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A apropriação da psicologia histórico-cultural na educação infantil brasileira: análise de teses e documentos oficiais no período de 2000 a 2009
(Universidade Federal de São Carlos, 2013-06-12) Silva, Janaina Cassiano; Hai, Alessandra Arce; https://lattes.cnpq.br/3845288858275245; https://lattes.cnpq.br/1750913769621346
The theoretical assumptions of Cultural-Historical Psychology started circulating in Brazilian academia, in the 1980s through works translated from English to Portuguese; among them is Vygotsky s book entitled Thought and Language. Faced with this observation, we sought to understand: How has Historical-Cultural Psychology been appropriated in the Brazilian educational field? Thus, the hypothesis that has guided us is that there is a mistaken appropriation of the precepts of Cultural-Historical Psychology, a fact not tied to individual questions but rather resulting from how these ideas were incorporated in Brazil with the aim to join the hegemonic discourse in the field of pedagogical ideas: neoproductivism and its variants. Thus, our general aimis to understand and analyze how the appropriation of Cultural-Historical Psychology s assumptions by the field of Early Childhood Education during the first decade of this century in Brazil has occurred. Therefore, we conducted a bibliographic study of Official Ministry of Education (MEC) documents, as well as academic production (theses) related to Early Childhood Education in this period. We used as categories of analysis the concepts of zone of proximal development (ZPD) and play/role play. The methodological procedures that guided us are the five categories proposed by Demerval Saviani, namely: the principle of the concrete nature of historical educational knowledge, the long-term perspective, the analytic-synthetic vision, the articulation of the singular and the universal and the relevance of historical research. With respect to the zone of proximal development, we find that the aspect most studied in theses and MEC documents was the definition of this concept. This was presented as the distance between what child is able to perform alone (actual development) and its performances with the help of an adult or in collaboration with other more experienced children (potential development). Regarding play/role play, several aspects were treated. In the Theses researchers studied the origin of play/role play, the definition of this concept, the toy, imagination and fantasy, among other topics. MEC documents mainly addressed imagination, child development, the toy and the role performed by children in play. After this analysis we infer that there is an eclectical appropriation with peculiarities that distances itself from discussions of the concepts presented in both: classics and by contemporary researchers who seek to continue research in this area. Thus, we sought to understand this eclecticism in the history of pedagogical and psychological ideas since the 1980s. We note that in this period with regard to pedagogical ideas we are in the midts of neoproductivis, and in relation to psychological ideas in the field of education we have experienced a period of criticism and reconstruction of School/Educational Psychology. However, in our analysis we found that this movement of criticism and reconstruction of School/Educational Psychology was not appropriate in the area of Early Childhood Education. We conclude with the statement that the eclecticism in theses and MEC documents is reflected in this historical period.
A reação de Diels-Alder de para-benzoquinonas sob condições de catálise por ácidos de Lewis e sob efeito de micro-ondas
(Universidade Federal de São Carlos, 2013-06-12) Donatoni, Maria Carolina; Brocksom, Timothy John; https://lattes.cnpq.br/7055452150201902; https://lattes.cnpq.br/5504713069431253
In this work it was done the studies of the Diels-Alder reactions of the parabenzoquinones 2,5-dimethyl-para-benzoquinone (A1), 2,6-dimethyl-parabenzoquinone (A2) and thymoquinone (A3) with the dienes cyclopentadiene (B1), 2,3- dimethyl-1,3-butadiene (B2), isoprene (B3), trans-piperylene (B4) and 1- vinylcyclohexene (B5) (Figure I) under catalysis conditions employing as catalyst a mixture of Aerosil® silica and iron chloride (III). The amount of silica used was equimolar with respect to para-benzoquinones, and the iron chloride was employed in catalytic amounts of 4 mol% and 10 mol%. Under these catalysis conditions it was observed the reduction of the reaction times and a significant increase in yield for all the Diels-Alder reactions studied when compared to results obtained when the same reactions were carried out at room temperature and absence of catalysis. In the case of the Diels-Alder reaction of 2,6-dimethyl-para-benzoquinone (A2) with unsymmetrical dienes isoprene (B3), trans-piperylene (B4) and 1-vinylcyclohexene (B5), under catalytic conditions it was observed the reversal of the regioselectivity of these reactions when compared to the regioselectivities obtained for these reactions performed in the absence of catalysis... (continue)
Tênis em cadeira de rodas: sistematização, aplicação e avaliação de um programa de ensino
(Universidade Federal de São Carlos, 2013-06-12) Quidim, Fernanda Gabriela; Munster, Mey de Abreu Van; https://lattes.cnpq.br/7861049737421476; https://lattes.cnpq.br/4437361800614353
Pedagogical aspects related to systematization and evaluation within the process of teaching and learning in the Wheelchair Tennis (WCT) has been demonstrated in some scientific studies. This fact is justified by this modality being considered a recent practice, verified by shortages of professionals and little supply of WCT programs, beyond the vision that it is an elitist sport. Based on these factors and knowing the importance of a structured, systematic and assessment in sport teaching, this study aims at evaluating the influence of a program in Wheelchair Tennis on the specific skills of the sport in people with physical disabilities. Study participants are 4 males, with ages ranging from 19 to 53 years old, whose main common characteristic is physical disability (spinal cord injury, sequelae of poliomyelitis or amputation) and no previous experience with tennis. This study is characterized as a field survey of the exploratory type with experimental manipulation. The intervention was implemented in a 12-week period involving training of 1 hour duration. For data collection was used in Performance Assessment in Wheelchair Tennis (PAWCT) (developed by the researcher) to evaluate the effectiveness of the fundamentals of the WCT programs. It was also used a diary to record the evolution of individual participants and the aspects of the CCT program. The analysis was based on descriptive and statistical analyzes. The program influenced in approximately 93% of the skills studied and there was an improvement of them. The smash, volley, serve and backhand were the fundamentals that presented the highest statistically significant increases. Individual analysis allows us to trace personal evolution for each fundamental demonstrating not only the answers to the program, but the relationship between each etiology and characteristics of learning.
Formação de terapeutas ocupacionais em consultoria colaborativa na escola: avaliação de um programa on line
(Universidade Federal de São Carlos, 2013-06-12) Assis, Caroline Penteado de; Martinez, Claudia Maria Simões; https://lattes.cnpq.br/8340141413527560
The collaborative consultation in Occupational Therapy has been considered one of the most promising emerging practices in the field in education supported by international public policy. However achieving true practice of collaboration is still considered a challenge to be conquered, and in this context there is the need for continuing education of professionals working in the school area. Thus the aim of this research was to evaluate an on line collaborative consultation program in school for occupational therapists. Participants were seven occupational therapists and six teachers of students who are part of the target audience of Special Education. The Moodle platform was the virtual learning environment for the study. We used action research as a methodological design. We constructed several instruments to collect data specifically for the study, including: case studies, field diaries, reports on the practice; scripts for the focus groups, and program evaluation protocol. How standardized instrument was used only Canadian Occupational Performance Measure. The study was conducted in three stages, namely: development, implementation and evaluation. It was based program development in assumptions Deweyan pragmatism and collaborative learning. The program developed here titled "COLABORA" was composed of a theoretical part and a practical in which participants had to perform a concrete experience of collaborative consultation. Data were analyzed qualitatively from thematic categories. The results showed participants' performance (before, during and after the program), the repertoire of knowledge built by the participants and the process of learning online. It was found that the COLABORA produced important changes both in discourse and in practice performed by occupational therapists in the school context. It is noteworthy that in three collaborative partnerships was conducted to identify possible positive impact on student performance from the partnership of professionals with the teacher. In the process of online learning strategies were fundamental to collaborative learning results from the tools of collective discussion and case studies that promoted the association of theoretical practical concepts. The collaborative consultation favored the in-service training of school professionals promoting both the empowerment of professionals as the target enrollment of students in Special Education classes of regular schools.
Irracionalidade e destino no pensamento de Max Weber
(Universidade Federal de São Carlos, 2013-06-12) Campos, Daniel Vasconcelos; Maar, Wolfgang Leo; https://lattes.cnpq.br/8746615407370574; https://lattes.cnpq.br/2585249817969838
This dissertation aims at Max Weber´s vision of irrationality. Referring to this, one can stress some points of Weber´s relationship to philosophy. It is particularly highlighted here his opposition to a tradition of thought in which reality is subjected to a practical rationalism. Then, beside questions about the methodology of human sciences, they are also some decisive practical problems to be considered. A quest for the ethical meaning of the world is in the centre of the scene. The concept of irrationality is dealt with on the basis of two specific interests. First, epistemology: irrationality is represented as the split between concept and reality. Second, ethics: it is represented as a split between intention and consequences of action.