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Análise das interações professor-aluno com Paralisia Cerebral no contexto da sala de aula regular
(Universidade Federal de São Carlos, 2011-10-14) Lima, Vivian Caroline de; Toyoda, Cristina Yoshie; https://lattes.cnpq.br/5872141115382552; https://lattes.cnpq.br/8982823736195854
The current literature in the area of Special Education that deals with the process of inclusion of a person with special needs in social spheres has been shown that such a process is still rooted only in the theories and laws that proclaim it, that is, the theories and daily actions are strongly disconnected. Nevertheless, the school is still considered a privileged social environment where the cultural and social identities and the complete formation of the citizen are built up through actions and the interaction between the subjects. Considering the importance of the relationship between the teacher and the student in the process of building up an education that aims for the complete development of the students, the aim of this study was to analyze how the interactions between the teacher and the student with Cerebral Palsy that occurred in both the teaching and learning process have been constituted in the context of the mainstream classroom, regarding the obstacles when it comes to pedagogical inclusive practices directed to this student. The participants in this research were two teachers of two mainstream elementary schools of a city located at the central region of São Paulo State and two female students with Cerebral Palsy who are regularly enrolled. The methodology was guided through weekly observation which lasted four months, based on a structured schedule, registration of collected information through filming and writing of a diary, and analysis of collected data. The results showed differences in relation to the number of interactive episodes that occurred in each school, as well as to the content and the situation in which they occurred, and to the kind of action taken by the participants. In conclusion, the research showed that the interaction teacher-student may contribute in the positive way to the learning of students with Cerebral Palsy from the viewpoint of the inclusive education, besides the problems pointed in the context of both schools.
Propriedades óticas e de transporte em heteroestruturas semicondutoras contendo GaMnAs
(Universidade Federal de São Carlos, 2011-10-14) Rodrigues, Daniel Henrique; Gobato, Yara Galvão; https://lattes.cnpq.br/7558531056409406; https://lattes.cnpq.br/4205849115687383
In this work, we have investigated Ga1-xMnxAs/GaAs/AlAs quantum wells (QWs) with low Mn concentration (x < 0.1%) grown by Molecular Beam Epitaxy at substrate temperatures of 400 and 450°C. We have investigated the time-resolved and polarized resolved photoluminescence as a function of laser power excitation, temperature and magnetic field for samples of 4nm and 6nm QW width. The emission spectra of the 4nm QW show two emission bands. The lower band energy presented a distinct behavior with a relatively long decay-time that may be associated to a spatial- and momentum-indirect recombination involving an electron from the AlAs layer and a hole at the GaMnAs QW. The higher energy band was associated to the direct transition in the GaMnAs QW. On the other hand, a wider, is also observed at high Mn concentration for the both QW widths. This band is due to donor-bound exciton emission from shallow donors, Mn interstitial, in the QWs. Our results show that circular polarization degree is very sensitive to the Mn concentration and QW width. In addition, we have also investigated the transport and optical properties of p-i-n AlAs/GaAs/AlAs double barrier resonant tunneling diodes (RTD) with a Ga0,95Mn0,05As top-layer contact and an InGaAs QW in the n-doped GaAs contact side. A reference sample with similar design, except that the magnetic layer was replaced by a C-doped GaAs was also investigated. The spin polarization in this samples was investigated by measuring the I(V) characteristic curves and circular-polarized electroluminescence (EL) and photoluminescence (PL) spectra as a function of the applied voltage and a magnetic field parallel to the tunneling current. We have observed clear evidence of hole resonances in the I(V) characteristic curves for both samples at 2K. The EL and PL intensities from both the GaAs and InGaAs QWs show a clear correlation with the resonances in the I(V) characteristics curves for both samples. The circular polarization degree from the GaAs and the InGaAs QWs attain large values and are more sensitive to the bias voltage in the Mn-doped sample. We have observed a polarization degree up to ~-80% for the GaAs QW emission from the magnetic RTD under 15T and 2K. Under light excitation, holes are photocreated in the non-magnetic side and injected along the structure, which strongly affects the degree of circular polarization of the carriers.
A leitura e a formação inicial de professores de espanhol
(Universidade Federal de São Carlos, 2011-10-14) Faquinelli, Jane; Paula, Sandra Regina Buttros Gattolin de; https://lattes.cnpq.br/9228036521343293; https://lattes.cnpq.br/4553628351570420
El objetivo de este estudio es conocer y comprender las concepciones de lectura presentes en los documentos oficiales que regulan y organizan la enseñanza secundaria y los cursos superiores de la carrera de profesorado en letras en Brasil (particularmente, el profesorado en lengua española), además de buscar qué relaciones existen entre las concepciones de lectura en estos documentos y las concepciones de lectura de los docentes formadores de profesores y de los estudiantes de profesorado. Para alcanzar tales objetivos, hemos analizado los documentos: (colocarlos en portugués, pues no hay traducción de ellos al español). Las concepciones de lectura de los participantes de la investigación se recogieron a través de cuestionarios respondidos por dos públicos: docentes del curso de profesorado en letras- español y estudiantes de último año del curso de profesorado en letras-español. Los datos demuestran que hay diferentes concepciones de lectura entre los documentos y los participantes de la investigación. Se nota que, a pesar de que los documentos presenten nuevas teorías sobre lectura, la implementación de ellas es bastante difícil una vez que en la propia formación docente no hay la práctica de tales teorías.