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Letramento emergente, consciência fonológica e leitura de alunos com deficiência intelectual no ensino regular
(Universidade Federal de São Carlos, 2014-07-02) Barbosa, Esmeralda Aparecida de Oliveira; Rose, Tânia Maria Santana de; https://lattes.cnpq.br/4867790870276142
This study stems from an interest in examining the impact of school inclusion in terms of possible benefits of an academic nature, such as the acquisition of basic learning of reading for students with intellectual disabilities. The study aimed to examine the utilization of skills related to emergent literacy and basic skills of reading presented by a group of students with intellectual disabilities, attending the early elementary grades in regular rooms, and had the support of care specialized education provided in multifunctional features. Also sought to identify the expectations of the resource room s teacher and parents on the acquisition of academic learning by students. The sample consists of five students diagnosed with intellectual disability who attend regular classes of basic education and resource room. The data about the repertoire of reading and writing students were obtained through assessment instruments of knowledge and skills of emerging literacy, phonological awareness and reading and writing skills required in Basic Education. For three of the participants was used the Testing Colored Progressive Matrices Raven - General Scale, to obtain data about their intellectual level. Were used interviews to obtain data about the expectations and conditions relating to learning students' reading, presented by the resource room s teachers and family. The results indicate that students in the sample had familiarity with only a small portion and less critical of set components of emergent literacy and phonological awareness. Students no exhibited no familiarity with the skills of decoding individual words and texts, not reaching the minimum criteria for this stage of reading literacy. Also observed, in relation to the learning experiences of students in the resource room, they do not cover the promotion of relevant components for the acquisition of reading skills. We discuss the implications for the evaluation process and for teaching reading students with intellectual disabilities.
Novos repertórios verbais em crianças pequenas: ouvinte, falante e classes de estímulos equivalentes
(Universidade Federal de São Carlos, 2014-07-02) Almeida, Christiana Gonçalves Meira de; Gil, Maria Stella Coutinho de Alcântara; https://lattes.cnpq.br/1673770301699940; https://lattes.cnpq.br/4219119185672316
Research on stimulus class formation in very young children can bring important contributions to our current understanding of relations between verbal operants and concept formation repertoire. The present research was composed of two studies. The first one had four experiments that investigated stimulus class formations with spoken word, dissimilar objects and objects with common features. The second one described relationship between toddlers spontaneous vocalizations and theirs performances during conditional discrimination tasks. Participants were 14 children aged 18 to 27 months were participants. Auditory-visual conditional discriminations were taught, stimulus equivalence class formation and generalization performances were tested. The training and testing consisted of matching to sample procedures (MTS). The samples were spoken words, tridimensional objects or stickers. The comparison stimuli were tridimensional objects or stickers. In training, correct responses were followed by access to the object, praise and stickers. Incorrect responses were followed by a blank page. The minimum learning criterion was three correct responses out of four trials for each relation within eight trials. Testing was presented with or without reinforcement (depending on the experiment). Seven children learned baseline relations. Three of them reached the learning criteria in tests which suggested stimulus class formation. One child maintained stimulus equivalence performances in follow-up testing after 90 days. Study 2 analyzed videos recorded from three experiments of Study 1with six participants aged 22 to 24 months. The participants who showed higher frequency of vocalizations also achieved the equivalence tests criterion. The participants who did not emit any vocalizations during learning trials did not reach conditional relations learning criteria. It were found in the studies, results in favor and against the Naming Theory suggesting that under certain circumstances, repertoires of language and performance equivalence can coexist independently.
Avaliação da ciclabilidade das cidades brasileiras
(Universidade Federal de São Carlos, 2014-07-02) César, Yuriê Baptista; Sanches, Suely da Penha; https://lattes.cnpq.br/3857424839674606; https://lattes.cnpq.br/9678934277577171
The growing number of cyclists pedaling in Brazilian cities demand an effort of local governments to develop actions to make their cities more bicycle friendly. However, these actions have been carried out without a plan that ensures the necessary priority to bicycle mobility. Thus, this study sought to evaluate how much the Brazilian cities are bicycle friendly, its cyclability. The relief, climate, urban aspects, pollution, integration of cycling with public transport, the quality of roads, safety, cycling infrastructure and government actions of Brazilian cities were evaluated through an online questionnaire answered by 2,925 people throughout Brazil. The survey results presented in this work show a good picture of the current situation of cyclability in Brazil: lack quality of infrastructure, lack of comfortable roads, lack of security and lack of government commitment to bicycle mobility to change this reality.
Memória social de mulheres de assentamentos de reforma agrária: a relação entre trabalho, política, educação e participação
(Universidade Federal de São Carlos, 2014-07-02) Lino, Amanda Cristina; Mendonça, Viviane Melo de; https://lattes.cnpq.br/4827331651090223; https://lattes.cnpq.br/6242451829145469
This study aims to examine the relationship between memory of women, participation and education in the context of land reform settlements in the region of Sorocaba, using memories as object of study. Four thematic oral history interviews were conducted, whose themes were: Work, education, participation and politics. These memories revealed the participation process of settled and landless women, whom unveiled a clandestine history, shrouded in riddles in the bowels of restricted participation, politics, education, and the work dialectically substantiated by their experience. We concluded that these memories constructed other perspectives on gender and class as a way to interpret and maintain the resistance and struggles of daily life in four settlements in the region of Sorocaba.
Terra dos mortos: o espaço narrativo nos filmes de zumbis
(Universidade Federal de São Carlos, 2014-07-02) Gomes, Paula; Costa, Flávia Cesarino; https://lattes.cnpq.br/1653890782950111; https://lattes.cnpq.br/4396268922371468
This study aims to analyze the genre of zombie movies establishing a dialogue between their narrative spaces, the historical contexts in which they are situated, and their connections to other works in different media, in an intermedial perspective. Therefore, this research sought to study three narrative spaces that were widely used in the films of the genre: the Caribbean space, used in 1930-1940 American films of the Haitian zombie; internal and external areas of the United States, seen in flesh eaters zombie films created by George Romero in the second half of the 20th century; and major world capitals destroyed, present in many contemporary zombie films from various countries. In this context, this study main objective is to perform a spatial analysis of zombie films, that explores the possible connections and interrelations between the colonial metropolis/colony, inside/outside, and national/global spatial dichotomies, with the historical and social contexts in which these works are contained.
Uma sala de cinema pública: o caso da sala Lima Barreto (1982-1992)
(Universidade Federal de São Carlos, 2014-07-02) Mamede, Liciane Timoteo de; Sá Neto, Arthur Autran Franco de; https://lattes.cnpq.br/5055550097454248; https://orcid.org/0000-0003-4455-8105; https://lattes.cnpq.br/0015806818189874; https://orcid.org/0000-0002-7886-2351; Araújo, Luciana Sá Leitão Corrêa de; Gatti, André Piero; https://lattes.cnpq.br/9890886509956837; https://lattes.cnpq.br/9431755195997763; https://orcid.org/0009-0007-0782-8803
This dissertation focuses on the first ten years in the history of the Lima Barreto movie theater at the São Paulo Cultural Center (CCSP). Such a cinema theatre has not a separate legal status, but it is rather linked to Centro Cultural São Paulo, which is part of the São Paulo Department of Cultural Affairs. Both, Centro Cultural São Paulo and its cinema theatre were inaugurated in May 1982; the former being the largest cultural center of Latin America at that moment and the latter the first cinema theatre run by the local government of São Paulo city. 1992 was the last administration year, out of four, of the leftist mayor Luiza Erundina, which had the philosopher Marilena Chauí as the head of the Department of Cultural Affairs. This was the first left government to take São Paulo’s office since the end of the dictatorship in Brazil (1964-1985). The ten-year period addressed by this research comprehends the consolidation of the role of São Paulo’s public cinema theatre as an art house cinema. It also comprehends an important period of democratic transition for Brazil which determined somehow the way cultural policies were thought by the local government during such a term, undergoing both improvements and setbacks. Ultimately, this research attempted to demonstrate that, above all, Centro Cultural São Paulo’s cinema theatre is a public infrastructure, therefore any research that intends to understand its role and potential must deal with its public nature, which means, among other things, following strict legal and administrative rules and facing adversities of the politic context. On the other hand, it also means it is able to integrate a major plan of action as an instrument of inclusive and democratic policies, which can furthermore foster the cultural diversity, encouraging new audiences and the film culture (watching, reading and discussing about films).