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Estudo bibliométrico e epistemológico da produção científica em Educação Física na Região Centro-Oeste do Brasil
(Universidade Federal de São Carlos, 2012-11-13) Sacardo, Michele Silva; Hayashi, Maria Cristina Piumbato Innocentini; https://lattes.cnpq.br/3823041497150247
This study aimed to produce indicators of scientific production in the Graduate Programs in Physical Education (PPGEF) and Education (PPGE) the Midwest (States of Mato Grosso, Mato Grosso do Sul, Goiás and Distrito Federal) and analyze them critically. The study was characterized as a literature / document, because it involves reading, literature selection and registration of interest for the proposed study, criticalepistemological character. The sources selected were the theses defended in Physical Education Graduate Programs in Education at UFG, PUC / GO, UNB, UFMT, UCDB and UFMS and the Graduate Program in Physical Education at UCB / DF and UNB from the beginning of creation of these courses by 2010. For the development of the collection were developed two forms with the help of MS Excel work sheet named: 1 Form Collection Bibliometric/Epistemologyand2 -Form for Collection of References. The first form was composed of bibliometric indicators (author, year, coach handbag, concentration area, online search, job title, institution, graduate program, keywords, abstract, etc.) and elements underlying epistemological analysis, which were adapted and included building on the instrumental analysis called "Mother epistemology." The results showed that there was a predominance of bias biological and biodynamic(from the empirical-analytic approach38%) in the production of scientific EF produced mainly in PPGEF However, apart from these, there are in evidence and booming scientific production is more critical for consolidation in this region of the country, demonstrated by their characteristics and interests from research conducted in Education Programs, as well as the evidence revealed in PPGEF the UNB/DF greater scope for the construction of other references (phenomenology and Marxist which to gether accounted for59%), strengthening and rescuing the subarea sociocultural and pedagogical.
MDWA : uma abordagem guiada por modelos para desenvolvimento de software Web
(Universidade Federal de São Carlos, 2012-11-13) Theodoro Júnior, Marcelo Brandão; Penteado, Rosângela Aparecida Dellosso; https://lattes.cnpq.br/4061946080136286; https://lattes.cnpq.br/3718094493526898
Software development techniques continually evolve in order to improve development and maintenance processes in addition to lower costs and higher quality. The goal of MDD is to reduce the semantic distance between a problem and its solution specification. Therefore MDD focuses on high-level abstraction modeling and successive model transformations, until finally, generate code. Studies assert that model-driven development can be significantly more efficient than traditional source code-driven software development and still reduce the possibility of occurrence of several problems during the software life-cycle. Likewise, Web engineering can also be benefited by MDD adoption, especially when supported by approaches that facilitate MDD use. Web development is usually agile with frequent releases, these approaches must be flexible to adapt to this context. However, generally, the approaches proposed by the academic community have complex processes which involve many different model definitions, programming languages, plug-ins and IDEs. These features contradict the practices adopted by Web developers. This paper presents the MWDA (Model-Driven Web Applications) approach that provides a simple process to support model-driven web development. This approach does not depend on tools, technologies or plug-ins and encourage combination with other forms of reuse and development processes. Furthermore, the Ruby- MDWA was developed with Ruby language and Ruby on Rails framework support, in order to create Web applications with MDWA assistance. This tool provides a set of textual models and defines M2M and M2C transformation tools, maintaining the requirements traceability since its specification to its construction and further maintenance. In order to show the use of the approach and tool, it was performed a real study case with a software company, from São Carlos SP, where a project management system was developed. In parallel, two experiments were conducted with undergraduate students in Computer Science and Computer Engineering and a Masters in Computer Science, to evaluate the gains and limitations of the Ruby-MDWA tool.
O trabalho de ofício no pensamento pedagógico contemporâneo
(Universidade Federal de São Carlos, 2012-11-13) Trindade, Gestine Cássia; Nosella, Paolo; https://lattes.cnpq.br/7159165045266256; https://lattes.cnpq.br/9370593961536354
The advance of pedagogical thinking supposes beforehand a more intelligible elucidation of the relationship between work and education. In the current sociability, despite the hegemony of industrialism and machinery, the craftsmanship of the past still remains in different ways and plays an important role in the formation of education. Thus, the role played by craftsmanship in Education is the main subject under investigation in this thesis. Also, the general goal is to investigate the purpose, content and form of craftsmanship in contrast with industrial work in order to criticize the aims of the former set by the studies on Education. The main idea is that the precedence of craftsmanship in pedagogical thinking hinders and delays the social function of school education as well as the integral development of generations. This study carried out a literature research that combined the method of investigation with the method of exposition by presenting results intrinsically linked to the corpus. The theoretical perspective is based on the Marxist tradition, in special on the studies conducted by Karl Marx and Antonio Gramsci. The thesis was organized into three chapters: (1) "Craftsmanship in the 'shadows' of industrial work"; (2) "The heritage of craftsmanship in contemporary Education"; and (3) "Challenges for the contemporary pedagogical thinking". The conclusion remits to the identification of three problems: (1) the contradictory aspects of craftsmanship; (2) the allurement of the pedagogical principle based on experience; and (3) the mismatch between the pedagogical principles based on work and experience. Four fundamentals were established following the problems which were pointed out in the conclusion: (1) the great theme of contemporary pedagogy is the relationship between work and education; (2) craftsmanship holds precedence in the contemporary pedagogical thinking; (3) the cursed legacy of craftsmanship jeopardizes the universalist character of pedagogical thinking, risking the social function of school education and the integral development of generations; and (4) as the current pedagogical studies can be understood as an affirmative proposal for human formation and school education and as a mediator between mankind and cultural work, their challenge is to detect the contradictions resulting from this ideological operation and suggest new ways to overcome them. It is also said that work - vital activity and pedagogical principle is an open book for the objectivation of mankind s generic life and for the school education in which the contemporary of our time is formed.