Navegando por Data de Publicação, começando com "2010-11-29"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 5 de 5

Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas
(Universidade Federal de São Carlos, 2010-11-29) Macedo, Natalia Neves; Caiado, Kátia Regina Moreno; https://lattes.cnpq.br/0803778280883949; https://lattes.cnpq.br/5059722794651091
This study aimed mainly at understanding how the Special Education in the perspective of the Inclusive Education has been regarded in the Pedagogy courses of the three Public Universities of São Paulo State from the analysis of the Political Pedagogical Proposal, the course structure and the subject amendments offered in these courses. For this, we adopted as a research method the qualitative approach with technical analysis of documents. We analyzed the documents related to the Educational Policy Project, the course structure and the subject amendments of six out of the nine Pedagogy courses offered by the State Universities of São Paulo. The adopted theoretical approach comprises the school inclusion politics, the studies and research on teacher s education and initial training offered by Pedagogy courses, as well as the policy that underlies this training. The results show that the analyzed courses have not regarded, according to the principles that guide their Political Pedagogical Proposal, the training of future teachers to the perspective of inclusive education, with the exception of one course (Course E), which states in its proposal that students should be prepared, as prospective teachers, to identify and care for students with special education needs in their classrooms. All courses have covered the requirements of Resolution CNE / CP No. 1 / 2006, regarding the training of teachers for the "diversity awareness", as they offer at least a compulsory subject on Special Education in its course structure, besides other non-specific disciplines that deal with content or topics related to this issue. Despite the reduced number of required disciplines on Special Education in the structure of these courses, we noticed that Special Education has become increasingly more discussed in different subjects of the course structure. From the data analysis, we observed a considerable number of disciplines that include content or topics related to Special Education in some courses. These disciplines, which relate to different fields of knowledge, show in their amendments content related mainly to diversity and school inclusion. However, the specific disciplines seek to address content related to, among others, training of teachers for the identification and working with students with Special Education Needs enrolled in regular education, both in the theoretical and methodological framework. It was possible to observe, also, a considerable number of subjects not related to Special Education that include topics on this subject in their educational plans. From the results, we believe that a viable alternative to expand discussion concerning the Special Education on the perspective of the Inclusive Education in the structure of Pedagogy courses is the interdisciplinary work, in which teachers seek, besides the theory and practice, the inter -relation of different contents with the issues of Special Education in its theoretical, methodological and practical dimensions, aiming at formation of future teachers to the school reality in the context of inclusion. And it seems that this interdisciplinary model has gained strength in Pedagogy courses, despite the rational logic that still rules the structure organization of these courses.
Intervenção pedagógica individualizada para alunos com deficiência intelectual : ensino de leitura em salas de recursos
(Universidade Federal de São Carlos, 2010-11-29) Oliveira, Glaucimara Pires; Gil, Maria Stella Coutinho de Alcântara; https://lattes.cnpq.br/1673770301699940; https://lattes.cnpq.br/8392528173156552
In contemporary society the acquaintance of reading is considered a fundamental resource for the individual s citizenship achievement. Despite the schools dedication to their students, there is no guarantee that all students learn with the mastery and fluency required. Within this context , there are students who present Intellectual disabilities , and by their specific characteristics have significant limitations, both in intellectual functioning and in adaptive behavior. Many of these students are inserted in regular schools which offer assistance in specialized pedagogical extra hours, but nevertheless they often reach the upper grades of elementary school without the necessary reading and comprehension skills . Studies in the area of stimulus equivalence have demonstrated that the application of systematic methodologies with individualized procedures can reverse that problem in several steps and ways of teaching. The purpose of this research study was to verify the effectiveness of an individualized reading e writing Program in order to improve the skills of students with intellectual disabilities , and attend the resource classes at elementary school. The participants were two students, which presented different stages of literacy, both students with intellectual disabilities enrolled in primary education in regular classes and resource rooms. The participant 1 was exposed to the program 1, which teaches the reading of simple words( consonant vowel ) and the participant 2 was exposed to the program 2, which teaches the reading of more complex language s words . In both cases the results indicated the effectiveness of the teaching reading Program. In conclusion It could be verified that the effectiveness of the Program as an additional instructional procedure to those already used in the classroom, since it enhances the student s learning in Literacy. The resource room features as a specialized pedagogical service with different resources and It can be effective, with small number of students, as an important space to the application of the program as well as monitoring the student s performance.
Gramática como habilidade no ensino-aprendizagem de língua inglesa: um estudo sobre implicações na acuidade da produção lingüística e percepções dos aprendizes a essa proposta
(Universidade Federal de São Carlos, 2010-11-29) Linhares, Maria José Xavier; Viana, Nelson; https://lattes.cnpq.br/6252579012192711
Research on grammar involving teaching-learning English as a foreign language has shown the necessity to change the focus on the way grammar has been taught in communicative classrooms. Much inquiring has been elicited concerning the best way to teach grammar so that it can contribute to the learners accuracy. The aim of this investigation is to analyze the process and the results, as studying a group of university students at a public university in Sao Paulo State, related to oral and written accuracy. We based our discussions and pedagogical activities design mainly on Batstone (1994) and Larsen-Freeman proposals (2003), called, respectively, Grammar as Skill and Grammaring. Besides being based on themes, the course design has followed two elements of the grammar as skill: noticing and reflection, which have guided the activities and the development of the classes as well as their perception to this grammar approach. Students proved to be receptive to this type of teaching grammar inductively, being able to use it in their oral and written linguistics production.
Racismo e injúria racial sob a ótica do Tribunal de Justiça do Estado de São Paulo
(Universidade Federal de São Carlos, 2010-11-29) Santos, Elaine de Melo Lopes dos; Silvério, Valter Roberto; https://lattes.cnpq.br/2281918252357780
[sem resumo]
Personalização de programas de TV no contexto da TV digital portátil interativa
(Universidade Federal de São Carlos, 2010-11-29) Gatto, Elaine Cecília; Zorzo, Sérgio Donizetti; https://lattes.cnpq.br/2523715806470871; https://lattes.cnpq.br/8559022477811603
Interactive Digital Television allows several services to be offered to users, in order to provide entertainment, e-learning and new mechanisms for social inclusion. Broadcasters and TV shoes may be created, which may gradually increase the amount of information to be displayed on the screen. As a result, users may experience discomfort and difficulties in finding information that really matters. In a portable environment, the user wants to make the most of his time when watching TV. Thus, investing too much time in searching for TV shows of interest is something undesirable. Recommender systems are used to minimize such shortcomings, help users with their searches for contents of interest and also to reduce the time spent on searches. This study focused on the development of a hybrid recommender system called BIPODiTVR, which is able to make recommendations from the observation of users behavior while watching television on the portable device. This system recommends TV shows through a collaborative and content-based filtering. The proposed system was evaluated by using metrics of acceptability of recommender systems applied to data provided by IBOPE, from six households for the period of fifteen days.