. Taking into consideration that the municipal board of education has the autonomy to elaborate such proposals whose implications are not yet thoroughly known the present study had the objective to analyze the inclusion in the context of a regional education network from the conceptions of teachers who have students with special needs in their classroom. The study was developed in the municipal school network of Vitória da Conquista, Bahia state (Brazil), more specifically in those schools with the largest number of students with special needs enrolled in regular classrooms. The methodological principle that guided this study was the qualitative approach. The research is descriptive in nature and data was collected in the field through questionnaires and semi-structured interviews. 30 municipal teachers who had students with special needs in their classrooms participated in the research. The interview script was evaluated by four judges and all interviews were recorded and later transcribed and submitted for content analysis. The results indicated hat even though the city of Vitória da Conquista is considered a regional educational center participating in the National Program of Inclusive Education since 2004, the increase in the number of enrollments of students with special needs is relatively recent; the results also show that most of these students have intellectual disability; teachers academic training is poor; the number of professionals qualified to offer services to students with special needs is small; also, lack of support to these teachers is pointed out as being one of the biggest obstacles to the realization of the inclusive education policies. It is expected that the positions and reflections of teacher participants can be seen as relevant sources for the City Board of Education - SMED, in the sense that the real educational needs of the network were found in these teacher reports. It is expected that the results bring new contributions to the process of school inclusion as well as a reflection on the pedagogical practices of the participating teachers regarding students with disabilities and that their conceptions can foster new guidelines that permeate the policies of educational inclusion of the municipality.
A educação do campo e a realidade do município de Vitória da Conquista (BA)
(Universidade Federal de São Carlos, 2010-02-24) Ramal, Camila Timpani; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/0392525569959524
This paper studies the historical background of countrified education in Brazil, recovering in national history a context of great debate about the ideal conditions for man setting the field, stated by the ruralists educational thinkers in the early Republican period in Brazil and how this thinking is still present in countrified education in the town of Vitoria da Conquista, BA. The final considerations of this research pointed out that nowadays it is still possible to verify in the educational reality of the aforementioned city remains of the educational ideas advocated by countrified educators of the early twentieth century.
Argumentação e condensação: o verbete "mensalão"
(Universidade Federal de São Carlos, 2010-02-24) Schmidt, Marcos Santos; Silva, Soeli Maria Schreiber da; https://lattes.cnpq.br/8794598988783452
Mensalão ( big monthly payment a fee out of the law which was paid for some politicians in Brazil): what is the functional argument for this meaning? How had have this expression brought about history, memory and meaning? Motivated by something that mobilized politics and the Brazilian media, we tried to answer this question from a linguistic position which is connected to the Semantics of an Event (GUIMARÃES, 2002), specially about the relation between the theory and the events foretell, a place that brings sense in the language. Thus, the meaning of a designation is prohibited inside the event and in the period of nowadays; on the other hand it mobilizes the originality of the language. The factual, as is presented by Gadet e Pêcheux (2004), on the other hand, induces the fault, the misunderstanding and the misinterpretation which the subjects cannot control; the functional of the language makes to understand the words and the meanings, but they are tensioned by a dispute inside the place they are originated. Therefore, for this work, we picked out sequences of headlines and reports from O Estado de São Paulo Brazilian newspaper, between 22th and 27th August, 2007, which was the period when the mensalão practices were being judged in STF (Brazilian Higher Federal Court), with the main objective is to show how this media identified the neologism between rows and rows. This study will use for the analysis the concepts of argumentation from Ducrot (1973), to whom the language does not inform, but shows the arguments that make us to produce specific conclusions, and of abstract, according to Guimarães (2004, 2005, 2007), in its semantic domain determination.
Crenças e atitudes sobre epilepsia infantil adaptação transcultural do instrumento the epilepsy beliefs and attitudes scale
(Universidade Federal de São Carlos, 2010-02-24) Zanni, Karina Piccin; Matsukura, Thelma Simões; https://lattes.cnpq.br/2301401745605695
The childhood epilepsy is a chronic neurological disorder, most common in childhood, associated with profound psychosocial limitations in daily life in epileptic children. These limitations may be related to the characteristics of the disease as the age of onset, severity and type of epilepsy and the lack of information that is still as one of the factors that most contribute to the stigma and discrimination. The association between the variables of epilepsy and the presence of wrong beliefs can lead to decreased academic performance and the presence of problems of psychosocial adjustment. This study aimed to identify and compare beliefs about epilepsy in parents and teachers of epileptic children and to verify the insertion of these children in regular schools and special. To achieve the purposes of this research were carried out two studies: Study 1 aimed to complete the process of transcultural adaptation of the instrument The Epilepsy Beliefs and Attitudes Scale (EBAS) - Adult Version and submit a version in Portuguese for use in Brazil and Study 2 aimed to investigate the number of epileptic children who attended regular schools and special cities involved in the research, compare the school attendance among children with epilepsy and children with typical development or other chronic diseases, identifying variables of epilepsy related to type of school that children attend, in addition to compare the beliefs of parents and teachers of children with epilepsy. Participated in Study 1, 17 toplevel professionals who have made the conceptual, of items, operational and semantics equivalence, and 545 adults who answered the Brazilian version of EBAS - Adult Version whose answers were considered to analyze the psychometric characteristics of the instrument including Alpha Cronbach's, factor analysis and test-retest reliability. The results showed that the concepts learned by the instrument were considered relevant to our culture and its items as appropriate to their ability to represent these concepts in the target population, and provide good semantic equivalence between the final version in Portuguese and original. The index of consistency for the overall scale was 0.89, the factorial analysis confirmed the original structure with three subscales (neurological, metaphysics and environmental/psychophysics) and test-retest showed that the instrument is reliable. Were participants of Study 2, 205 people, with 91 children aged between 7 and 14 years, 56 parents and 56 teachers, and 2 teenagers involved with the pre-test. Seven instruments were used to collect data: 1) Data sheets of identification and characterization of the family, the child and the teacher; 2) Brazil Criterion of Economic Classification 2008; 3) Classification of Engel; 4) Data sheet to record the frequency the school year; 5) Brazilian Version of EBAS - Adult Version. The data obtained by means of the instruments were analyzed descriptively and compared, using the Statistic Software Minitab - Version 12.1, using the Student t test, Mann-Whitney, chi-square and logistic regression. The results showed that children from special schools when compared to children from regular schools had severe disease and higher frequency of crises, beginning early and duration of epilepsy, and consume a greater number of medicines and make school attendance lower. Logistic regression analysis showed that age of onset and severity of illness, number of drugs used and the presence of comorbidities were related to the type of school that children attend. No differences were found statistically significant between the beliefs of parents and teachers, though both have made more inappropriate beliefs and attitudes than adequate to the epileptic child. It is concluded that this study helped to identify issues related to the processes of inclusion of children with epilepsy, identifying difficulties and limitations that interfere with the schooling of these students as well as the choice of attending school.