Navegando por Data de Publicação, começando com "2014-12-09"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 3 de 3

Aquisição de discriminações auditivo-táteis e emergência de leitura recombinativa em Braille
(Universidade Federal de São Carlos, 2014-12-09) Quinteiro, Regiane de Souza; Souza, Deisy das Graças de; https://lattes.cnpq.br/4404800720856419; https://lattes.cnpq.br/8538044358616920
Reading is a complex ability that involves a set of discriminated operants. In exposure to discrimination teaching with printed words the elements are combined and recombined in new words that control how to read the new words (recombinative reading). The present study had the objective of investigating whether previous discoveries on recombinative reading with tactile stimuli from the Braille alphabet were replicable. It was investigated the acquisition of pseudowords printed in Braille and the combination and recombination of the textual units in recombinative reading. Four literate adults with acquired visual impairment learned auditory-tactile conditional discriminations between dictated and printed pseudowords in Roman alphabet (AB) and between dictated and printed pseudowords in Braille (AC). Periodic tests evaluated new choice relations (BC, CB, AC) and oral textual responding (CD) with taught and new words. Two experimental studies (with two sets of words) were conducted, they were composed of six teachingtesting cycles (two words in each cycle) with tactile stimuli with font size 90 (Study 1) and size 40 (Study 2). The pseudowords were created to strengthen recombinative reading: four vowels and four consonants composed 4 syllables and formed 12 dissyllable words for teaching and 14 words for tests (each syllable was presented in the first and last position of the words at the same times). The four participants learned all conditional discriminations and formed equivalence classes that included dictated and tactile words in the two modalities. All of them showed scores higher than 80% in the selection of the new words. New words Braille reading showed variability: two participants showed correct responses with scores higher than 75%; the others showed between 41 and 79%. The results replicated and expanding the previous discoveries about to Braille stimuli and their elemental control by within-syllable units can develop recombinative reading. Teaching procedure variables, stimuli modalities, and the elements overlapping in different words had an important role to generate Braille reading.
Educação não-formal e divulgação de astronomia no Brasil : o que pensam os especialistas e o que diz a literatura
(Universidade Federal de São Carlos, 2014-12-09) Marques, Joana Brás Varanda; Freitas, Denise de; https://lattes.cnpq.br/6595009955921694
Non-formal education and public communication of science received broad attention around the globe in recent years, which confirms it as a knowledge field with great potential for the formation of a scientific culture and science education. Within this field, Astronomy constitutes a privileged area due to the existence of a network of institutions across the whole country, the specificities of the community of amateur astronomers and the fascination which the subjects provokes in audiences of all ages. Yet, although the community of academics and educators begins to recognize the unique potential of Astronomy in non-formal education and public communication of science, the area has only been growing slowly and in a disperse manner and still remains ill explored and little analyzed. For example: What are the research trends? What are the shortcomings of the existing literature? Driven by this need for exploration, this study sets out to consolidate and enhance the existing knowledge base on the practice of non-formal education and public communication of science in the context of Brazil being the main objectives to: i) systematize and map the scientific literature on non-formal education and public communication of Astronomy in Brazil; ii) identify trends, priorities, gaps and future directions of the field, based on the opinion of a panel of experts of different backgrounds related to the field of non-formal education and public communication of Astronomy in Brazil; iii) integrate the data obtained from the literature review and the outcome of the consultation of experts to outline a comprehensive picture of the area. In order to achieve these objectives we conducted a state-of-the art review and consulted 86 specialists using the Delphi methodology which consists in a series of successive questionnaires. In terms of methodology qualitative analysis in form of content analysis of the questionnaires and the literature and quantitative analysis in form of descriptive statistic were combined. As expected, the results of the state-of the art review confirmed that research in this area is still in its infancy; only 20 articles could be identified being the majority descriptions of activities. However, in terms of institutions, initiatives and activities the area appears to be very active and heterogeneous and people involved show enthusiasm and dedication. Meanwhile, our Delphi reveals the major problems and barriers which have to be overcome to unlock the full potential of Astronomy in the area of science education. It further provides a controlled discussion on possible solutions suggested by the specialists itself. A majority agrees that the creation of an overarching entity, which co-ordinates, supports and unites the community, would be beneficial to the development and spread of the area. The apparent desire to discuss, reflect and act on how to improve the area - as shown by the community - remains to be underlined. Seen the strong involvement in this study of people actively participating in non-formal education and public communication of science, it is argued that one of the major contribution of this study was to foster and nourish this joint reflection. We hope that our results can provide a starting point for further reflections and actions which result in a better understanding of the area.
Quem são os povos indígenas para os estudantes? Reflexões sobre o currículo básico comum do estado de Minas Gerais
(Universidade Federal de São Carlos, 2014-12-09) Gilaverte, Ana Paula; Silva, Flávio Caetano da; https://lattes.cnpq.br/7889803676083470; https://lattes.cnpq.br/5581771963380830
The indigenous issue presented in the school context on the view of European blueprints may generate numerous misconceptions, reflecting attitudes of prejudice, rejection, discrimination and segregation. Although they represent a group of ethnic-cultural formation of Brazil, their history remains overlooked, covered in the school context as mere individuals from the time of contact with the Europeans, leaving a deep gap regarding the participation of those groups throughout the history of Brazil. Thus, a perspective that is intended to be multicultural and interactive should bring the debate to the classroom on diversity and difference as being dynamic, fluid, and ever-changing processes. Issues that pervade historic school discourses and similar ones, influence the construction process of individual and collective identification of the student. In this research, we aim to draw considerations on school discourses related to indigenous people, and on how the student builds his identification toward those groups, from the discourses that are recognized, accepted, and instituted in the matrix of the Common Basic Curriculum of Minas Gerais, in the subject of history. These perceptions point to an approach based on speeches that gained tradition throughout the history of Brazil, having the European discourse as its core.