Browsing by Issue Date, starting with "2015-02-23"

Filter results by year or month

Now showing 1 - 20 of 16499

Articulação entre Paulo Freire e Herbert Marcuse para uma educação sexual humanizadora
(Universidade Federal de São Carlos, 2015-02-23)
Demartini, Gabriel Ribeiro
;
Silva, Antonio Fernando Gouvêa da
;
https://lattes.cnpq.br/9621931288117213
;
https://lattes.cnpq.br/9046778496708360
;
Lambach, Marcelo
This work originated from previous investigations into a liberating curriculum development perspective in teaching about science teenage pregnancy by Freire's thematic approach. Once perceived the production of drive (trieb) poverty within their own science teaching, commonly associated with restrictive and biologist visions of sexuality, this study sought to build from previous investigations, presenting as research problem the following interrogative: to what extent teaching practices on sexuality, values and meanings can be a limiting humanizing conception on the theme and how critical pedagogy can help overcome this limitation? The idea was to build a theoretical chaining able to subsidize humanizing practices on sex education. For this, Herbert Marcuse s thought was used articulated to Paulo Freire s educational thought. In order to illustrate the theoretical development, an exploratory approach to the educational reality was searched through the analysis of Sexual Prevention Project developed at the state school John Climaco de Camargo Pires in Sorocaba-SP, using for that, document analysis, participant observation and semi-structured interviews. From the built theoretical articulation, three categories of analysis were formulated: emancipatory drive, critical sensitivity and aesthetics of Liberating Education. In synthesis, they discourse about the instinctual gratification opportunities through the break with lucrative rationality present in capitalist society. From a new rationality, linked to a new sensibility, focused on the life s promotion to glimpse the possibility of overcoming the rationality of domination. Within the sexual education, from an aesthetic conceiving defined in dialogicity, it was looked for a sensitive perception in the face of situations of dehumanization. Thus, the pedagogical practice about sex education in science teaching should provide sensitive perception of power for freedom via aesthetic dimension and awakening the need and the possibility of social and individual emancipation. Analysis of the Sexual Prevention Project allowed the perception of the overcome process failure of the restricted perspectives on sex education, being recurrent biologist approaches. As a possibility of overcoming and direction for a humanizing sex education, aesthetically, ethically and politically engaged, the perspective of curriculum development, via generating theme, is presented as a sociocultural construct with opportunities to put the subjects in praxiological movement for its humanization.
Influência de álcoois na síntese e propriedades das sílicas mesoporosas
(Universidade Federal de São Carlos, 2015-02-23)
Alkimim, Isabella Pereira
;
Cardoso, Dilson
;
https://lattes.cnpq.br/2462847535959232
;
https://lattes.cnpq.br/8382664283600912
In recent years there has been growing interest in studies on the use of heterogeneous catalysts in the biodiesel production, since such materials have some advantages over homogeneous catalysts such as ease of separation of product generated and the possibility of being reused. Among these catalysts, it is important to emphasize the mesoporous molecular sieves, since they have some advantages that enable its catalytic application. This study aimed to synthesize spheres of hybrid silica, with mesoporous occluded by the driver structure (CTA-SiO2), and to investigate the influence of different alcohols in the properties of these materials and evaluate their catalytic activity in the transesterification reaction. The mesoporous silicas were synthesized with varying the length of the alkyl chain (C1-C3) and amount of alcohol in the reaction mixture. The silicas were characterized by different techniques, such as X-ray scattering at small angles (SAXS), X-ray diffraction (XRD), scanning electron microscopy (SEM), transmission electron microscopy (TEM) and thermogravimetric analysis. The results showed that the structure and morphology of the mesoporous silica containing organic driver may be controlled during synthesis by varying alcohol content, leading to the formation of materials with different phases, levels of organization and morphology, with the best results obtained from the samples synthesized with methanol and ethanol. For the evaluation of activity and catalytic stability, hybrid silicas were tested in transesterification reaction between ethyl acetate and methanol. The materials showed activity, and when the pore structure is well organized, larger amount of catalytic sites is available resulting in higher conversions. Thus synthesized materials with lower amounts of alcohol had higher catalytic activity compared with other materials. Silicas synthesized showed little catalytic stability compared to successive uses in the transesterification reaction. Thus, materials synthesized with the use of smaller amounts of alcohol tended to stability in comparison to other samples. Part of the activity is due to the presence of basic species formed as a result of leaching of cations CTA+, promoting the reaction also in the homogeneous phase.
Instituição de Longa Permanência para Idosos e seus processos educativos
(Universidade Federal de São Carlos, 2015-02-23)
Costa, Reijane Salazar
;
Oliveira, Maria Waldenez de
;
https://lattes.cnpq.br/3404769527869004
;
https://lattes.cnpq.br/0604027447603533
This study’s directive was to describe and comprehend educational processes developed in the relations between elderly residents in a Long-stay Institution for the Elderly (LSIE) as well as the elderly and people who attend and/or work in this facility. The field work was carried at the Elder Shelter "Dona Helena Dornfeld" in the city of São Carlos/SP throughout March and August 2014. Its development was held theoretically and methodologically by the Popular Education orientation, characterizing itself as a qualitative research with guiding principle the dialogue and the coexistence in which the researcher entered into the field performing participant observations, recording on field diaries as well as interview with and elderly woman who resided at the shelter. The data was analyzed from Minayo’s (2007) thematic approach, enabling the understanding of the relations set afterwards by a word, phrase or a summary that allowed a bundle of relations. From the data analysis three categories emerged, which were: I – "Being old", where the elderly woman under interview talked about positive and negative aspects of being old; II–“Living-Residing”, in which educational processes were unveiled regarding to having concrete experiences when being with other people who were previously not familiar to the elderly meaningful experiences towards life, coexistence, the creation of strategies for well-living in a new space, the realization of new realities and the crafting of a new set of skills and, finally, the third category: III– "Defiance-Compliance", from which educational processes emerged linked to the change of posture along many life situations, such as defiance, compliance and acceptance by the elderly new reality (residents at a shelter). This research brings forth contributions to the Education field by opening new paths to think and rethink human development by aiding in the exercise of reproducing a vision of our world. It also conveys contributions by highlighting educational processes at a LSIE and, in this way, carrying on the act of teaching-learning-teaching as present in the social practices outside the school. It also underwrites policies for elderly care by outlining reflections and actions at assistive spaces for the elderly person, in order to ensure that human rights are respected and well met, so that planning and functioning of these spaces are organized in a way to ensure the participatory management and the involvement of all parts interested.
Processamento e caracterização de ligas a base de magnésio para uso como implantes bioabsorvíveis
(Universidade Federal de São Carlos, 2015-02-23)
Asato, Gabriel Hitoshi
;
Bolfarini, Claudemiro
;
https://lattes.cnpq.br/9231627080617037
;
https://lattes.cnpq.br/0739042399340119
Magnesium alloys have attracted great interest for use in temporary orthopedic implants to replace existing materials, due to the combination of physical, mechanical and corrosive properties. A magnesium based alloy containing zinc and calcium have been proposed and studied due to its biocompatibility and lower corrosion rate than the pure element. Zinc improves the mechanical properties and corrosion resistance, increasing the potential for corrosion. Calcium promotes grain refinement during solidification and increases the strength and toughness with a second phase precipitation. Amorphous materials have greater homogeneity of composition resulting in improved corrosion resistance and mechanical properties due to the nature of its structure. Recent research at DEMa-UFSCar showed that levels close to 5% at. were more likely to the formation of amorphous phase. This work aims to study the influence of calcium content in relation to mechanical and corrosive properties. The processing method is also evaluated, taking as parameters the proximity of the composition with the theoretical values and the oxygen content in the composition of the final alloy. The materials were characterized through scanning electron microscopy techniques (SEM), X-ray diffraction (XRD), differential scanning calorimetry (DSC), chemical analysis by optical emission spectrometer with inductively coupled plasma (ICP-OES) and spectrometer absorption of infrared radiation, conventional compression test and potentiodynamic polarization test. The results show that the increase of calcium content favors both compressive strength and corrosion resistance.
Cuidado materno ao filho irmão da criança nascida pré-termo
(Universidade Federal de São Carlos, 2015-02-23)
Carvalho, Soraya Cirilo
;
Wernet, Monika
;
https://lattes.cnpq.br/6056127658896265
;
https://lattes.cnpq.br/1084348138014698
The arrival of a new member in the family has repercussions on living together among themselves. It is different when it involves the premature birth of a child and the use of the Neonatal Intensive Care Unit (NICU), and may cause a crisis in the family environment and affect all members and several changes in the family rotines, including becoming a sibling. In this sense, the work of nurse in a NICU permeates meet the needs of parents and families of newborns (NBs), and this includes siblings that often need a support for the continuation of daily routines, due to new feelings caused by the arrival of his sibling (premature) in the family and subsequent hospitalization. There are few studies that explore the sibling and experiences related to it. Thus, this study focused by the question "How the mother takes care of the son, brother of preterm children born, during this hospitalization in the NICU?". The aim of this study was to characterize maternal care to child who is the brother of preterm children born during this hospitalization in the NICU. Exploratory and qualitative research, supported by references Symbolic Interactionism and Narrative Research. Eight mothers joined the study. Data collection took place through semi-structured interviews. The analysis of the dialogues enabled us to understand that mothers are concerned with ensuring the care of her child who is the sibling, especially their emotional comfort during the hospitalization of premature child. They prospect suffering it forward to the arrival of a sibling and consider that their physical distance, imposed by premature birth and need to be present in the NICU, enhances it. So, enjoy and seek the social network support for such care, process encompassed the themes "WATCH THE CHILD AND SOCIAL SUPPORT". They worry about the possibility of the firstborn jealous and seek "PROMOTING THE ADAPTATION" it to the new situation, especially in terms of jealousy. The woman feels torn between the children and wonders about their actual "presence" along both. She needs and search for strengthening to handle your needs, maternal movement portrayed the theme "ASSURING HERSELF". the findings underscore the importance of understanding the support received by the sibling of premature born child, contributing with little research exploring the sibling and experiences related to him, and extending to the humanized practices in the context of prematurity.
O PIBID na formação de educadores musicais: reflexões sobre os processos educativos na construção da identidade profissional
(Universidade Federal de São Carlos, 2015-02-23)
Ament, Mariana Barbosa
;
Joly, Ilza Zenker Leme
;
https://lattes.cnpq.br/5569335876343450
;
https://lattes.cnpq.br/1405181951917512
This dissertation advocates for Humanizing Music Education, a term in education that places the human as priority, as well as its relations based on dialogue, curiosity, authonomy, otherness, amorousness, to be freedom through conscientization of educators and students about the potential and power to transform society. Authors that discuss education as Paulo Freire, Ernani Maria Fiori, Carlos Rodrigues Brandão, António Nóvoa, in consonance with authors from Music Education as Carlos Kater, Hans Joachim Koellreutter, Teresa Mateiro, Claudia Belochio, among others, help to comprehend this concept on analysing humanizing elements of education together with what we understand of music education of quality. For a truly humanizing music education, it is necessary to educate teachers in humanization, which could help in the process of humanization of their students. We believe that in initial education, teachers learn and teach in a way that could be very usefull for its professional development as educator. The research strived to study knowledge about the influence of a government scholarship program for teaching initiation on future music educators and the construction of its professional identity considering the program, one of the main incentives of teaching which offers partnerships between school and university in a process of mutual implementation for the teacher education. Seeking to know from music educators, what are their most significative learnings during their participation in the program and what those experiences helped them in the construction of their professional identity, three subjects that graduated in Music Education and participated in the program during their initial formation were choosen. Through documental analysis, we analysed portfolios selected and sent by the subjects to find education processes that occurs during their participation in the program. After gathering the portfolios, individual open-interviews were done so that the subjects could, with the researcher, remember some learnings, talk about their professional practices after the formation and how affirm their professional identity, they are: "Learning of Teaching", Possible methodologies and Professional Identity". From the data collection, three analisys categories arose and revealed learnings in teaching, possibilities for methodology strategies created by their own at school and comprehensions about professional identity of each one. In the analisys process, we realized that we must valorize and create more and more programs, projects and actions at university that approximate and or introduce the future educators at schools daily routine and more, valorize the learnings of own future educators as equally important part of the disciplinary avaliations that occurs at university. We hope, with this research contribute to the area of education and music education and show that, even that the music educator does not act at basic education as a professional, the learnings generated from school, as we could see, will also contribute to the acting in other fields of music education and education if made with compromisse, respect, in other words, more humanizing practices.
Comportamento de busca e uso da informação dos alunos do curso de pedagogia da UFSCar, nas modalidades a distância e presencial
(Universidade Federal de São Carlos, 2015-02-23)
Antonio, Alexei David
;
Gracioso, Luciana de Souza
;
https://lattes.cnpq.br/4898201916360294
;
https://lattes.cnpq.br/8226039838273760
The social changes that have been taking place in recent decades and the rapid advance of information and communication technologies are changing the role of education in contemporary society, transforming the way people learn. The need for competencies related to the search for and use of information is a constant requirement in this new scenario, and professionals linked to education, along with libraries and information systems, have a key role in the formation of the population. The present research aimed to verify the behaviour of search and use of information by students on the pedagogy degree course, in the distance-learning and on-campus modes, at the Federal University of Sao Carlos, focusing on the impact of new technologies on this behaviour. A review of the literature on information search behaviour was carried out for the theoretical basis of the research, in order to determine parameters for data collection among the students. From the methodological point of view, the research is a case study of a descriptiveexploratory nature. The collection instrument used was a questionnaire applied in person in both surveyed groups. From the completed questionnaires, a statistical analysis was performed by descriptive variables; the intersection of these variables; and inferential analysis by the classification tree method. With the results of this survey, it was possible to obtain a diagnosis of search behaviour of these students, demonstrating that in both modalities, information and communication technologies influence this behavior and put the student in a position of greater autonomy in relation to traditional library collections.
Aprender e ensinar espanhol como língua estrangeira: o papel das crenças na formação de ingressantes no curso de licenciatura em Letras
(Universidade Federal de São Carlos, 2015-02-23)
Soarez, Ana Carolina Aparecida Marques
;
Yokota, Rosa
;
https://lattes.cnpq.br/9230517686993400
;
https://lattes.cnpq.br/5451811337465470
In the framework of foreign language teachers’ formation, studies points out that beliefs can influence teachers’ actions in the classroom and also that these professionals may recall their experiences as language learners in order to make decisions. Therefore, the identification of possible beliefs and the reflection about them are required steps to a better comprehension of the learner. According to Almeida Filho (1993), the beliefs are part of the Global Operation in the language teaching. Following the same thoughts, Barcelos (1995, 2001, 2004a/b, 2006) contributed to the consolidation of the concept of beliefs in Brazil. The present work aims to identify the beliefs about learning and teaching Spanish from students who are beginning the Language’s degree in Portuguese/Spanish, as well as to verify if there were any changes in relation to these beliefs during this research. Considering the qualitative and interpretative aspect of this research, it was used, as methodology, a mixed questionnaire, an autobiographical production and a semi-structured interview. Through these instruments, it was possible to observe the beliefs’ dynamicity. The results indicate a modification in relation to the belief of a supposed facility that Brazilians have to learn Spanish (Kulikowski & González, 1999). The data of this work also presents changes in the view of language as a list of words to be learned, which seems to be modified, prevailing cultural aspects in the language learning. Regarding to teaching, it was acknowledged beliefs related to the image of a good Spanish teacher and to the foreign language classes. The models mentioned by the participants are, largely, influenced by the classes at university and not by their experiences from the Elementary and High school. The study reveals the dynamic and heterogeneity aspect of the beliefs developed by the learners, who demand from their teachers’ professor/trainer a constant critical and reflective acting.
A pesquisa sobre educação de jovens e adultos : temas e contribuições de teses brasileiras sobre alfabetização e letramento (1987-2012)
(Universidade Federal de São Carlos, 2015-02-23)
Lopes, Ana Lucia Masson
;
Reyes, Cláudia Raimundo
;
https://lattes.cnpq.br/5187942717120318
;
https://lattes.cnpq.br/7530511756329413
This investigation focuses on Adult Education (called Young and Adult People Education – EJA in Brazil) seen as an areas of social and educational impact. By analyzing its importance against the worrying situation of illiterate people in Brazil, the study aims at cooperating with the possibility to change this situation, since we believe in the importance of research developed in the Post-graduation programs as an element that enables discussions and actions related to the teaching activity such as the creation and execution of public policies. Thus some exploratory research was developed, characterized by metaresearch, to identify Master’s dissertations and Doctoral theses produced between 1987 and 2012 which reported findings regarding young and adult people education. The methodological procedures were based on the search for research with the descriptor "young and adult people education" in the Capes thesis database, and after the titles, keywords and abstracts were read, data was grouped by categories of topics investigated. This classification revealed that mother tongue teaching was one of the themes that presented the highest number in the search. Based on the data, the study prioritized understanding the knowledge produced in the area, enabling the identification and analysis of contributions provided by the Doctoral theses. The results led to some considerations such as: the importance of specific teacher training in this area, the relevance of knowing the EJA subjects and the need to expand post-graduation programs and investment (personal and financial) in this research area. Young and adult people education should be understood as a right rather than a mission or a favor, a social justice process.
Identificação de diretrizes para elaboração de política de acesso aberto aos conteúdos educacionais disponibilizados em repositórios digitais no contexto da educação a distância
(Universidade Federal de São Carlos, 2015-02-23)
Godoy, Kamilla Vinha Carlos de
;
Ferrari Júnior, Roberto
;
https://lattes.cnpq.br/1581806209106850
;
https://lattes.cnpq.br/2326512868922275
The digital repositories of Distance Education encourages a broad learning, because they provide educational materials from the institution's courses, facilitating their recovery and access. To extend such access and allow free use of these materials, it is necessary that the digital repository has a proper open access policy that seeks to encompass aspects like content, submission, copyright, dissemination and digital preservation of materials. This research aims to study concepts and experiences, seeking to identify subsidies that contribute to the development of open access policies for digital repositories of learning objects in the context of Distance Education. The main steps of the research were conducting a systematic literature review, content analysis, and questionnaire to professionals responsible for the digital repository distance education sector of a higher education institution. Then the data were systematized, and proposed a set of eight guidelines to assist educational institutions to develop its own open access policy. The main results of this research were the proposed guidelines, organized into topics decision, display options in every decision, and discussion of its implications. The proposed guidelines relate to the topics: (1) types of materials deposited in the repository; (2) submission process materials; (3) forms of access to content; (4) copyright; (5) organizing the materials in the repository; (6) disposal and updating the materials; (7) dissemination strategies and encouragement of the use; and (8) file formats that are supported in the repository. The proposed guidelines can help institutions to build its own open access policy for digital repositories of learning objects in the context of distance education, and extending the sharing of knowledge produced within that framework for internal and external communities of higher education institutions.
Aprendizagens nas brincadeiras de crianças de 2 anos na educação infantil: análise dos processos de desenvolvimento cultural
(Universidade Federal de São Carlos, 2015-02-23)
Silva, Eliane Nicolau da
;
Mello, Maria Aparecida
;
https://lattes.cnpq.br/8338726751746542
;
https://lattes.cnpq.br/6467415058434159
The importance of research about cultural development of children in kindergarden is configured understand deeply and scientifically how children are appropriating knowledge through social relations. We focus on the cultural development of two years old children, by way of plays, that in the theoretical framework adopted, the Historical and Cultural Theory, this activity is driving psychic development in this age group. Therefore, the research question that guided this study was: what show us the play of children about their cultural development? From this, we delineated these following objectives: to identify and analyze the appropriation process of social relations of two years old children, which compose the cultural infant development, through the analysis of their play; to discuss these processes of cultural, development in relation to children s learning of this age. This research is qualitative in nature and effected in a unit of Early Childhood Education located in an upcountry city on the State of São Paulo. The main tool of data collected was the video recording and, to complement this technique, some recordings were make every day. We realized the analysis using the microgenetic approach Vigotsky. The results show that children reveal important information about their development while play and this this knowledge appropriation begin very early. The conclusions of this research contribute to the educational area as a source of theoretical and practical knowledge.
O conceito de função nas pesquisas dos Encontros Nacionais de Educação Matemática (1987-2013)
(Universidade Federal de São Carlos, 2015-02-23)
Vasconcelos, Lívia de Oliveira
;
Passos, Cármen Lúcia Brancaglion
;
https://lattes.cnpq.br/2297203444364327
;
https://lattes.cnpq.br/2650089006681898
This study aimed to investigate which reveal the research published in the eleven editions of the Encontro Nacional de Educação Matemática (ENEM) occurred in the period between 1987 until 2013 in relation to the concept of function. For this, it required a deepening of the concept of function from the works of Karlson (1961) and Caraça (1984), investigating aspects of its development in perspective called by Sousa (2004) as logical and historical. The process of scientific formalization of this concept was explored in works by Boyer (1974); Keys and Carvalho (2004); Souza Júnior (2007); Karlson (1961) and Zuffi (2001). Such studies have shown the need to understand how this concept was taken from the scientific field to the classrooms, leading us to investigate how did the disciplining process of this concept and how it has been proposed in some national curriculum documents. Such theoretical way were necessary to support the analysis of ENEM the articles selected for this research. The ENEM´s papers centered on the concept of function were subjected to content analysis procedures from the perspective of Bardin (2011). The selection of papers considered relevant for this research was given by two methods: the six annals of first issues, we did a full reading of the Annals, identifying those centered on the concept of function; from the seventh edition, the Annals were made available online in text format, which allowed us to do a search by key words: role, functions and algebra consulting title, keywords, abstract and body text. Such a search located 78 papers of scientific communication that were read in the search for converging themes. In the process we identified themes that were organized into four units of analysis: The importance of the function concept; Conceptual understanding; obstacles of Teaching and Learning; and methodologies that contribute to nderstanding the concept of function. The analysis showed the importance the concept of function is related to their social role, their articulating potential of mathematics content and their usefulness for other sciences. The authors point out that the main meanings necessary to understand the concept of function is the notion of respect, dependency, variables, movement / transformation, domain, codomain and image. The analysis also allowed us list the main factors that sometimes hinder the learning concept of function, such that: the reduction of the concept of function one / some of its meanings, the overly formal approach and misunderstanding on the part of the teacher in relative to this concept. According to the analysis, more efficient methods of teaching are related to more contextualized introduction of the concept of function, the use of classroom software (mainly to explore the graphical representation more dynamically) and articulated interpretation of the various ways to represent a same function. The analysis procedure showed that the authors of the research presented in ENEM already use this concept valuing the intrinsic meanings to it. With that, this research invites us to other studies on the relationship between research in mathematics education and what happens in classrooms.
Direito: mitos, invenções e perspectivas para o ensino jurídico
(Universidade Federal de São Carlos, 2015-02-23)
Balikian, José Eduardo
;
Gomes, Luiz Roberto
;
https://lattes.cnpq.br/4768579559449929
;
https://lattes.cnpq.br/0261646889808864
A theoretical and conceptual research of, based on historical survey data, the establishment of theoretical frameworks and the building of a line of arguments that allows the analysis of the circumstances of legal education in crisis and, points towards prospects in such field of education. In the first chapter, the theoretical collection is constituted upon three perspectives: 1) Law as fetish - Marx and Engels; 2) Law as myth - Adorno and Horkheimer; and 3) Law as creation - Nietzsche and Foucault. From this theoretical perspective, we look at how, the Law, - a human creation -, unfold historically and culturally as conflict resolution techniques and as the upper-hand for Western sovereignties, Brazilian included. The thread of this theoretical and conceptual research extends from Jusnaturalism (and modern natural law), through the Enlightenment, culminating into the legal Positivism. The second chapter analyzes the formation of Law in Brazil, the creation of the first Law schools and the historical and legislative process that lead Law in general and legal teachings, specifically, in Brazilian lands. The question of the possibility of any emancipation within the analyzed system and, the possibility of a teaching of Law that leads towards emancipation and for such tendency, occupies the critic-proactive third chapter, to postulate a microphysical resistance, as a tool for the rescuing of the emancipatory education abducted by capitalist neoliberalism.
Interfaces e perspectivas históricas do processo de formação continuada de professores do Programa "Teia do saber" no estado de São Paulo: elementos para o debate
(Universidade Federal de São Carlos, 2015-02-23)
Paula, Mauro Lima de
;
Nakayama, Bárbara Cristina Moreira Sicardi
;
https://lattes.cnpq.br/9746628149674449
;
https://lattes.cnpq.br/8730145024503707
This dissertation to analyze a Continuing Education Program - FC of teachers, the "Web of Knowledge" in São Paulo nos 2003 and 2005. For the search director, elected how question/problem: What are the interfaces Web of Knowledge program with the Continuing Education Perspective Teachers structured nos Principles" As school locus of Teacher Training "to" Recognition and Measurement of teaching knowledge "and to" Professional Life cycle Teacher"? In this search, we advocate a CF que Teachers consider a school teacher and SUA Practice of the Program Development For Official Organizations TO YOUR Implementation. Thus, we use the theoretical authors defend that Teacher FC Perspective, how Candau (1997), Schon (1992), Nóvoa (1992), Garcia (1992) and Tardif (2002). Therefore, we carried out a qualitative approach to search and use How Data Production and Analysis Instruments the Document Analysis Method (CELLARD, 2008) and Content Analysis (BARDIN, 2011 and FRANCO, 2012). As for the production and data analysis source, we will use Two Official Documents produced For the Ministry of Education of São Paulo - SEESP , a saber , the Educational Policy Document of the Ministry of Education of São Paulo - PESEESP OE Basic Design Document do Web of Knowledge program - PTS . The results indicate that the PTS maintains relationship with the principle of "school how locus", even what superficially and enough with the neoliberal ideas significantly. Regarding the principle of recognition and measurement of teaching knowledge and make professional life cycle of teachers, could not find elements that would give evidence some intreface
O prontuário e seu conjunto informacional : representações sociais de equipes de saúde da família
(Universidade Federal de São Carlos, 2015-02-23)
Santos, Daniela Cristina dos
;
Ogata, Márcia Niituma
;
https://lattes.cnpq.br/3274294833403570
;
https://lattes.cnpq.br/8306119108251676
Nowadays, the expansion and the qualification of primary health care (ABS), in Brazil, are intended mainly for the implementation of the Family Health Strategy (FHS). This strategy proposes a new dynamic modeling of attention, focusing health practices in the needs of the person, family and community. For the organization of health practices, in this format, the health-disease process is deemed to result from biological and social determinants. The medical record and sharing of the information contained in the patient or family should happen with the objective of identifying and solving health problems of the population and the families of the risk rating that are under sanitary responsibility of the health team. Soon, having a chart with comprehensive and retrievable information relates directly to the quality of care provided and the planning process of the shares in the ABS, it interferes both in the dimension of clinical care and in managerial management of other resources - human, financial and inputs. Owing to this context, this study aims to analyze the social representations of health teams of the family of the information set of records, the units of a city in the interior of São Paulo state. For the development of this research were used as theoretical framework, the Theory of Social Representations and the field of study in Science, Technology and Society and as a method, qualitative approach based on thematic content analysis. For data collection semi-structured interviews were conducted, which were analyzed using the software ALCESTE. After data analysis it became clear that there is the presence of two divided conceptions: the medical record entries has a meaning still focused on biological and fragmented model of the shares for a part of the subjects and others show an appreciation of the records of the information in broader context of the user and family, pointing a look these professionals for a new concept of health, more expanded and integrated.
Práticas matemáticas em uma turma do primeiro segmento da EJA
(Universidade Federal de São Carlos, 2015-02-23)
Brito, Jessica de
;
Passos, Cármen Lúcia Brancaglion
;
https://lattes.cnpq.br/2297203444364327
;
https://lattes.cnpq.br/1189939217697273
The motivation for this research was the concomitant interest in the teaching and learning of mathematics by students of the Youth and Adult Education (YAE). The research proposal is guided, for discretion in performing mathematical tasks able to relate mathematical knowledge gained in life experience of these students with knowledge learned in school. The main question of this study was: What were the challenges and possibilities in the teaching and learning of mathematics in a term I room of the 1st segment of the Youth and Adult Education? Starting from this question, we sought to investigate how is the process of teaching and learning mathematics in Youth and Adult Education classroom (YAE) of the First Term of the first segment in a school municipal a country town São Paulo. Methodologically the research took advantage of a qualitative approach. The research theoretical references this work was relating to the education of young and adult students, in addition to mathematics education in adult education. The location of the data collection was in a Municipal Center for Early Childhood Education (MCECE), which served the children day and night periods of Youth and Adult Education. The study included a teacher of adult education and its 13 students, and the data collection was carried out through two interviews - initial and final - with the teacher of adult education; math tasks developed with students; reflective dialogues with the teacher registered in the field diary and interviews with some students of the EJA. Data analysis was made by axes and analysis subcategories. The first axis is titled the game was not played and the second Mathematical practices across contexts, which was subdivided into two subcategories: Task of the textbook: the use of golden material and the abacus and the daily lives of students through troubleshooting. Results showed the occurrence of mathematical practices arising from daily life and school. Most students, though autonomous in mathematical practices out of school, could not accomplish on their own school mathematical tasks. In a way, the school practices experienced by the class curtail them autonomy, a fact impeding citizenship that is rightfully theirs. In contrast, it was observed that, in mathematical tasks related to the daily lives of these students, experience the reports were extracted experienced by them. The development of everyday situations-problems, with dialogues and interventions performed in the classroom between researcher, teacher and students, allowed the latter broaden their knowledge in mathematics. This survey also revealed that mathematics was taken by the teacher and the students as a difficult subject to teach and to learn. We therefore conclude that mathematics taught in that class is a mix of mathematical practices from various contexts which were, or still are, of great importance for young and adults students in adult education.
Precauções padrão e específicas para controle da transmissão de patógenos: necessidades na atenção primária em saúde
(Universidade Federal de São Carlos, 2015-02-23)
Maroldi, Michely Aparecida Cardoso
;
Figueiredo, Rosely Moralez de
;
https://lattes.cnpq.br/2597491235073085
;
https://lattes.cnpq.br/7142660550347747
The adherence of health workers to universal precautions (UP) and specific precautions (SP) is essential to prevent the transmission of microorganisms. The literature contains few studies about adherence to these precautions outside the hospital environment, particularly in primary health care (PHC). With the increased incidence of patients colonized with multidrug-resistant germs and high prevalence of tuberculosis (TB) in the country, increased the need for research on the transmission of microorganism sat this level of attention. This study aimed to identify, together with the PHC professionals, the know ledge needs of UP and SP as well as elements that may interfere with adherence to these measures. This is a qualitative study, which were conducted four focus groups and three interviews with health professionals in the city of São Carlos / SP and Itirapina / SP. This study was approved by the Research Ethics Committee. The content of groups and interviews were transcribed and analyzed under the premises of qualitative research, the following themes were identified: lack of knowledge about activities that require protection; difficulties with infrastructure; quality and availability of materials; behavioral problems; need for training; and other issues. Professionals acknowledged the difficulties in the face of infection related to assistance to health (IRAH) and the adoption of basic measures for their control, and the need for more training and expanding the capabilities approach for the multidisciplinary team. Thus, this study brings expertise on the subject in the PHC contributing to the elaboration of recommendation sand guides new educational actions to minimize the risk of transmission of infection, in addition to supporting the development of new research in this area of attention.
A teoria da sensação no De anima de Aristóteles: a apreensão dos sensíveis próprios e comuns
(Universidade Federal de São Carlos, 2015-02-23)
Santos, Felipe Calleres Amaral dos
;
Lopes, Marisa da Silva
;
https://lattes.cnpq.br/5427042421727621
;
https://lattes.cnpq.br/8326204205221180
According to Aristotle, sensation is a process in which the sense becomes similar to the sensible. In order to explain this transition from dissimilarity to similarity it is required that one grasps that sensation is a kind of alteration. It is an affection which can be better described as preservation of what is potential (the sense) by what is actual (the sensible). In order to do so, the sense must be constituted in a similar manner in respect of the intermediary which needs to be between the sense and the sensible. So construed, the affection that explains sensation introduces two main characteristics: it establishes a threshold for the intensity of the sensible and it sets how the sense-organs should be composed. They must grasp the sensible without causing the destruction of the senses potentiality, since the intermediary is always something that enables the sensible to appear through it. Sensation as an affection explains primarily the affection of one of the sense objects, namely, the proper sensible. So, it stands as a difficulty how another kind of sense object is grasped: the common sensible. The senses are not physiologically constituted to perceive the common sensible. It happens that common sensibles accompany the proper sensibles, so there is a specific capacity to perceive them, and this capacity is shared by all five senses.
Infância, autonomia e pós-estruturalismo : alguns diálogos
(Universidade Federal de São Carlos, 2015-02-23)
Barbosa, Rita de Cássia Moreno
;
Silva, Flávio Caetano da
;
https://lattes.cnpq.br/7889803676083470
;
https://lattes.cnpq.br/2944313018922974
The central objective of this research was to discuss, within the sociology of childhood, how the children´s action has been designed and channeled. From a literature review of some reputable authors, namely: Jens Qvortrup, Leena Alanen, Mayall, William Corsaro, Allison James, Chris Jenks and Alan Prout; traveled briefly the main theoretical aspects that make up the field of New Sociology of Childhood seeking clues about how they understand the role of the child within the social fabric. Our aim was to show how the representation of incompleteness and dependence in which we insist glimpse children, linked to social and educational expectations of building an ideal subject (read disciplined, rational and univocal) has influenced directly in their / our shares and relationships. All these theoretical approaches have in common the desire to observe the child autonomously, that is, as an independent analytical category. However, as we saw in this study and develop the concept of autonomous child has been appropriated by different currents in very different ways and even controversial. For this reason, we look back with greater emphasis on post-critical theoretical approaches to the extent that most of the authors understand that the concept of autonomy is insufficient to discuss social action of children. Found in the post-structuralism - theoretical model that drove the post-critical theory - theoretical and methodological elements to reconsider the role of children from the study of relations. This line of thought seems promising in that it focuses on the study not of static subjects, but the relationship between them. Our aim was to contribute to provide evidence and discussions of post-structuralist theoretical perspective, taking it, not just as a tool for a conceptual analysis of the major issues that affect early childhood education; as well as discussing the practical feasibility of a post-structuralist education.
Inclusão de objetos em classes de fotos equivalentes por pré-escolares
(Universidade Federal de São Carlos, 2015-02-23)
Pereira, Vanessa Ayres
;
Souza, Deisy das Graças de
;
https://lattes.cnpq.br/4404800720856419
;
https://lattes.cnpq.br/2360093547264205
The present study aimed to investigate whether preschool children would acquire arbitrary conditional discriminations between pictures of objects, whether they would form equivalence classes between the photos and if they would then incorporate the objects themselves into classes (with no direct teaching of relations between them). An additional objective was to determine whether children would group together schematic drawings of objects in the same classes. Six children around the age of four participated. Initially, tests aimed to evaluate generalized repertoires of conditional discriminations by identity (between photos and between objects). Next, conditional discriminations were taught that served as a baseline for forming three equivalence classes between photographs of abstract objects (without names). Half of the participants underwent the Sample as Node Training (AB / AC) and the other half the Linear- Series Training (AB / BC). Multiple probes that assessed both baseline relations, as well as derived relations (symmetries and equivalences), were used to evaluate the effects of teaching on the learning process and the acquisition of discriminations, as well as the emergence of derived relations. Following the emergence of classes with the use of photos, arbitrary conditional discrimination tests were performed between objects and between objects and photos, in order to assess the expansion of the original classes. Lastly, the children underwent conditional discrimination tests between schematic figures. All participants accurately performed identity-matching conditional discriminations between photos and between objects, and conditional discrimination between objects and their photos. In the probes prior to the teaching participants answered at random in the baseline (AB, and AC or BC), symmetry (BA and CA or CB) and equivalence relations (BC and CB; or AC and CA). After the acquisition of the first base line (AB), the probes showed that AB was maintained as well as the emergence of BA symmetries. Following the second baseline (AC or BC), most participants maintained AC (or BC) and presented the symmetries (CA or CB); however, deterioration of AB and BA occurred for four children, whereas one child formed equivalence classes. For the others, the equivalence relations emerged after the teaching of mixed baselines (training simultaneously with AB and AC or with AB and BC). Three participants showed positive results in tests of equivalence between objects, and exhibited expansion classes while simultaneously matching objects and photos. Two responded according to the classes in the tests with schematic figures. Apparently, the training structure produced no systematic effects neither on the emergence of relations between photos, nor on the expansion of classes. The results carry important implications for understanding the symbolic behavior involving levels of correspondence between two-dimensional and tridimensional stimuli. Methodological limitations should be addressed in future studies which evaluate the role of critical variables for the photos-objects equivalence based on the teaching involving only one of the stimuli modalities.