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Identificação de graus de ansiedade à matemática em estudantes do ensino fundamental e médio: contribuições à validação de uma escala de ansiedade à matemática
(Universidade Federal de São Carlos, 2012-03-05) Mendes, Alessandra Campanini; Carmo, João dos Santos; https://lattes.cnpq.br/1263046410329694; https://lattes.cnpq.br/9829277329129396
The learning of mathematics has been characterized by aversion due to several failures in trying to learn its contents. Besides the traditional difficulties of learning mathematics, such as dyscalculia and acalculia, possibly related to organic and developmental disorders, the international literature has highlighted a new field of research: the mathematics anxiety. A phenomenon characterized by a specific set of unpleasant physiological reactions as well as cognitive and behavioral components which occur in the presence of simple or complex mathematical stimuli and contingencies of learning mathematics, or in contexts that require the use of mathematical repertoires. In Brazil, however, there are few studies about the identification of different degrees of math anxiety in students with different educational levels. In the analyzes of this study it was observed that the distribution of student responses is a normal distribution, which allowed the testing of medium and correlational tests. In addition, we observed a Cronbach's alpha coefficient, with a value of 0.900, which indicates that the instrument used is consistent. Thus, this study had as first objective to identify different degrees of math anxiety in elementary school students Cycle II (6th to 9th grade) and High School (1st, 2nd and 3rd grade) - correlating the variables gender, age, grade, public and private schools. The second objective was to identify which items of the scale typically generated high levels of anxiety, listed by the students. In Spearman correlation analysis, the results indicated a significant difference between the variables period (p = 0.005 and r = 0.084) and education system (p = 0.001 and r = -0.104) and there was no significant correlation between total scores and the variables age (p = 0.188 and r = -0.040), gender (p = 0.178 and r = -0.040), grade (p = 0.282 and r = -0.032), educational level (p = 0.503 3 r = 0.020). In the Student s t test and Anova, the analysis indicated a significant difference between the average of students responses in the variable education system (p = 0.001) and period (p = 0.018). No significant differences in the variables: gender (p = 0.104), instructional level (p = 0.476), grade (p = 0.154), age (p = 0.064). The results of the chi-square test indicated that high levels of anxiety occurred in 12 out of 24 scale situations and these situations indicated punishment or not, which involves the teaching methodologies as well as the individual learning of mathematics.
Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor
(Universidade Federal de São Carlos, 2012-03-05) Amaro, Livia de Castro Pereira; Del Prette, Almir; https://lattes.cnpq.br/2191226494887247; https://lattes.cnpq.br/5270799550828692
In our culture school plays an important role in our children's development, as it promotes not only academic skills but also social skills. It is important to consider the role of teachers in the social and emotional development of their students hence this study aims to gather information on the variables which influence the value they place on their students' social skills as such information is currently lacking. We will begin by a) identifying the skills teachers considered most important for the social and emotional development of the students b) comparing teachers´ evaluations of the importance of social skills for children who have and don t have special educational needs. We will also look to identify possible influences of the variables age, gender, socio-economic status, level of qualification, length of time as a teacher and age group worked with on the importance placed on social skills. In order to achieve these goals, this study interviewed 70 teachers who worked in the first five grades of public regular elementary schools. Eighty per cent of them answered they had in their classroom, or have had in the last two years, at least one student with special educational needs. The participants were asked to rate the importance of each social skill in the social and emotional development of their students who had and who didn´t have special educational needs. These ratings were then transformed into scores and analyzed according to the principles of descriptive and non parametric statistics. The results showed that social skills related to civility, empathy and academic performance were more important to the teachers. Comparing the means of the total importance scores using the Wilcoxon test it was possible to see that the participants considered learning social skills more important to children without special needs. Of all the teachers´ characteristics analyzed in this study, only graduation appears to exert significant influence on how the importance of students' development of social skills is rated. Participants who had completed their education considered social skills less important in childhood, than those who did not graduate or those who had completed post graduate study.
Freud e os modelos biológicos de explicação
(Universidade Federal de São Carlos, 2012-03-05) Martins, Eduardo de Carvalho; Simanke, Richard Theisen; https://lattes.cnpq.br/5431145327759147; https://lattes.cnpq.br/4618092653487544
Although Freud has explicitly reclaimed that psychoanalysis belongs to the field of natural science, subsequent philosophic and epistemological criticism tends to refuse the Freudian intention and to place his theories among the human sciences (Habermas, Ricoeur, Schafer, Klein, among others); or to consider it as an unsuccessful naturalistic project, unable to achieve the minimum request of scientificity (Popper, Grünbaum, etc.). In this work we intend to show how several models used by Freud have resulted in different interpretations of psychoanalysis. This thesis is an exegetic study of the explanation models utilized by Freud and the methodological procedure to do it was not only based on his work but also on the contemporary discussion in the field of evolutionary biology whose influences upon Freud have already been indicated by several authors (Sulloway, Ritvo, etc.), although, in general, they only point the presence of biological themes in the elaboration of the Freudian theory, without relating it to a constitution of a psychological explanation model simultaneously historic and naturalistic.
Involuções fixando muitas componentes e melhorias para o 5/2-Teorema de J. Boardman
(Universidade Federal de São Carlos, 2012-03-05) Desideri, Patrícia Elaine; Pergher, Pedro Luiz Queiroz; https://lattes.cnpq.br/3328545959112090; https://lattes.cnpq.br/2225952965861879
Let (Mm; T) be a smooth involution on a closed smooth m-dimensional manifold and F = n [j=0 Fj (n < m) its fixed point set, where Fj denotes the union of those components of F having dimension j. The famous Five Halves Theorem of J. Boardman, announced in 1967, establishes that, if F is nonbounding, then m _ 5 2n; further, this estimative is best possible. In this work, we obtain improvements of this theorem, by imposing certain conditions on F. The main result of the work is in Chapter 4, where the improvements in question are obtained by taking into account the decomposability degree of the components of F. Specifically, let ! = (i1; i2; :::; it) be a non-dyadic partition of j, 2 _ j _ n, and s!(x1; x2; :::; xj) the smallest symmetric polynomial over Z2 on degree one variables x1; x2; :::; xj containing the monomial xi1 1 xi2 2 :::xit t . Write s!(Fj) 2 Hj(Fj ;Z2) for the usual cohomology class corresponding to s!(x1; x2; :::; xj). The decomposability degree of Fj , denoted by l(Fj), is the minimum length of a non-dyadic partition ! with s!(Fj) 6= 0 (here, the length of ! = (i1; i2; :::; it) is t). Suppose the fixed point set of (Mm; T) has the form F = ( j [k=0 Fk) [ Fn, where 2 _ j < n < m and Fj is nonbounding. Write n �� j = 2pq, where q _ 1 is odd and p _ 0, and set m(n �� j) = 2n + p �� q + 1 if p _ q and m(n��j) = 2n+2p��q if p _ q. Then we prove that m _ m(n��j)+2j +l(Fj). In addition, given a non-dyadic partition ! = (i1; i2; : : : ; it) of j, 2 _ j < n, we develop a method to construct involutions (Mm; T) with F of the form F = ([k
Trabalhadores nos canaviais de Alagoas: um estudo sobre as condições de trabalho e resistência
(Universidade Federal de São Carlos, 2012-03-05) Verçoza, Lúcio Vasconcellos de; Silva, Maria Aparecida de Moraes; https://lattes.cnpq.br/6792025643983370; https://lattes.cnpq.br/5426759381802381
The most recent process of productive restructuration of Alagoas´ sugarcane agro industry initiated in the 1990 modified profoundly the criterions of workers selections, the labor organization and its way of management. Those changes, which affect directly the workers, resulted in the intensification of the work rhythm, elevation of its productivity and decrease of job numbers. In the core of those configurations in the relationship between capital and work, the purpose of the present dissertation is to analyze how the exploration-domination of the labor force is processed and ways of resistance constituted by the sugarcane worker in Alagoas. To achieve this purpose, were realized field research and interview with sugarcane cutters, formers sugar mill residents, unemployed workers, brail operator, bituqueiros , cabos (inspectors) and leaders of rural labor union. The interviews were leaded by the oral history methodology. The municipal district of Teotônio Vilela was the empiric universe privileged, though it concentrates a large number of workers employed in many sugar factories in the south of Alagoas.
A história da geometria nos livros didáticos e perspectivas do PNLD
(Universidade Federal de São Carlos, 2012-03-05) Pimentel, Guilherme Henrique; Vilela, Denise Silva; https://lattes.cnpq.br/8155152145332951; https://lattes.cnpq.br/3445101782853027
The purpose of this research is to analyze ways to approach the history of mathematic text books in 9th grade in elementary school. For this we take as the documents mathematics textbooks listed by Plano Nacional do Livro Didático (PNLD). The PNLD is a public policy that is effective and follows the Parâmetros Curriculares Nacionais (PCN), select, purchase and distribute textbooks throughout the country for all levels of education. Among the requirements of the PNLD is the inclusion of the history of mathematics that can be used as a means to achieve the contextualization and interdisciplinary suggested by official documents. The textbooks are understood as symbolic forms so that this analysis context and allow a look at the approach that relates the history of mathematics in the textbook with the current situation of education in the country. The research is qualitative in that it performs content analysis on the themes of history textbooks in geometry. The analyzes indicate that the textbooks try on the one hand, serve the PNLD and include the history of mathematics, but do not reach the intended objectives and are lacking as to whether this approach with regard to problem solving, developing content and interdisciplinary, which is predominantly informative history of mathematics and use, for example, charges that in addition to distort, can present a contrast between the idealization of the genius scientist and the demystification of the same. And then, on the one hand for the PCN, PNLD intends reconfigurations in the educational field, on the other, the school and textbooks are still organized in a linear manner and discipline. Changes perceived by the analysis of textbooks from different periods of history are more significant in terms of significant changes to graphics, also provided by technological advances in the publishing field. On the one hand, current textbooks that address various aspects of the proposed PCN, since they were selected through PNLD, it is clear that contextualization and interdisciplinary is somewhat superficial, or are somehow present, but not so structural rather than aggregated as the traditional organization. From the point of view of content, books remain the same adding the incentive for new methodologies and items to bring more than illustrations, historical information, challenges, games etc. The content itself and your thread have not changed significantly.