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Desempenho muscular durante a protração e retração da escápula em sujeitos com instabilidade glenoumeral traumática anterior
(Universidade Federal de São Carlos, 2014-02-26) Netto, Walter Ansanello; Rosa, Stela Márcia Mattiello Gonçalves; https://lattes.cnpq.br/1406279816228350; https://lattes.cnpq.br/5225664288832108
Traumatic anterior glenohumeral instability makes the humeral head unable to remain centered on the glenoid fossa and alters the arthrokinematics and the strength of the shoulder rotators. The rotator cuff muscles depend on a good performance of the scapular muscles and their strengthening has been recommended at different levels for subjects with traumatic anterior glenohumeral instability. On the other hand, poor scapular performance is not well described in this population. Therefore, the aim of this thesis was to investigate muscle performance during protraction and retraction of the scapula in the sagittal and scapular planes in subjects with traumatic anterior glenohumeral instability. The study included 40 volunteers of both sexes, divided into two groups: control group (n = 20) and patients with traumatic anterior glenohumeral instability (n = 20). Muscle performance during protraction and retraction was assessed using Biodex System III isokinetic dynamometer in the isometric mode, with three repetitions, and in the concentric isokinetic mode, at the speeds of 12.2 cm/s and 36.6 cm/s, with 5 and 10 repetitions, respectively. The evaluations were performed with the shoulder flexed at 90° in the sagittal plane and elevated at 90° in the scapular plane. The mean peak force, total work and the total range of motion (ROM) were the variables of interest. The variables were compared using analysis of variance with two factors (ANOVA - Two Way), considering plans as the withinsubject factor and group as the between-subject factor, at a significance level of 5%. There was difference between subjects in the average peak force at isometric protraction and retraction and also at protraction during isokinetic evaluation at 36 cm/s (p <0.05). For intra-subject analysis (scapular plane vs sagittal plane), differences were found for mean peak force during isometric protraction, isokinetic protraction at 12.2 cm/s and isokinetic protraction at 36.6 cm/s. There was an interaction for the total work in retraction at 12.2 cm / s, total work in retraction at 36.6 cm / s for ROM. This dissertation shows that subjects with traumatic anterior glenohumeral instability have decreased strength in protraction and in isometric retraction and also in isokinetic contraction. Average peak force, total work and ROM in the sagittal plane are higher than in the scapular plane.
Biogeografia do gênero Rauvolfia L. (Apocynaceae, Rauvolfioideae)
(Universidade Federal de São Carlos, 2014-02-26) Vidal Junior, João de Deus; Koch, Ingrid; https://lattes.cnpq.br/4839123900255164; https://lattes.cnpq.br/7749648916918012
Rauvolfia L. is a pantropical genus with 70 species distributed throughout America, Africa and Asia, also being present in several remote islands like Hawaii and French Polynesia. Although having an estimated age of 34 million years, the genus has a wide distribution as a result of its remarkable dispersal capacity, given its distribution associated with water bodies and the fact that its fruits are a food source for many bird species, placing Rauvolfia as a highly interesting group for biogeographical studies. Based on this, we produced distribution maps for the 70 species of the genus from occurrence data obtained from herbarium sheets and revision articles, which were digitalized and georeferenced. Species with similar distribution patterns were grouped and their maps were produced and compared with maps of topography and hydrography. We analyzed this distribution together with the most recent phylogenetic hypothesis for the group to infer the distribution of ancestral nodes and to identify barriers in the distribution among sister groups. The phylogeny used was based on chloroplast markers, while divergence timing was estimated by molecular clock, calculated for the whole tribe Vinceae Duby in a parallel study. Softwares S-DIVA and VIP were used for biogeographical reconstructions, which were interpreted within the context of current biogeographical hypotheses. The genus Rauvolfia is mainly limited by climatic and geographic factors. Moreover, while some vicariance episodes were identified, much of the patterns observed for Rauvolfia present distribution were attributed to long-distance dispersal events, reinforcing the role of dispersal in current discussions about angiosperm biogeography.
Avaliação pedagógica para definição de atendimento em sala de recursos de deficiência intelectual na percepção de professores especialistas
(Universidade Federal de São Carlos, 2014-02-26) Heradão, Julia Gomes; Cortegoso, Ana Lúcia; https://lattes.cnpq.br/2294861304412033
Brazilian reality in the proposed construction of an educational system that embraces all children is supported by legally and theoretical bases that underlie their ideas on principles of equality, fairness and diversity. However, often, the school educational practices moving away from theoretical propositions. Contact with the school reality, especially with the teachers of resource rooms, makes it possible to perceive the problem involving the realization of an educational evaluation to decision frequency of these students in resource rooms Intellectual Disabilities. Faced with this situation was elaborated question: What aspects are relevant in the process of developing a pedagogical review for defining services in the resources of Intellectual Disabilities room? What conditions are favoring and not favorable this process? To attempt to answer these research questions were proposed as objectives: 1) Identify and analyze the instruments and procedures suggested by the teachers of resource rooms intellectual disabilities in developing a pedagogical review. 2) Check which aspects contributed and which hampered the development of a pedagogical evaluation by teachers of resource rooms intellectual disability. To investigate this study was based on a qualitative approach with characteristics of participatory research. Participants were five teachers of resource rooms intellectual deficiency state schools in a city in the state of São Paulo . The teachers participated in meetings organized in the form of a focus group. These encounters were filmed and had discussions as a generator of Annex I of the ESS Resolution 11 /2008. Following each meeting the information observed were recorded in a diary, as a complementary tool for data collection. The information obtained through the filming received the following treatment: a) verbatim filming b) identification of issues discussed at each meeting; c) formulation of themes relating to the types of issues discussed by the group, d) a description of the results from the information relating to each theme category in terms of aspects of the planning and evaluation process addressed by the participants; alternative presented by participants regarding the issues discussed , pros , cons , criteria or justifications; aspects mentioned and not discussed, results discussion and referrals; considerations of the researcher. Data were analyzed in view of the thematic categories for types of issues discussed by the group, the notes recorded in the field diary, objectives and theoretical framework. As a result indicated by the teachers including the following instruments for the realization of educational evaluation: Data routing students to educational evaluation; Script interview with the student; Sheet structured interviews with parents and Activities to be performed by students. In general, the participants seem to have built an educational evaluation, enabling them to find characteristics indicating the student is the target audience of intellectual disability resource room.
Estudantes com deficiência intelectual na educação de jovens e adultos: interfaces do processo de escolarização
(Universidade Federal de São Carlos, 2014-02-26) Freitas, Mariele Angélica de Souza; Campos, Juliane Aparecida de Paula Perez; https://lattes.cnpq.br/3169299095370522; https://lattes.cnpq.br/0692645530757861
Subject rarely discussed in the context of special education, including students with intellectual disabilities in the halls of the regular school system, in the form of Youth and Adult Education (EJA) reinforces the principles of construction of an inclusive society in which, expressed equal rights and social and educational opportunities. The present study had as main objective to understand the educational process of young people with intellectual disabilities who attend adult education. The specific objectives were: a) know the process of education to the students with intellectual disabilities in EJA, b) identify the conditions of work of teachers EJA along to students with intellectual disabilities and c) identify the meaning assigned to students by EJA intellectual disabilities and their caregivers. The study is characterized as a qualitative research with characteristics of case study. The research was conducted in a room EJA village school situated in the State of São Paulo, in this study two girls with intellectual disabilities in the form of AYE character of fundamental and regular education (nighttime), their mothers and the teacher responsible for the EJA room. The survey of empirical data were collected through desk research, semi-structured interviews with all participants, free observation and through a field diary. In order to cover all aspects of the phenomenon studied, the survey was analyzed through observations, notes from the field diary and was subsequently analyzed by themes. The results showed that the participants had, throughout his school career, long periods of change and long stays in one step, finally reaching the EJA. Regarding the meaning ascribed to EJA, find data that underscored the character of this modality enhancement understood as the only space that families have to meet young people and adults with intellectual disabilities. Regarding the results of the interview with the teacher, the reports reveal the countless difficulties that pervade the precarious condition of the teacher s work in our country. Regarding the data found on the expectations of future life, we realize that the process of perception, experiences and the experiences of mothers compared to daughters with intellectual disabilities can significantly influence their attitudes and how visualize the process of education of young people, process this can be permeated by fear and uncertainty. Regarding the completion of enrollment in Youth and Adult Education, observed that both mothers do not have clarity on what is the social function of EJA since reported that daughters can remain in this mode indefinitely, possibly mothers have this conception of the EJA due to shortage of public policies that address this population of intellectually disabled in young adulthood. We conclude that the inclusion of students with intellectual disabilities in the halls of the regular school system, in the form of Youth and Adult Education is still a little discussed topic that deserves greater attention from the academic community due to the importance of this type.
Atendimento Educacional Especializado para alunos com deficiência intelectual baseado no coensino em dois municípios
(Universidade Federal de São Carlos, 2014-02-26) Lago, Danúsia Cardoso; Almeida, Maria Amélia; https://lattes.cnpq.br/3663597580064996
The Co-teaching/Collaborative Teaching has been considered by many researchers as one of the modalities to support school inclusion service, having effective strategies for children with special needs of Special Education students - PAEE in public schools. This is one of the collaboration models in which teachers of special and regular education work in an egalitarian relationship searching for strategies to encourage enrollment of PAEE students within the regular school classroom. In this perspective, the present study aimed to develop, implement and evaluate a Specialized Educational Service Program - AEE based on Co-teaching, for students with intellectual disabilities in the regular classroom context at four public schools of two cities. The study was conducted in four public schools of two cities: São Carlos - São Paulo in 2011 and Vitória da Conquista - Bahia in 2012. In this study, altogether participated the researcher, as a special education teacher; four teachers of regular classrooms and five students with intellectual disability ID. The instruments used were: a questionnaire for mapping school networks and school units; identification questionnaire and Semistructured interview script for participating teachers; Anamnese Sheet, Four Words and one Sentence Test, educational evaluations and activities for students with ID; Observation script and Field diaries with the researcher records and Rating Scale for Outer Observers - EAOE. Student data were individually analyzed qualitatively and quantitatively, considering the process analysis; teachers interviews were subjected to content analysis. The results indicated the importance of Co-teaching for participating teachers, particularly in the expansion of knowledge about ways of acting in the regular classroom with ID students; expansion of professional knowledge about managing the classroom for the special education teacher and, in the ID students there was progress in the social aspect - changes in behavior and in academic development - willingness to participate in educational activities, which supports this strategy as another model that may increase the participation of ID students in the regular school context, and provide continuing education for professionals involved. However, the support service based on Co-teaching needs to be implemented in other school systems to evaluate the generalizability of its effectiveness, so that it can influence public education policy that supports other models of AEE that can be realized in other areas, besides Multifunction Features Room - MFR.
Juventude e participação: os sentidos da experiência juvenil em duas escolas municipais de Campinas SP
(Universidade Federal de São Carlos, 2014-02-26) Pasquali, Matheus Boucault de; Corrochano, Maria Carla; https://lattes.cnpq.br/7714353975585252; https://lattes.cnpq.br/3399274467309217; Ghanem Junior, Elie George Guimarães; http://lattes.cnpq.br/6978099825738759; Pereira, Dulcinéia de Fátima Ferreira; http://lattes.cnpq.br/9339578170693084
This research analyzes the different forms of youth participation into two elementary schools in Campinas SP, in its institutionalized and non-institutionalized spaces. The aim was to investigate the meaning of the experiences of the youngsters involved in the Self Evaluation Commission (Comissões Próprias de Avaliação CPA), which has been created by the municipality as part of the program of Participative Institutional Evaluation (Avaliação Institucional Participativa AIP). The objective of the CPA is to encourage processes of self-reflection among different groups in the school (students, teachers, managers, personnel and parents). This evaluation policy has proved to be interesting because of its participatory bias, which aims to democratize the social relations in the school, unlike the hegemonic market-based systems of education evaluation. However, beyond the possibilities provided by the CPA which was the starting point of this research , it was observed that in those schools youth participation was also very significant in non-institutionalized spaces. Thus, four different categories, based on the places where the participation took place, were created to analyze those experiences: representation, tutoring and projects, as places set by the school, and interstitial spaces, as places that have been created by the students without the adults initiative. Noticeable was the difference in participation between the two schools, which depended on the opportunities given by the educational institutions, but also on the actions held by the students in order to construct their own spaces. Part of the research was also dedicated to investigate the youth's perspectives, in regard to the school and their future plans, but also to their studies and participation. For this qualitative analysis, various methods have been used: planned semi-structured questions, on-site observations, social-demographic questionnaire, documents analysis and specialized bibliographic research.
A ascensão dos métodos econométricos e sua influência na economia: o debate Keynes-Tinbergen e seu efeito na ciência econômica
(Universidade Federal de São Carlos, 2014-02-26) Almeida, Rafael Galvão de; Silva Junior, Geraldo Edmundo; https://lattes.cnpq.br/5138808982229139; https://lattes.cnpq.br/4523041170917235; Duarte, Pedro Garcia; http://lattes.cnpq.br/724488420322332; Roselino Júnior, José Eduardo de Salles; http://lattes.cnpq.br/7410971805108456
This work had as its objective, by the means of a historic reconstruction of the history of econometrics, with emphasis on its business cycle models, to introduce the concept of performativity to the analysis of economic doctrines. The performativity argues that the line between theory and practice is thinner than it is thought, i. e., that in certain circumstances, the economic theory do not only describe the world, but it can influence it, it can make the agents change their behavior to conform to its predictions. For this, using the Keynes-Tinbergen debate as a background, we sought for evidence that showed the performative effects of the adoption of econometric methods onto the canon of the economic theory, once that studies showed performative effects with models used in the financial market. We conclude that, by the evaluation of the debate, its conclusion made possible emerge an econometric theory that, consequentially, could have performative effects in the economy.
As contradições do Programa REUNI: o caso das Ciências Sociais na UFSCar
(Universidade Federal de São Carlos, 2014-02-26) Filardi, André Moura Blundi; Silva, Eduardo Pinto e; https://lattes.cnpq.br/3492708361349827; https://lattes.cnpq.br/6613999817734461
The theme of this dissertation is the development of federal universities in Brazil, due to the implementation of the Support Program for Plans of Expansion and Restructuring of Federal Universities (REUNI), which is our subject of study. This program was settled in 2007, under the supervision of the Ministry of Education (MEC) and its related Department of Higher Education (SESU). The hypothesis developed along this work is that REUNI brings itself a range of implications concerning to the restructuration of federal universities, and those are intrinsically related to economic and politic context of the process known as globalization of capital, as well as to the consequent process of reorganization of brazilian state since the middle of the 1990 decade. REUNI would be, according to this hypothesis, the materialization and consolidation of these processes into brazilian higher education. Our research field is the Federal University of São Carlos (UFSCar) and the Social Sciences graduation course, where we analyze the process of expansion and restructuration of both, university and course, after the implementation of REUNI. It was also analyzed vast documentation and literature (thesis, papers and texts in general) related to the program. Therefore, we attempted, to develop a theoretical path that allowed us to study the expansion and the restructuration of federal universities under different aspects, such as economical, political, educational and academic. It was approached as well the more generic implications and the more peculiar contradictions, considering the expansion of Social Sciences graduation course as a whole. We concluded that REUNI is evidently related to its economic context and that the government aims a specific societal project with this program: the possibility of complete insertion of Brazil into the scenario of globalization of capital.
Relações de equivalência entre elementos de funções do primeiro grau para alunos do ensino fundamental
(Universidade Federal de São Carlos, 2014-02-26) Seabra, Diego Felipe Silveira; Carmo, João dos Santos; https://lattes.cnpq.br/1263046410329694; https://lattes.cnpq.br/0272376531422709
This master‟s thesis consists of a study, reported a paper format, about crucial variables present in the establishment of relations between elements of first degree functions. This study was conducted from the theoretical framework of Behavior Analysis and fits in a growing body of research on mathematical behavior. The teaching and learning of mathematics have been characterized as a difficult process, with unsuccessful results that generates a number of by-products, such as anxiety and aversion to mathematics, worsening a quite problematic panorama. In this context, this master‟s thesis reports a research which sought to analyze the effectiveness of the application of Behavior Analysis technology, specifically derived from the stimulus equivalence paradigm, for the establishment of relations between elements of first degree functions. The participants were submitted to a Matching to Sample procedure, though which relations AB and BC were trained, where A, B and C represent sets of elements related to first degree functions (graph, table, speech, etc). After training, tests of symmetry, transitivity and equivalence (BA, CB, BC, CA) were conducted in order to assess potential formation of equivalent stimuli classes, as well as generalization tests. The results showed that all participants formed equivalence classes and obtained 100% of correct responses in the generalization tests. This research sustains the possibility of effective application of stimulus equivalence paradigm to the establishment of complex mathematical repertoires.
A ordem do olhar: sentidos da imagem no discurso político televisivo brasileiro
(Universidade Federal de São Carlos, 2014-02-26) Manzano, Luciana Carmona Garcia; Sargentini, Vanice Maria Oliveira; https://lattes.cnpq.br/1406919572611392; https://lattes.cnpq.br/9059098295895752
Cette recherche propose étudier les effets de sens de l image dans le discours politique télévisuél au cours de l Horário Gratuito de Propaganda Eleitoral HGPE depuis la rédémocratisation du pays jusqu à la dérnière campagne électoral à la présidence, c est à dire, dans la période de 1989 à 2010. On veut vérifier le fonctionnement du point imagetique dans la construction des effets de sens qu on peut regarder à la campagne électoral, en vue de la formulation de l énoncé éffectuée par la jonction du verbe (oral ou écrit) avec l image. Comme la recherche propose embrasser une période étendue (1989 2010), on a l intention d observer si, en ce qui concerne le traitement de l image dans le support télévisuel, il y a eu au fil du temps dans le discours politique télévisuel des transformations dans les effets de sens oeuvrés par l image télévisuel, pour une direction du regard, et comment déroulent ces transformations. Ainsi, le corpus d analyse est constitué de séquences discursives des programmes politiques des années de 1989 à 2010. L intérêt de la recherche se repose dans l investigation sur comment le discours politique se transforme au fil du temps, puisque sa diffusion télévisuel a de grande circulation dans la période de la campagne electoral en comparaison avec les autres périodes de circulation du discours politique.
Educação empreendedora: análise dos temas abordados no ensino fundamental, médio e superior
(Universidade Federal de São Carlos, 2014-02-26) Zambon, Sueli Aparecida; Ferrari Júnior, Roberto; https://lattes.cnpq.br/1581806209106850; https://lattes.cnpq.br/6782333667763612
Although many efforts have been made to the spread and consolidation of an education that develops individuals more entrepreneurial, there is no consensus or objective guidelines in the literature regarding the topics that should be part of entrepreneurial education, or skills that must be developed. This research aims to seek a better understanding as to the themes and skills that comprise the Entrepreneurial Education. A set of representative experiments of entrepreneurship education was observed in the subjects and skills covered. Data were organized in a form, enabling the identification and comparison of trends by type of education - primary, secondary and higher education, and courses with no relationship with formal education. The results indicate that in elementary school the focus is on Entrepreneurial Behavior. In secondary school, there is a less marked trend in Entrepreneurial Behavior. In Brazilian higher education, there is a balance between the business group and the Entrepreneurial Behavior. In the experiences in higher education abroad, the trend is on Entrepreneurial Behavior. In courses with no ties to formal education has not been possible to identify a conclusive trend, although a greater number of issues have been cited in Business group. Considering all experiments, regardless of the stage or type of education in the Entrepreneurial Behavior group, the most frequently cited issues were Network Relationships, Creativity, and Autonomy. In the business group, the most cited topics were Marketing, Business Plans and Financial Planning. This research helped to provide a better understanding as to the themes and skills that comprise the Entrepreneurial Education, systematizing data, enabling comparisons and identifying trends and the most frequently cited issues in primary, secondary and higher education, and in courses with no relationship with formal education.
Conflito, diálogo e permanência: o professor mediador, o adolescente que cometeu ato infracional e a escola
(Universidade Federal de São Carlos, 2014-02-26) Rocha, Maria Fernanda Jorge; Bittar, Marisa; https://lattes.cnpq.br/3448277683982108
The role of teacher-mediator has been instituted in the state of São Paulo by the Resolution 19 of the State Education Department in 2010, which has established the School Protection System, which has as its goal to coordinate the planning and execution of measures that support conflict prevention, mediation, and resolution within the school environment. This work has aimed to study the strategies of intervention of the teacher-mediator of the school and community in order to support the school permanence of the teenagers who have committed an infringement, from the perspective of the youth in social vulnerability and of the school as an environment which its access and permanence, with quality, should be a right for all. In order to do so, there has been conducted a profiling of the teacher mediators enrolled to the Education Board of the Municipality of São Carlos SP, through the use of a questionnaire designed for this purpose. Then, with the intent of understanding the strategies and actions of these teachers for supporting the permanence of those teenagers in the school network, there have been conducted in-depth interviews with seven teachers who alleged having had previous working experiences with this kind of adolescent. It has been verified that the main action plan has been summed up to fighting school dropout, which is a specific intervention focus of the teacher-mediators registered in the Education Board of São Carlos. Also, it was learnt that there is little knowledge and articulation with the city s network for children and adolescent care. Such fact has prevented broadening the work of establishing partnerships beyond those focused in health services, mainly represented by the Psychosocial Care Center focused in alcohol and other drugs abuse (CAPS ad), the social protection services, the public safety and the Guardianship Council. In regard of the adolescents in focus, it has been verified that constructive dialogues are the main tool for intervention, along with the teachers effort to make awareness about keeping distance from infringement practices. The weakness of the intervention practices for these teenagers is evidence of the need of deepening the discussions and perspectives for facing this issue, regardless of teenagers who have committed an infringement or who are under socio educative probation being enrolled in the schools that these teachers work at. Therefore, it is necessary to construct a behavior for the teacher- mediators to act in the opposite direction of what has been established by the schools: the adolescent who has committed an infringement as a source of conflict, who must be avoided.
Avaliação de um programa de resposta à intervenção multinível para estudantes com dificuldades de aprendizagem
(Universidade Federal de São Carlos, 2014-02-26) Machado, Andrea Carla; Almeida, Maria Amélia; https://lattes.cnpq.br/7978344886545493
The model of Response to Intervention ( RTI ) is a multilevel program for the early identification of possible delays academics directed at students who have learning difficulties that require more specific interventions. In this sense, the present work aimed to develop , implement and evaluate a program of Response to Intervention ( RTI ) for students with Learning Disabilities and their teachers and families. This is a quasi- experimental research design collaborative nature, whose investigative path was qualitative / quantitative design with pre -test -intervention - post -test - Tracking. To do so, data were collected through thirteen instruments distributed among the participants. The study included 14 ( fourteen) students nominated by their teachers , with 30 % female and 70 % male , with a mean age ( M = 9.07 ) years of age, inserted in an ordinary classroom of 3 ( 29 % ) , 4 ( 71 % ) year of elementary school ; The six participating teachers are belonging to two public schools , with a mean age ( M = 41.1 ) and, which give classes in 3rd and 4th year of elementary school , being belonging to four teachers and two school I II school , all teachers were female presented with a mean length of experience ( M = 13.1 ) and; the researcher with 38 years at baseline and academic career related to special education ; The study also involved the fourteen families of students participating in the research , whose level of education of household head ranged from illiterate to complete high mean age ( M = 35.2 ), 50% of households not fit the criteria socioeconomic classification of Brazil , class D , and 28 % in the C2 class. It was found that the families studied belong to a scenario economically disadvantaged. The research was conducted in two public schools in a regular municipal public belonging to a city in the state of São Paulo. The spaces were the classrooms of participating teachers , extending into other school spaces , such as meetings between the researcher and teachers was conducted in a room for pedagogical support imparted by coordination of schools. The rooms belonging to the target students were on average 15 to 20 students each. The program proceeded with a plan of action in three levels ( called RTI - Response to Intervention ) , from the knowledge of the needs of the students and their teachers ; involved the establishment of a partnership with systematic support among teachers in twenty fortnightly meetings , and reflection on practice activities , and attendance of students : Level I of the RTI ( this program also applied to collaborative consultation for teachers ) refers to the implementation of the activities developed by the researcher and teachers and applied by teachers themselves for all students in the context of the classroom with an alternating schedule during the week for implementation of activities during the 2011 school year , at this stage ( level RTI ) all attended school , ie 14 each in his room with his teachers ; RTI Tier II compliance against shift of target students divided into small groups that did not receive advance after receiving appropriate interventions at the level I of RTI conducted by the researcher with a 1 hour two hours a week for four (4 ) weeks. In this step through the program five students of the fourteen indicated at baseline ; and RTI -III for students who did not achieve good performance after the sessions relating to level II also carried out by the researcher and lasted for one hour, four times a week for two (2 ) weeks. At this stage , only two students were subjected to the intervention of the five school referring to earlier in the RTI program. Thus , of the fourteen students nominated for the RTI program , only two schools have not responded , or failed after receiving specific interventions and participation levels of the program. Compared to parents of targeted students five fortnightly lectures were given to assist them in relating to the academic life of their children during the months of April and May 2012 pipes. Data were collected on before and after the intervention time of follow-up , which was performed thirteen months after the pretest and four months after the post-test time. Quantitative data were analyzed according to specific criteria of the instrument and applied to descriptive statistics. The qualitative data were analyzed according to three the proposed content analysis. The data obtained before and after the intervention were compared with follow-up time to check the efficiency and effectiveness of activities undertaken during the consultancy provided. Fredman 's test was applied to verify the differences between the three moments of the variables , also the test of Wilcoxon Signed Posts Bonferroni adjusted for correlation to identify which time points ( Pre , Post and Follow-up testing ) differentiate themselves me ; Kendall test for possible differences between the three time points, when compared concurrently to the variables of interest for each task ; To verify the existence of a relationship between variables : academic / behavioral performance ; academic / parenting style performance Test Analysis Spearman correlation was used in each observation time , pre-and post -test , and the test was applied Cronbach's alpha statistic for checking the level of reliability / agreement. The results indicate a positive effect with regard to the RTI program developed and the first associated with teachers using the model of collaborative consultation and a statistically significant difference when comparing the preoperative data , post and follow-up time. Noticed a social validity when responses on satisfaction of teachers and parents about the program offered were obtained. In the same way , we can see that there were positive results in relation to instruments applied at the beginning and end of the RTI program. We conclude that all of these aspects seem to demonstrate the impact of developing collaborative nature programs in schools , whose interventions can encourage students in different aspects , such as in this study , academic and behavioral. This research presented in accordance with the results obtained regarding the effectiveness and efficiency of the program RTI developed. However , we highlight some limitations , which may be revised and scaled for future research in the area , it is because this work is the first in the Brazilian territory related to Response to Intervention Model ( RTI ).
Influência de um programa de iniciação esportiva em crianças com deficiência física
(Universidade Federal de São Carlos, 2014-02-26) Melo, Flávio Anderson Pedrosa de; Munster, Mey de Abreu Van; https://lattes.cnpq.br/7861049737421476; https://lattes.cnpq.br/2651785860198037
To reflect about the need for development of motor abilities to any individual, and considering that most of children with physical disabilities are partially or totally privates of the exploration of their bodies and diversified motor experiences, emerged the ideal of systematization of a program of sporting initiation, using itself games and play with goal of developing the fundamental motor abilities (stabilizers, locomotors, manipulative) aimed at sporting initiation. Thus, this study had as goal to check the influence of a sporting initiation program in the development of fundamental motor abilities of children with physical disabilities. Specifically, we seek to elaborate, apply and describe a sporting initiation program directed to children with physical disabilities; to establish criteria/ parameters for evaluation of fundamental motor abilities of children with physical disabilities contextualized in a sporting initiation program; to verify in which areas of fundamental motor abilities of children with physical disabilities the program exercised greater or lesser influence, before and after the proposed intervention. This is a study of quali-quantitative approach, it characterized as research field, of type quantitative-descriptive directed to "study of evaluation of the program". The study sample was incorporated for three children with physical disabilities, of both genders (2 M and 1 F) and age range between six and ten years old. The instruments of data collection utilized were the systematic observation (the tab) and Evaluation Protocol of Sporting Initiation (PAIE) that was developed by the researcher as a means of evaluating the program and the evolution of the participants. The research was divided in four steps: 1) The achievement the anamnesis 2) The application of initial evaluation 3) The development of the program of sporting initiation for children with physical disabilities, which lasted eight weeks, three sessions / lessons per weeks, for a total of twenty four sessions in a period of two-month of intervention. Each one of sessions was planned with average duration of fifty minutes; 4) The application of final evaluation. As a way of analysis of the data obtained by means of the protocol, it was utilized descriptive statistic analysis; the field diary was interpreted in the light of content analysis. The suggested and employee instrument as parameters for evaluation pre and post intervention (PAIE) was sensitive for the characteristics of the children with physical disabilities participating in the study; being able to check the involved variables in the program. Analysis of the results showed that the involved participants in the study (n=3) obtained improvements in each one of three fundamental motor abilities. It was possible to conclude that in general, the program of sporting initiation directed for children with physical disabilities was efficient for the development these abilities.
Estudo da produção e divulgação científica do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo
(Universidade Federal de São Carlos, 2014-02-26) Santos, Marcel Pereira; Costa, Luzia Sigoli Fernandes; https://lattes.cnpq.br/8110248272001369; https://lattes.cnpq.br/8727807156954913
The Federal Institutions of Education, Science and Technology were created on December 23rd 1909 through the decree number 7.566 and named Escolas de Aprendizes Artífices ( Schools of craftsmen apprentices ). Those schools initially aimed at providing primary, vocational and free education. In 1959, they became the Escolas Técnicas Federais ( Federal Technical Schools ). On January 18th 1999, a decree without number transformed them into the Centros Federais de Educação Tecnológica - CEFETs ( Federal Centers of Technological Education . In 2008, through the sanction of law number 11.892, the CEFETs became the Institutos Federais de Educação, Ciência e Tecnologia ( Federal Institutes of Education, Science, and Technology ). With this last transition, the Federal Institutes acquired a University status and priviledged the triangulation Teaching, Research, and Extension . Currently, some difficulties to research can be easily found within those institutes, as well as issues to localize and mainly centralize that triangulation so as to use them as guides and contributors to scientific and technological development of the IFSP. The aim of this work is to provide an analytical survey of the scientific production of the IFSP and highlight which practices related to the dissemination of scientific knowledge are in fact carried out at the IFSP. This research was theorical and exploratoty and carried out based on a bibliographical survey linked to its field. A mapping of the scientific production done by IFSP professors who work in higher education was traced through bibliometrics in order to provide the indicators. These, in turn, were determined by the collection of data through the software scriptLattes, the one that registers all the scientific production of Lattes curriculums available at the online Lattes platform. A questionnaire was used as a tool to acquire information about the professors, as well as to frame IFSP researchers's profiles. The results were achieved through the following: the mapping of scientific production indicators carried out by IFSP professors who work in higher education; a surveying of the actions related to the dissemination of scientific knowledge; the professors's perspectives related to researching and the dissemination of institutional scientific knowlegde. In conclusion, the transformation of the old CEFET-SP into the current IFSP has yet to impact in development of institutional research. However incipient, research is indeed carried out at the IFSP, even though the dissemination of scientific knowledge is practically inexistent. Is it worth pointing out that the time it took for this transformation to happen was quite short for a centenarian institution like the IFSP. A longer period is in fact needed for the modifications to be identified. This study is concluded with some suggestions aimed at providing improvements concerning both institutional research and the dissemination of scientific knowledge.
Condicionantes sócio-históricos das políticas públicas no ensino médio: entre o profissional e o propedêutico
(Universidade Federal de São Carlos, 2014-02-26) Silveira, Everton de Paula; Marques, Sílvio César Moral; https://lattes.cnpq.br/6047434055828372; https://lattes.cnpq.br/9229762309532342
This paper investigates the historical and social factors that characterize the context of public policy high school in Brazil aimed at training the student in meeting the demands of the labor market. Examines the theoretical assumptions that underlie the relationship between work and schooling and its implications for the definition of norms governing national education, with consequent unfolding develop national curriculum guidelines for high school. Through a literature search based on historical materialism sought to understand the factors that affect the organization of social life from the implications of the industrial revolution in the world of work and, consequently, the school as an area for preparing the young for their inclusion in productive life. The analysis of the legal rules governing the organization and provision of secondary education and the national curriculum guidelines for this stage of basic education , allows us to understand the concepts that has been based on the development of norms of education in the country and the interests behind the political public education, largely subject to the recommendations of international organizations, which have assigned the task of education to equalize social inequalities, favoring economic development of nations. The study demonstrated that it is not possible to think about the role of education in preparing students for the job, regardless of the changes occurring in the social organization of work, caused mainly by changes in the system of capitalist production, suggesting the need to rethink the high school beyond its preparatory or professional character, through the possibility of developing an educational policy that believes and promotes the formation of an integrated high school student teaching.
Cotidiano de adolescentes vinculados a um Centro de Atenção Psicossocial Infantojuvenil (CAPSi): realidade e perspectivas
(Universidade Federal de São Carlos, 2014-02-26) Fernandes, Amanda Dourado Souza Akahosi; Matsukura, Thelma Simões; https://lattes.cnpq.br/7901666626822625
The development consists in a reciprocal interaction process, between the person and its context through time. Under this perspective, the psychic suffering during adolescence will impact the development of teenagers as well as impact those with whom they coexist. To comprehend the quotidian life and the activities of teenagers who are in psychic suffering is important for the identification of processes that this suffering creates in their daily lives and for the possibility of intervention towards these teens. The objective of the present study is to understand the quotidian life of teenagers who are in psychic suffering and linked to a Center of Psychosocial Attention to Child-Youth (CAPSi). It is an exploratory study, descriptive, of qualitative approach, done though the research methodology based on the ecological insertion. Thirteen teenagers between the ages of 12 and 18, each one linked to a CAPSi of a big city in the state of SP, as well as fifteen people of their social support network, participated of the research. The participants concerning the social support network were nominated by the teenagers themselves and among them were CAPSi technicians, family members and friends. The used instruments for data collection were two semi-structured interview scripts and the field journal. In order to analyze the data, the researcher executed repeatedly measures and identified representative fragments of the observed reality. In concerns of the interview analyzes, the Collective Subject Discourse technique was applied. The results indicate a quotidian life of limited activities, school dropout, impossibility to have recreational activities, difficulty when it comes to the relationship with family member and social relations practically restricted to the CAPSi context. It s discussed that the relations established between the teenagers and the diversified contexts of pertinent development to this stage of their lives do not occur in a effective way, while the mutuality concerning interpersonal relations are not part of these teenagers reality and their insertion on social places as well as opportunity of learning are limited. It is considered that from the quotidian life recognition of those teenagers under psychic suffering, the present fragmentations were evidenced, that shall be examined and considered in the creation of public policies, and the reach, as well as the limits, of the existent strategies are questioned.
Estrutura cristalina e eletrônica do CaS: teoria do funcional de densidade aplicada a modelos periódicos
(Universidade Federal de São Carlos, 2014-02-26) Dias, Amanda Fernandes Gouveia; Longo, Elson; https://lattes.cnpq.br/9848311210578810; https://lattes.cnpq.br/1053052803420461
The incessant search for better materials with diverse applications and increasingly smaller size has been performed by numerous research groups. The calcium sulfide semiconductors have been the focus of study for applications in this field. This semiconductor can be applied in to various devices due to photo- and electroluminescent properties. The technological advances in computational area allowed the improvement in different research fields such as Theoretical Chemistry, which is able to enhance, induce and predict new material properties with potential technological applications. The objective of this project was to apply the Theoretical Chemistry, in order to provide a better understanding of the chemical and structural properties of the calcium sulfide. Models and computer simulations were developed to analyze the electronic and structural properties of this material in crystal and surface level. The results were compared to the experimental data obtained by the microwaveassisted solvothermal method and discussed in terms of band structure, density of states and of charge map. With respect to the lattice parameter and internal coordinates, the theory used show good results, confirming the data obtained experimentally. Theoretical band gap values were also similar to the experimental values and indicated direct transition in all models studied.