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Highly porous geopolymers: effect of the processing route on the reached properties
(Universidade Federal de São Carlos, 2015-02-10) Cilla, Marcelo Strozi; Morelli, Márcio Raymundo; https://lattes.cnpq.br/0172837599844991; https://lattes.cnpq.br/8254610220451251
Os geopolímeros (polímeros inorgânicos) têm atraído a atenção da academia por várias razões, em particular pelo fato de ser considerado um material sustentável onde subprodutos industriais podem ser utilizados como matéria prima, além de um processo de baixo custo energético. Tais materiais encontram aplicações em todos os setores industriais, dependendo da razão atômica Si:Al, responsável por suas propriedades. Atualmente seu grande volume de aplicação está na substituição do cimento Portland. Entretanto, devido às suas propriedades similares aos materiais cerâmicos e a busca cada vez maior por novas aplicações, estudos sobre geopolímeros porosos tem despertado grande interesse da academia. Porém, as rotas usadas atualmente na obtenção dessa classe de materiais são baseadas nas da construção civil para a produção do concreto aerado, de porosidade fechada, limitando sua aplicação onde porosidade aberta é necessária. Neste sentido, este trabalho teve como objetivo o desenvolvimento de duas novas rotas de processamento (Gelcasting Route e Gelcasting/Saponification/Peroxide Combined Route), para a criação de uma nova classe de geopolímeros porosos com porosidade aberta. Em ambas as rotas foram adotadas a técnica de espumação direta para a produção de componentes cerâmicos, sendo que a maior diferença entre elas está na natureza química do agente porogênico. Na Gelcasting Route foram usados surfactantes comerciais, e na Gelcasting/Saponification/Peroxide Combined Route foi explorada a reação de saponificação de um triglicerídeo em meio alcalino para a geração in situ de surfactante. A partir das novas rotas foram produzidos geopolímeros altamente porosos, com microestrutura homogênea, células abertas e porosidade de até 85vol%, com propriedades físicas que sugerem sua utilização como substituto de baixo custo para produtos cerâmicos em aplicações tais como, suportes de catalisadores, filtração de gases quentes, adsorção e isolamento refratário de fornos.
Estudo sobre relatórios de estágio supervisionados em cursos de licenciatura em letras: uma reflexão sobre a formação inicial do professor de espanhol
(Universidade Federal de São Carlos, 2015-02-10) Curti, Natália; Yokota, Rosa; https://lattes.cnpq.br/9230517686993400; https://lattes.cnpq.br/0630292128197198
This research, of an interpretive and documentary nature, aims to analyze the reports that are produced by undergraduates of a Portuguese-Spanish Language Teaching Course, as a requirement for the subject Supervised Practicum in Foreign Language (observation and practice stages). The corpus of this study consists of reports written by undergraduates as part of the subject Supervised Practicum in Foreign Language of Portuguese-Spanish Language Teaching Courses in two universities in São Paulo State, a public one and a private one. The organization and analyses of data were done according to the analyses of categories (BURNS, 1999). As a theoretical background, we considered authors such as: Almeida Filho (1993; 1999; 2006; 2011); Alvares-Ortís (2006); Vieira-Abrahão (2001; 2002; 2006; 2007); Silva & Margonari (2005); Kfouri-Kaneoya (2003, 2008); Gileno (2013), among others. We assumed that the undergraduates of the Portuguese-Spanish Language Teaching Courses, when observing and teaching classes in regular schools, reflect on some aspects related to the language teaching/learning process (teacher, student, language skills, types of exercises, the content of classes, etc.) and describe their reflections and experiences in the reports they write by the end of the subject Supervised Practicum. Thus, by means of the reports written by the undergraduates, we sought the aspects that could support the following research questions: 1- What do undergraduates reveal in the reports they produce during the Supervised Practicum (observation and practice stages)? 2- Do the reports on the practice stage of Supervised Practicum indicate a consistent practice with the reflections made in the reports on the observation stage of Supervised Practicum? 3- Are there moments of theoretical and methodological reflection on the observation and the practice in the reports that relate to the studies of Applied Linguistics? When answering the research questions, despite consulting several theoretical texts, we noted in the reports that there are several problems in the stages of the Supervised Practicum that are not addressed in the publications consulted, such as the carelessness of some higher education institutions concerning the initial education of teachers and the difficulty of finding schools where the undergraduates are able to carry out the Supervised Practicum of some foreign languages, including Spanish. We also noticed that, depending on the institution, there are notable differences on how to conduct and record the Supervised Practicum stages, and that the expected reflection about the theoretical and methodological aspects, although not fully developed in all reports, can be perceived in some of them. Therefore, we tried to point out and justify the failures of the Supervised Practicum stages that we found in our corpus of research in order to contribute to the improvement in Supervised Practicum and hence to teacher education.
Melhores políticas para melhores vidas: um estudo crítico das concepções que embasam o Programme For International Student Assessment (PISA) no período 1997-2012
(Universidade Federal de São Carlos, 2015-02-10) Libanori, Guilherme Andolfatto; Riscal, Sandra Aparecida; https://lattes.cnpq.br/5775749515785652
This work has as its object of study the Programme For International Student Assessment (PISA), an international assessment system, created in 1997 by the Organization for Economic Co-operation and Development (OECD) and reaches fifteen students who are in final phase of compulsory schooling. The objective of this study is to analyze the PISA through its justification of creation, objectives and concepts that underlie the official documents of the OECD. In particular, through the analysis of conceptions of quality, equity and accountability in official documents of PISA, we seek to understand to what extent these conceptions are articulated with the economic development goals of OECD, as well as understand the participation of the Organization in educational policies, identify practices that the discourse of OECD seeks to engender in education management and how these conceptions allow to legitimate new forms of assessment which gradually reorganize and impose a new form to the educational process schooled. The theoretical-methodological approach is based on bibliographic and documentary research. The analysis will take place by means of the categories of discursive and social practices, by Paul Veyne, modernization and rationalization, by Max Weber, and the conceptions of social justice and equity, by John Rawls. Our analyzes showed that PISA is a producer and promoter of discursive practices, which aims to spread the instrumental rationality in education, standardize knowledge and skills required by the economic sphere, as well as homogenize and optimize the educational policies worldwide. Thus, PISA is more than an evaluation system, it is a global governance agent that, which through indications and discursive persuasion, kind of soft power actions made by the OECD and legitimized by the participating countries, seeks to disseminate best economic practices in order to homogenize the international productive sphere. Therefore, PISA is projected as an education regulation tool for economic and political purposes.