Navegando por Data de Publicação, começando com "2013-02-25"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 19 de 19

Estudos (inter) culturais em cadernos de língua inglesa da rede pública do estado de São Paulo
(Universidade Federal de São Carlos, 2013-02-25) Kovalek, Olena; Barbosa, Lúcia Maria de Assunção; https://lattes.cnpq.br/5030878430187815; https://lattes.cnpq.br/6807170393598884
We intend, from this research of documental and interpretativist character, to investigate how the cultural contents linked to the teaching and learning of English language are approached, considering the São Paulo State educational material distributed to public high schools. To carry out this work, we consider that, as much as the curricular proposal of São Paulo State presented as one of its most important features the curriculum as a cultural space , possibly the cultural contents also might appear on the material distributed to the students and for the teachers. Thus, we analyzed on the teacher material the proceedings for carrying out the contents and the activities. On students material, we analyzed the activities divided on learning situations . We focused the cultural contents culture definitions proposed by Thompson (2002), stereotypes, social representations, cultural identities and alterity plans proposed by Todorov (1995) on the intercultural processes of teaching and learning, as such on the designations of English language around the world. Besides that, before the analysis, we made the description of cultural contents present on the Current curricular proposal of São Paulo State , and we propose definition for didactic materials, textbooks and Cadernos to comprehend the choice of the term Cadernos by its organizers. Throughout the analysis we propose changes, when necessary, on the proceedings and on the Cadernos activities, in order to approach the cultural contents in an explicit way on the classes, and to reflect about them on a critical and conscious way (BYRAM; GRIBKOVA; STARKEY, 2002). With the activities realized, we had conditions to group them as answers to our research questions. In a general way, we can assure that the cultural contents appear on the Cadernos either on the proceedings and on the activities, but, most of the times, on an implicit manner; we noticed the concern in using important concepts on the proceedings and the orientations of the teachers Cadernos (interculturality, cultural diversity, English speaking countries, and others), but these concepts were scarcely presented to the teachers, and, when they were explained, we noticed the absence of clear explanations of the concepts as much as its contextualization, in order that the teacher may comprehend and work with them on his classes. As theoretical foundation, we based the research on some authors, as Almeida Filho (2002; 2011); Barbosa (2007; 2008; 2009); Byram et al.(2002); Hall (2005); Hurst (2006); Kramsch (1993; 1998; 2009), Viana (2003), among others.
Base de conhecimento docente em educação a distância: um estudo sobre educação musical
(Universidade Federal de São Carlos, 2013-02-25) Corrêa, André Garcia; Mill, Daniel Ribeiro Silva; https://lattes.cnpq.br/1515286597269486; https://lattes.cnpq.br/6166163239013801
This research focuses on the particularities of teachers knowledge in Musical Education in the distance education modality, as well as the teachers adaptations to teach pratical music contente virtually. The investigation question was: What are the specificities and pedagogical adaptations of teachers knowledge related to the pratice of Musical Education in distance education? The specific goals of our work were: To characterize the virtual teacher s profile in the Musical Education course at the Federal University of São Carlos; (2) To identify how the investigated subjects learn to teach in distance education; (3) To point the investigated subject s possible adaptations and methodological inovations to teach music in distance education; and (4) to describe the subjects perception of how the teaching music process interaction in distance education occur. The research is descriptive and of a qualitative nature. The methodological procedures to collect the data were: a) the use of online surveys with objective and essay questions. The survey was also used to select subjects for the interviews; and b) semi-structered face to face interviews with pre-determined questions to gather deeper data and fill in the gaps lef by the survey. The theoretical referential used to analyze the gathered data contemplates distance education (Moore e Kearsley, Belloni, Mill, etc.), teacher s formation (Shulman, Tardif, Perrenoud, Mizukami, etc.) and recente scientific productions in musical education in distance education (Galizia, Krüger, Gohn, Carvalho, etc.). Regarding the the teacher knowledge specifities of the musical education virtual teacher found by our investigation, the virtual music teacher perceives him/herself as a coordinator for the virtual tutors team, as the responsible for the course s planning and the indirect interaction with the students knowledge construction. In his/her profile we found some formal pedagogical knowledge and also some formal knowledge about distance education with a considerable amount of experience in face to face education. However, the virtual music teacher depends for the most part on the reflexion upon his/her own practice to (re)build the specific knowledge for teaching music in distance education. The investigated subjects, for the most part, see the student as the key figure of the teaching-learning process in distance education. They see limitations in distance education, but also recognize advantages in the modality when comparing it to face to face education. The knowledge built by the investigated subjects by their own practices in distance education is about mastering Digital Technologies of information and communication and about virtual interaction.
Estudo dos aspectos demográficos da onça-parda (Puma concolor) na Estação Ecológica de Itirapina no estado de São Paulo por meio da análise de amostras não invasivas
(Universidade Federal de São Carlos, 2013-02-25) Rodríguez, Karla Verónica Chávez; Galetti Júnior, Pedro Manoel; https://lattes.cnpq.br/7398754661670478; https://lattes.cnpq.br/1889742406493210
Landscape fragmentation and habitats loss caused by human activities have led to a decline cougar populations (Puma concolor). Delimiting populations and establish rates of migration between them is essential to understanding its dynamics and therefore planning conservation measures. The present study propose to use molecular techniques with noninvasive samples to evaluate the status of a population of P. concolor inhabiting in a patch of 32km2 of São Paulo State. The population size was of 6 individuals and its density ranged between 4.6 and 1.8/100km2. In addition, this population was analyzed together with other individuals of P. concolor collected in the northeast region of the state. Bayesian clustering methods were used to identify genetic populations, and Bayesian multilocus genotyping method to estimate migration rates, in order to determinate possible source-sink dynamics. Finally, two subpopulations separated by the highway SP-310 were identified. The results showed that the subpopulation located on the east of the highway behaved as source population and the another one found on west as a sink. Future researches of P. concolor populations must aim to determinate the populations structures and thereby facilitate the establishment of effective action plans for the conservation of the species.
Proteoma da peçonha de Lachesis muta rhombeata
(Universidade Federal de São Carlos, 2013-02-25) Santos, Patty Karina dos; Araújo, Heloísa Sobreiro Selistre de; https://lattes.cnpq.br/4065824911933203; https://lattes.cnpq.br/1859294987166162
Escola do campo em discussão: estudo sobre os problemas de infraestrutura e políticas públicas para escolas que atendem aos sujeitos rurais no município de São Carlos
(Universidade Federal de São Carlos, 2013-02-25) Aguilar, Andréa Carolina Lopes de; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/7155236308514309
This study sought to investigate the public policy and education in the countryside, as well as the infrastructure available in schools that have rural demands of subjects in São Carlos and its Rural Villages: Água Vermelha e Santa Eudóxia. By analyzing the existing infrastructural differences between these schools in rural villages and schools in urban areas of São Carlos, it was discussed how these differences affect both the lives of those who live in rural villages as well the lives of the people who live in the city. Therefore it was necessary to analyze the Political Pedagogical Project - PPP and Management Plan - MP implemented in the researched institutions, the issues. We seek to understand the environment of the institutions located in rural villages and in the urban area aiming to discuss the infrastructure of these schools and the demand of rural subjects. For such research, it was done survey using bibliographic research, field research and file research as a methodological procedure, so it was chosen three schools of São Carlos, two schools from rural villages and a school in the urban area. Visits were paid in these schools, documents were analyzes and interviews were recorded with some students, teachers, principals and coordinators.
Desenvolvimento de um programa computacional em Scilab® baseado no método Pinch de integração energética
(Universidade Federal de São Carlos, 2013-02-25) Resende, Marina Garcia; Kwong, Wu Hong; https://lattes.cnpq.br/1444706348672264
The increasing concern about environmental impacts caused by human activities has led scientists to look for ways to settle the situation. As regards chemical industries, one of the main focuses of this concern is the energy saving. Over several studies down the years, the idea of Pinch technology has risen up as one of the main and most efficient techniques of energy integration so far. It is based on the division of the problem into two systems starting from Pinch point, in which retrofits and/or synthesis of heat exchanger networks are realized separately, grounded on Thermodynamics principles. Nevertheless, at times, the calculation needed for this methodology can be tedious and time consuming. For that effect, there is the need to use software s to execute faster the initial calculations that Pinch method demands, in order to make it easier the future project of heat exchanger networks. The purpose of this work was to create a computer program in Scilab® language, for application of basic principles of Pinch analysis. Five case studies were presented to illustrate and test the performance of the new program. Furthermore, some of the main properties of this technique are presented, proving to be very interesting and inspiring for the rising or new researches in the area. From this work, it can be concluded that Pinch analysis is a relatively simple and efficient way to the retrofit and synthesis of heat exchanger networks, being able to be used in the solution of a several range of problems. Thus, energy savings associated to capital savings are possible, making it easier to exist a quality deal between the environment and profitability of chemical industries. Besides, the new program implemented in Scilab® has shown up to be a really efficient tool in the application of the method, facilitating the learning of users recent presented to Pinch technology and also being useful to more experienced designers, presenting satisfactory results regarding energy optimization of processes.
Formação de professores que ensinam matemática nos anos iniciais: contribuições do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) na UFSCar
(Universidade Federal de São Carlos, 2013-02-25) Santos, Roger Eduardo Silva; Gama, Renata Prenstteter; https://lattes.cnpq.br/4153572041829838; https://lattes.cnpq.br/9140578178453640
This research aimed to identify and analyze the contributions of the teacher training process, especially in relation to mathematics, revealed in oral narrative and the written productions of undergraduates of the Faculty of Education who attended the Institutional Scholarship Program Initiation teaching (ISPIT) of the Federal University of São Carlos (UFSCar). These contributions, the research sought to delineate and analyze the main feelings, perceptions and thoughts experienced by future participating teachers about the work they do in the school environment, with the ISPIT / UFSCar. Thus, we performed a qualitative research, interpretative analytical type. We use ISPIT / UFSCar like setting, making a cut with four program fellows who worked specifically with a project "Mathematical Games". The data consisted of official documents of ISPIT, portfolios and field diaries produced by the four undergraduate students and semi-structured interviews with the initiation scholarship will teaching, teaching UFSCar coordinator of the subproject's Degree in Pedagogy and the two stock-teachers of elementary school who are supervisors in the program. Data analysis used mainly reference in the initial training area teachers (Marcelo Garcia, 1998, 1999); early teaching (Huberman, 1995); teaching knowledge (Mizukami and Reali, 2005; Tardif, 2008; Gauthier, 1998); and mathematical, didactic and pedagogical contents (Grando, 2004; and Passos, 2009). Data were categorized into two axes, the first analyzing the feelings experienced in the initiation process teaching, and the second, the emergence of a school mathematics during the training process. The results show that in addition to the main feelings identified in literature, as the findings, the survival and the reality check, we identify in this process experienced in the initial training, feelings of belonging, satisfaction, partnership and host. The data also evidenced the program's contributions to the fellows broaden their experiences and reflections within the insertion of complexity in the school context and articulation between theory and pedagogical practice. However, few perceptions were identified for a more reasoned reflection on the teaching of mathematics; there is an emergency in the deepening of mathematics education and its teaching in the process of teacher education in the early years. The fellows sometimes have some misconceptions regarding the intentions of mathematical concepts in the proposed activities, particularly in the use of games as tasks / exercises.
Programação e avaliação do ensino de leitura e escrita por meio de jogos educativos para crianças com dificuldades de aprendizagem
(Universidade Federal de São Carlos, 2013-02-25) Tenório, Jacqueline Pimentel; Souza, Deisy das Graças de; https://lattes.cnpq.br/4404800720856419; https://lattes.cnpq.br/4697065235342712
A playful activity plays an important role in effective teaching, minimizing the appearance of aversive situations within the teaching situation, allowing the learning process to be more pleasant. Several instructional procedures are being developed, but few of these games are used as a tool. Thus, this study aimed to develop and evaluate the effectiveness of a procedure for teaching reading and writing grounded on the use of games. In this study were involved nine children aged between seven and 10 years, enrolled in initial ages of elementary education at a public school with teaching and learning difficulties in reading and writing. All participants were primarily exposed to an initial assessment of the repertoire written; relationship between figure-picture, picture-printed word, printed word, printed word and printed word, figure, and reading. The teaching program was composed of 13 training words of simple syllables of Brazilian Portuguese (consonant-vowel) and of six test words formed by recombination of syllables taught. The teaching procedure was divided into two units, both consisting of a board game involving selection activities of the figure on the model dictated word, naming figure, the selection of the printed word in front of the specimen is given, construction of the word before the word model printed, construction of the word before the model dictated word, and reading. The only difference between the units was the words employed. The criterion for passing from one unit to another was 100% correct reading of words in the post-training test drive. After each unit, a post-test composed of bingo games and crossword puzzles was applied to evaluate writing, relationship between dictated word-picture, dictated word-printed words and reading. Although nine participants were exposed to the initial evaluate repertoire, only four were exposed to the teaching unit I and two to teaching unit II. The results show gains in reading and writing repertoires of all participants exposed to the teaching procedure, especially in training words. After each unit, a post-test composed of bingo games and crossword puzzles was applied to evaluate writing, relationship between dictated word-picture, dictated word-printed words and reading. Although nine participants were exposed to the initial evaluate repertoire, only four were exposed to the teaching unit I and two to teaching unit II. The results show gains in reading and writing repertoires of all participants exposed to the teaching procedure, especially in training words. As conclusion, despite its efficiency, probably due to its innovative character, are required a number of modifications in this procedure so that future studies would present even better results for all participants.
Análise das reflexões estabelecidas por pesquisadores entre conhecimento de língua inglesa e desempenho acadêmico
(Universidade Federal de São Carlos, 2013-02-25) Della Rosa, Stefanie Fernanda Pistoni; Augusto-Navarro, Eliane Hercules; https://lattes.cnpq.br/5716027350340906; https://lattes.cnpq.br/8572524714158423
This study aims at identifying and discussing needs and interests of researchers of a public university in regard to learning or improving their knowledge of English for academic purposes. As a theoretical foundation, we rely on the studies developed by Robinson (1991), Hutchinson and Waters (2006), and Dudley-Evans and St. John (2010) to base discussions regarding English for Specific Purposes (ESP). More directly related to the central question of this study, we review Flowerdew and Peacock (2001), Kennedy (2001) and Wood (2001) that underlies the theories about English for Academic Purposes (EAP). Theoretical reference regarding Needs Analysis (ROBINSON, 1991; HUTCHINSON and WATERS, 2006; DUDLEY-EVANS and ST. JOHN, 2010), EAP course design (FLOWERDEW e PEACOCK, 2001; JORDAN, 2012) and Genre Analysis (SWALES, 2011; MOTTA-ROTH 2000, 2008; RAMOS, 2004) also contribute to the development of the present study. The participants are researchers (Master and PhD. students, besides university professors) from diverse scientific areas, and data has been collected in three different moments and by three instruments (two semi-structured questionnaires and an interview). Based on the data analysis it was possible to see that most participants are interested in a course focused on English for specific purposes. They also revealed to consider English as being the international language of science and key factor for publishing research results. We conclude that participants main interest is having EAP courses focused on productive skills (writing and speaking), because it could help them to publish. From participants comments related to their expectations regarding an EAP course and from the data analyzed, we expect to contribute to possible procedures for courses/materials design of English for Academic Purposes.
Cotidiano, demandas e apoio social de famílias de crianças e adolescentes com autismo
(Universidade Federal de São Carlos, 2013-02-25) Minatel, Martha Morais; Matsukura, Thelma Simões; https://lattes.cnpq.br/3621113172277748
In each development phase of an individual suffering from a disability, different demands and challenges arise to the families and professionals involved in this reality. This study has aimed on identifying, through the standpoint of the families of autistic infants and teenagers, their daily experiences, demands, as well as the perceived social support while facing the reality of the care given to their children during three development phases. Twenty families of infants and teenagers with autism diagnostics have participated of this study, organized into three groups: Group 01 (with autistic children from 3 to 6 years old); Group 02 (with autistic children from 7 to 11 years old), and Group 03 (with autistic children from 12 to 18 years old). In order to gather data, there have been used semi structured interview routines, and Identification Questionnaires. Amongst the main results, there have been identified that the daily routine of the participant families is organized according to the autistic family members, their needs, and their difficulties. Such aspect has been observed within the domestic environment as well as in the external activities. Some of the identified difficulties are shared by all the studied groups, such as some of the daily routine difficulties, the ones in social activities, in the communication with these children, their dependency with their personal hygiene, among others. Specifically in each phase, the results of Group 01 have highlighted the families difficulties regarding the acceptance of the diagnostic, in Group 02 stands out the behavioral difficulties and the prejudice with this condition, and, in Group 03, the difficulties regarding adolescence specific issues, particularly the ones regarding the teenagers physiological development. Concerns with the children s future are perceived in all three groups, particularly the concern regarding who would take care of the children when the parents are not around anymore, which increases in intensity as the years pass by. In relation to the social support perceived by the main care givers, the family, their partners, siblings and grandparents of the individual with autism have been identified as the main sources. Besides that, some strategies for facing their problems have been identified in many situations of the families daily routine, where arrangements and possibilities are willful explored. There have been identified with the family members some demands for guidance in relation to the children s development, in how to help these individuals with their condition and with other subjects. In conclusion, this study have achieved its goals contributing for enlarging the knowledge in this area, providing benefits for future researches, actions and interventions planning for this population, as well as supporting planning public policies.
Construção e avaliação de um ambiente virtual de aprendizagem voltado à Educação em Ciências, Química Verde e Sustentabilidade Socioambiental
(Universidade Federal de São Carlos, 2013-02-25) Souza, Fábio Fontana de; Zuin, Vânia Gomes; https://lattes.cnpq.br/5265150425993880; https://lattes.cnpq.br/7331852996824032
The Learning Management System (LMS) has become extremely attractive because of the development of tools that enable synchronous and asynchronous interaction between users connected to the internet. The system has being adopted by many educational institutions, especially in the higher education ones. In this paper we describe the development, use and evaluation of a course built on the LMS Moodle with the main objective of checking its potential to complement the lessons of subject "Experimentação para o ensino de Química 1 e 2", offered to undergraduate students in Chemistry of Universidade Federal de São Carlos (UFSCar). Moodle course area was built to provide students some materials and activities that allow communication about issues related to experiment on teaching with a focus on environmental sustainability and Green Chemistry. Undergraduate chemistry students voluntarily participated in the research during the first and second semesters of 2012. The data was collected through the textual productions in forums with the participation of all undergraduates and where there was a questionnaire and a final evaluation of the course "Experimentação para o ensino de Química 2". Throughout the course the students used the environment as a privileged place to express themselves and to build the collective knowledge, since this tool has provided to licensees recognition and appropriation of another training space that supports debate which is not possible in the classroom very often. We conclude that virtual learning environments focused on teacher education can enhance the work done in the classroom.
Sinterização de cerâmicas multiferróicas nanoestruturadas de Pb(Fe1/2Nb1/2)O3 e Pb(Fe2/3W1/3)O3 via Spark Plasma Sintering SPS
(Universidade Federal de São Carlos, 2013-02-25) Nascimento, William Junior do; Eiras, José Antônio; https://lattes.cnpq.br/6653223814715498; https://lattes.cnpq.br/7828555676207514
Considering the search for miniaturization of electronic devices, the development of new methods and techniques for the production and characterization of nanostructured materials is fundamental, beyond understanding of the effect of grain size on the properties of materials in nanoscale. Therefore, it was proposed in this work the obtaining of nanostructured multiferroic materials, in bulk, with high density and microstructural control, with grains ranging from micrometer to nanometer scale. To achieve this goal, was developed a methodology for obtaining the powder of lead iron niobate, Pb(Fe1/2Nb1/2)O3 (PFN) and lead iron tungstate, Pb(Fe2/3W1/3)O3 (PFW), with average particle size around 150 nm, contamination-free, minimal agglomeration and with highly reproductive results using the micro-milling technique. Regarding consolidation materials, conventional sintering requires higher temperatures and long holding times for a satisfactory densification, resulting in a grain growth higher than the desired. Through the fast sintering technique, only high heating rates are not sufficient to ensure a satisfactory densification and also inhibit the growth of grains. The obtain nanostructured dense samples with average grain size of approximately 200 nm was only possible using spark plasma sintering technique (SPS), which allows sintering at temperatures corresponding to the intermediate sintering stage, inhibiting the grain growth. PFN and PFW samples obtained through the SPS technique showed high conductivity at room temperature due the extreme reduction suffers in the system plus the use of high current densities during sintering, being necessary the samples oxidation. Through the dielectric characterization, the decrease in grain size of micrometer to nanometer scale results in lower permittivity values in phase transition temperature, besides a peak broadening. Moreover, the SPS technique added to the oxidation process makes it possible to obtain PFW samples with high dielectric values (in order of 104) at room temperature, a motivation results with regard to the application.
Terapia ocupacional e medidas socioeducativas em meio aberto: percepções e práticas
(Universidade Federal de São Carlos, 2013-02-25) Morais, Aline Cristina de; Malfitano, Ana Paula Serrata; https://lattes.cnpq.br/1462870858750395; https://lattes.cnpq.br/6217554880634966
The socio educational correctional services in open prison regimes are regulated by the National System of Socio Educational Support and by the Child and Adolescent Statute, and they aim for the social recovery of adolescents from 12 to 18 years old that have committed an infraction. In order to fulfill these services, it has to be taken into account the technicians, important actors in the way the work will be executed. This study aims on mapping the services of socio educational correctional measures in open prison regimes of the State of São Paulo in municipalities with populations of 100 thousand habitants and above, intending on distinguishing such services and its technical teams, as well as to calculate the amount of occupational therapists involved in them. Having past calculating the total number of these professionals, it has prioritized getting to know the practices and perceptions in regard of the role played by occupational therapists in socio educational correctional measures. In order to support the mapping, there have been used the data made available by the Coordination of Social Action of the State of São Paulo and the Regional Directorates of Social Support and Development. After possessing the reports of the 75 municipalities researched in the State of São Paulo with 100 thousand habitants or more, the coordinators of the services have been asked to answer a questionnaire to illustrate its environments and technical teams. Thus, through mapping, it has been possible to count eight active occupational therapists in the socio educational correction measures. These professionals have been individually interviewed in a single meeting, which, therefore, made possible to document their perceptions and practices in regard of the role played by occupational therapy in this field. It has been verified that, in the majority of the municipalities, these services have been done by the Centers of Specialized Reference on Social Support, which generate discussions about how is the best way of doing them. In regard of the technical actors, there is a predominance of psychologists and social workers within the teams, which goes against the ideal of multiprofessional teams intended by the field s legislations. In addition to that, these professionals have presented educational backgrounds directed to clinical areas. In consideration of that, the study points to the necessity of a perspective that is also directed to a broader dimension of the problems lived by these teenagers that are in conflict with the law, and are mostly originated by social reasons. The occupational therapists inserted in the referred socio educational corrective measures in open prison regimes experience situations that are similar to the ones lived by the other technical workers in general, including the contradiction in regard of the role played by them. In spite of not existing any particularity that is exclusive to this profession in these services, there have been verified that it brings very significant contributions, particularly in relation with its capacity of working amongst many knowledge areas, and in relation to its ability of coordinating groups, as well as being able to use activities as means of linking and intervening with the assisted population. It has also been verified a demand from the interviewed participants of discussing the socio educational measures and occupational therapy.
Motricidade dialógica : compartilhando a construção do conhecimento na educação física escolar
(Universidade Federal de São Carlos, 2013-02-25) Carmo, Clayton da Silva; Gonçalves Junior, Luiz; https://lattes.cnpq.br/6318986396436495
Historically, the Physical Education, as well as other curricular components, has contributed to the maintenance of the structure of marginalization and oppression of schools, which does not consider the diversity expressed by the community it serves. Understanding that people educate themselves throughout their existence by linking their knowledge from different experiences to give meaning and direction to new learning, in this study we are committed to the development of a Physical Education who opposes the currently prevailing banking education. This study aimed to organize, conduct and investigate a pedagogical intervention guided in references of Human Motricity and Dialogical Pedagogy in Physical Education classes in order to answer the following guiding question: What are the possibilities of contribution and development of a dialogical praxis in Physical Education at the school? Aiming to understand the educational processes triggered by it in order to contribute to the construction of a pedagogical praxis in Physical Education. The intervention had dialogue as a central element and consisted of: thematic research attended by 34 children in a class of 4th year of elementary school, their fathers, mothers or guardians, the employees of the school and the teacher of Physical Education and teacher of the class in question; developments activities in the classroom regular Physical Education, organized from the themes listed generators. The investigation of this intervention was based on references of qualitative research, and for its realization, we used daily records and also interviews with participating children and Physical Education teacher of the class. Data were analyzed with inspiration in existential phenomenology, following phases: identification of units of meaning, organization of categories and construction of results. From such analysis emerged the following categories: a) Acquaintanceship in dialogue, which deals with moments of dialogue during action seeking the establishment of communion among children in the class lecture situations, especially where emerged attitudes of discrimination b) Construction of autonomy in dialogue, which addresses situations recorded that enabled an understanding of conditions that influence the process of developing autonomy of children during the classes, c) School community in dialogue that allows us to understand the relationships that are established between the various people that make up the school community, and how these relationships contribute to the educational processes which develop in school. In the considerations we list some of the contributions and limitations observed in the intervention process and believe that they can provide information to think and rethink Physical Education and also the school in order to develop pedagogical practices that enable the development of an increasingly liberating education.
José Scaramelli: um bandeirante do ensino paulista na implementação e divulgação de uma didática e metodologia da educação nova para a infância brasileira
(Universidade Federal de São Carlos, 2013-02-25) Silva, Débora Alfaro São Martinho da; Hai, Alessandra Arce; https://lattes.cnpq.br/3845288858275245; https://lattes.cnpq.br/5531549041064584
The subject of this work is to study the pedagogical ideas in Brazil during the First Republic through the life history and the work of José Scaramelli who was one education expert from educational mission of Sao Paulo state. The aim of this dissertation is learning, to analyze and to understand how the methods of New Education came in to Brazilian educational scenario and, how the author Scaramelli appropriated them. Scaramelli tried to adapt them to Brazilian education reality at that time. Were Scaramelli pedagogical ideas a novelty or simply a copy of the original ideas wrote by New Education Movement Scholars? To discuss this question, the concepts of didacticism and methodology were analyzed based on his work which was produced from 1914 to 1931. Methodological guides were used as such as were proposed by Dermeval Saviani works.
Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
(Universidade Federal de São Carlos, 2013-02-25) Cambruzzi, Rita de Cássia Silveira; Costa, Maria da Piedade Resende da; https://lattes.cnpq.br/2791098416503955; https://lattes.cnpq.br/1324662126060982
The objective of this work was to analyze the efficiency of visual adaptations in activities presented in the student with deafblindness with Usher syndrome and its impact on education. This research was developed in the city of Santa Catarina in a Basic Inclusive School where deaf education policy is performed in Elementary School in the first to ninth-grade and in High school. This is a case study for 12 year old preteen with deafblindness with Usher syndrome who studies in an Association of sensorineural deafness and acquired blindness as a result of Retinitis Pigmentosa. In the year 201, the student attended the 5th grade, in bilingual mode (only for deaf). In 6th grade (2012) in mixed class (with listeners). In the bilingual class the teacher, teaches in sign language as first language and the Portuguese, as second one. Already in the inclusive class the language used is Portuguese with the presence of an educational interpreter. It was used visual resources in the accessible instructional materials for the contents of the subjects. The bilingual students took advantage by the materials. Data collection consisted of the interview with the family, with the student, and the teacher. Also pre and post student s intervention with the application of functional vision instrument. Observations were conducted in different situations and in different spaces. The obtained results were analyzed qualitatively taking as a criterion the student s own performance analysis. The student makes use of sign language easily. He presented the first symptoms of Usher syndrome: dazzing in some situations which implied difficulty to adapt to bright; decreased peripheral vision and night blindness. In the process of perception of the difficulties he doesn t see as deafblind but like a deaf. During the collection of data it was observed signs of decrease in the peripheral vision, in the locomotion, and in the sign language when the colleague uses it in his side. The results suggest that the materials used in the classroom were mainly appropriate for the amplified material with 12 points to 20 or 20 points letters as gradual exposure in different sizes. The Times New Roman font was modified to the Arial font one and after to Verdana because the changes provided more suitable traits. The results indicate, therefore, that the accessible visual resources were used properly. However, there is no support of optical and non-optical resources by the institution on this new reality: the presence of the student with Usher syndrome, in the classroom, and his constitutional right is guaranteed.
Educação a distância sobre o método minimamente invasivo para monitoração da pressão intracraniana
(Universidade Federal de São Carlos, 2013-02-25) Carvalho, Lilian Regina de; Zem-Mascarenhas, Silvia Helena; https://lattes.cnpq.br/0185144417072417; https://lattes.cnpq.br/8329953593386274
All currently known methods for monitoring intracranial pressure are invasive because a catheter is introduce into the central nervous system causing various damages to the patient especially infection. A new method to monitor intracranial pressure was developed with a minimally invasive surgery, where a sensor is glued to the braincase and captured the bone deformities resulting from increased intracranial pressure. Being a new method is needed to spread the same and training of health professionals regarding the use of the equipment. With the evolution of Communication and Information Technologies became possible learning in real time and from any location through Distance Education. This tool was used in this study in order to disseminate the method for health professionals. The aim of this study was to elaborate the fidelity average prototype of a Virtual Learning Object - OVA about the new method for monitoring intracranial pressure with minimal invasion and evaluate its usability using the heuristics of Nielsen. The fidelity average prototype was developed in the program Microsoft Office PowerPoint ® 2007 following the seven steps of the framework Planning Learning Activities Supported by Computer - PACO. In the evaluation, of ten heuristics proposed by Nielsen eight were violated and found and 388 usability problems. The initial version of the OVA program was developed in the Abobe Flash ® Player 10 by a professional specialist under supervision of the author and according to the suggestions of the reviewers and members of the banking qualification. All screens of the prototype showed some kind of heuristic violated and usability problem countless demonstrating the importance of evaluating the interfaces before exposing the product to the user. The methodology and assessment used in this study were suitable for the proposed objective.
Responder por exclusão na aprendizagem de relações simbólicas envolvendo adjetivos
(Universidade Federal de São Carlos, 2013-02-25) Ribeiro, Thaís Arantes; Souza, Deisy das Graças de; https://lattes.cnpq.br/4404800720856419; https://lattes.cnpq.br/7525730437706871
Exclusion responding has been considered one of the processes by which children learn to relate new words to objects. This pattern of responding is usually tested with a matching to sample task. The goal of the present experiment was to verify if exclusion responding also occurs with properties-object relations: dictated model stimuli were adjectives (/happy/, /sad/ and /anger/) and comparison stimuli were properties of objects (dolls facial expression). A second goal was to investigate the relation between the quantity of exclusion trials and a learning outcome. Phase 1 established a baseline of auditory-visual discriminations in a natural situation with dolls; Phase 2 established the baseline among dictated words and pictures of the doll (a girl) with a specific software presented with a notebook; Phase 3 consisted of exclusion probes in which the pseudo words /piva/ and /fobam/ were presented as models in different trials and a defined face (related to baseline words), an undefined face (not related to baseline words) and a mask (blank comparison) were presented as comparison. Selection of undefined face showed exclusion control. Phase 3 also consisted of presentation of learning probes. In Phase 4 experimental blocks presented as comparison stimuli figures of another doll (boy) expressing the same emotions of the doll of Phase 3. The purpose of Phase 4 was to evaluate generalization of the results obtained in Phase 3. Experiment was finished if the participant had responded correctly the three learning probes or if he or she had been exposed to 10 exclusion trials with each relation. Data was collected with 22 typically developing preschool children between 24 and 29 months of age. All participants responded by exclusion along the experiment. 11 of the 22 participants showed a learning outcome, responding correctly the three learning probes (100% of correct responses) with one of the taught relations in Phase 3 or with one of the tested relations in Phase 4. Data confirm and extend regularity of exclusion responding. The amount of exclusion trials necessary to obtain a learning outcome and the best learning probes to be used still needs to be investigated.
Reconhecimento por meio de indicadores da precocidade do aluno na educação infantil
(Universidade Federal de São Carlos, 2013-02-25) Marques, Danitiele Maria Calazans; Costa, Maria da Piedade Resende da; https://lattes.cnpq.br/0940222268032312
Students in kindergarten who shows signs of precocity, they deserve to have access to an educational service that meets their needs and develop their skills and competencies. For this to occur it is necessary to call the teacher to have knowledge about the precocity. In this perspective, this research aims to provide information to guide the teacher from kindergarten to recognize signs of indicators that characterize the precocious child. The study included 46 students from kindergarten aged three and four years, four parents and eight teachers who taught in a Municipal Center for Early Childhood Education in a city in the interior of São Paulo. This study was developed as a qualitative approach, and it was characterized as a case study. The information for the development of this research were obtained through the following instruments: questionnaire indicators of earliness, directed to parents and teachers; characterization form teacher participant and socioeconomic questionnaire answered by the parents. The results showed that of the 46 children observed by teachers only four showed 50% of the indicators proposed by the instrument. Regarding to teachers sort, we found that there are still many myths about whom is the talented child. These erroneous ideas are reflections of a formation that has large gaps regarding to the identification and discussion of the talented student attendance. We found that the study focused to the precocity is still barely discussed in academia. Thus, the relevance of this research is to provide a valuation of the potential development of children since kindergarten.