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Influência local com procura "forward' em modelos de regressão linear
(Universidade Federal de São Carlos, 2015-02-25) Mamani Bustamante, Juan Pablo; Aoki, Reiko; https://lattes.cnpq.br/0621850261580868; https://lattes.cnpq.br/9245409946336145
The identification of influential and/or atypical observations in a data set is known as a part of the diagnostic analysis. One of the purposes of the diagnostic analysis is to verify the robustness of a statistical model, as the non-identification of influential observations can affect the analysis or may cause the obtainment of incorrect results. The most commonly used methodology for the diagnostic of influential observations in regression models are the global influence (Belsey et al., 1980). Cook (1986) introduced a general method to evaluate the local influence of small perturbations in the statistical model or in the data set using different perturbation schemes. As a complement to the techniques of detection atypical observations, it is proposed the forward search procedure by Atkinson e Riani (2000), which is a methodology to detect the masked atypical observations in a data set. In this work we propose the use of the local influence approach together with the forward search to obtain the masked influential observations in linear regression models.
As contribuições de Ernesto de Souza Campos para a ciência no Brasil: uma proposta metodológica aplicada a documentos históricos
(Universidade Federal de São Carlos, 2015-02-25) Matos, Lígia Barini de; Costa, Luzia Sigoli Fernandes; https://lattes.cnpq.br/8110248272001369; https://lattes.cnpq.br/1345750000709164
Preserving the memory of a population is of great importance because it determines the evolution of a people and traces its history perpetuates and strengthens their cultural identity. There are historic farms in the state that are rich in memory as Farm Santa Maria Monjolinho located on the outskirts of the city of São Carlos, which contains a large collection containing the history of the region and the country. It is estimated that there is in these documents have not unraveled much about the history of the development of science, health and education of our country. The aim of this research, raise with the first volume of the "Curriculum Vitae" - item that is part of historical documents belonging to Fazenda Santa Maria Monjolinho - contributions that Dr. Ernesto de Souza Campos brought to the areas of science and education for our country, and disseminate this knowledge along to the academic peers and also for society. Dr. Ernesto degree in civil engineering from the Polytechnic School in 1906 and medicine from the Faculty of Medicine and Surgery of São Paulo in 1918, Ernesto de Souza Campos brought major contributions to the development of the scientific and academic community of the country, as participation in the foundation of some universities, for example, the University of São Paulo. The aim of this research to trace its history and bring it to the attention of society, and other researchers, valuing the existing cultural heritage in the Santa Maria Monjolinho. For that were selected nine documents distributed over three phases of the life of Ernesto, as follows: Stage 1: life as an engineering student or engineer, 2nd phase: life as an engineer and a medical student, and Phase 3: life as an engineer and doctor. . These selected documents were analyzed between two sub-areas determined by their purpose being, institutionalization of science and knowledge generation, seeking contributions left by him from the civil engineering as well as medicine, and that reflect the production and institutionalization of science in Brazil.
Educação, escola e prisão: o espaço de voz de educandos do Centro de Ressocialização de Rio Claro/SP
(Universidade Federal de São Carlos, 2015-02-25) Campos, Aline; Onofre, Elenice Maria Cammarosano; https://lattes.cnpq.br/9391211432183878; https://lattes.cnpq.br/6733650602311108
Studies on the humanization of prisons and on school education as a right have intensified in recent years and helped to ensure the implementation of education for people on restricted situation and deprivation of liberty. In São Paulo State, the Resocialization Centers (CR) are created between 2000 and 2005 in order to contribute to the humanization of penalties through the transformation of the prison reality. Configured as small and minimum security units, these centers show several aspects that differ from "traditional units , as an example, the labor and school education supply for most inmates. Intending to contribute to enlarge the discussions about the school education in places of deprivation and restriction of liberty, this study aimed to answer the following research question: Which are the meanings that people in situation of liberty deprivation in a Resocialization Center assign to education, school and prison? To meet the proposed question, the main objective was to understand the meanings assigned to education, school and prison by men in situation of liberty deprivation in the Resocialization Center of Rio Claro, SP. Relying on qualitative approach to educational research and using the theoretical and methodological tools of participative research, the data were collected through conversation circles with 11 collaborators, records on field diary and considerations written by the collaborators. The systematic reading of the data allowed the identification of meaning units, which were then grouped into major themes from where emerged two central analysis focus. The first focus Prison: the voices of the CR inmates who experienced other prison models provided the opportunity to understand that the collaborators mean the prison as a place of punishment and dehumanization, where rarely they witness actions that aim to contribute to the (re)socialization. The CR, in its turn, are identified as more worthy prison units to serve the sentence, but that need to be improved. The second focus Education: voices of young and adults students, once escaped from school provided the opportunity to understand that education is an ongoing process that is not restricted to educational institutions. The school is pointed out as an uninteresting space and decontextualized from the realities, however, the students point to school education as an asset that provides better living conditions. School education in prison is an opportunity to the resumption of the studies and a possibility of establishing new life projects, however, have been reproducing the exhaustion of the education system. The research results reveal elements that support the importance of an education based on the liberating principals for people in situations of restriction and deprivation of liberty and show unit s teachers and workers as fundamental tools for the transformation of the prison reality. With no intention to show receipts or absolute truths, the study brings contributions to the discussion about research methodologies for places of liberty deprivation and to the reflection on the school practice in these places.
Democracia e diálogo na escolha do tema na modelagem matemática
(Universidade Federal de São Carlos, 2015-02-25) Prane, Bruna Zution Dalle; Caldeira, Ademir Donizeti; https://lattes.cnpq.br/8185048034258055; https://lattes.cnpq.br/4707006822711579
The question that guides this research is: the extent to which democracy and the process dialogic are shown in the choice of theme in Mathematical Modeling activities in the classroom? To answer this problem, it was selected, as a general goal: discuss the democratic and dialogical process in Mathematics Modeling activities as regards the choice of theme. It was analyzed the annals of V, VI, VII and VIII National Conference on Mathematical Modelling in Mathematics Education to understand how the idea of democracy and dialogue are dealt. At all, it was analyzed 324 articles, thirty related explicitly with the word democracy and 105 the word dialogue. In what regard to democracy, the Modeling is associated with this concept, since it allows to build and consolidate a democratic society and the when a modeling activity is developed in the classroom the environment is considered democratic, since, democratic and dialogical postures are developed. On regard to dialogue, it was noted that generally work associate this idea to theories of Paulo Freire, Habermas and Skovsmose. The analyzes suggest that Modeling enables you to develop a dialogic approach in the classroom. Thus, the students feel free to express their opinions and criticisms on the issues problematized. With respect to the corpus of this study, it was analyzed the narratives of students from 7th grade (8th year) of a state school in the city of São Carlos (SP) and of the research professor, developed during the activities in which occurred the process of choosing of the topic of Modeling. The analysis shows that, although the researchers of the Mathematical Modeling area understand the process of choosing of the theme as democratic, it was found indications that, in it, the teacher governs the students, despite the freedom that is granted to choose the topic of your interest. Freedom that this that has limits. The dialogue in this situation was not neutral, it led the students to the questions that researcher teacher would like to address. Make analyzes with the post-structuralist look led to consider too, that students are made in that process and this implies that when they express their opinions, they reproduce the thoughts of other people, since there are truths schemes which define what may or may not be said.
Atendimento educacional especializado na educação infantil : interface com os pais e professores da classe comum
(Universidade Federal de São Carlos, 2015-02-25) Rodrigues, Roberta Karoline Gonçalves; Cia, Fabiana; https://lattes.cnpq.br/5999108571365402; https://lattes.cnpq.br/8302836930809687
The education in regular classrooms for students that are special education's target group in the early childhood education creates the need of diversified services to overcome some of the difficulties that may appear. One of this services is the Specialized Educational Services (SES) that has to be offered to them, preferably, in the Multifunctional Resource Classrooms (MRC). This service must be iniciated in the age group of zero to six years olg, be offered in public schools or in specialized educational's institutes and reckon with parents and teacher's participation. Considering the importance of this service, principally related to this age group, and the recent implementation of it, this study justifies in the search to comprehend how it happens and how it's the participation of the people involved in this proccess, like parents and teachers. Based on that, the main objective of this study was to describe and analyse how this specialized educational services in the multifunctional resource classrooms for preschoolers happens and the participation of parents and regular teachers in this proccess. There were a total of 20 participants being, two teachers that worked in MRC in the early childhood education, six children (being three children to each teacherd) that attended the SES in the MRC, their parents and regular teaches. The study happened in a daycare and four municipal preschools, located in a city of São Paulo. Data were collected through three interviews guides: (a) one to the MRC teachers; (b0 one to the regular teachers and (c)one to the parents. Besides, were made seven observation's session for each student, and they all followed an observation protocol, with the objective to follow the service ad identify the practices used. Data were analysed through content analyses with the qualitative data that were obtained with the interviews and the data collected through observation were analysed in categories. it was possible to verify, using case studies, that the majority of parents were satisfied with the work that was being developed with their child, even though the articulation between parents and SES teachers and regular teachers almost did not exist. In relation to the regular teachers, it was possible to verify that the majority believed that the students that were special educations' target group have had gotten improvements in their classrooms. Just one teacher used to keep in touch with the MRC teacher, even though all of them believed that this kind of contact was essencial, wich mean that they did not have any kind of colaboration between them. Even with the lack of knowledge about the work developed in the SES, they used to believe that the improvement in their students happened because they had access to this kind of services. SES teachers did not keep in touch with any other professional to exchange experiences. The contact with regular teachers used to happen by email or reunions, even though this kind of contact was rare. The contact with parents happened every time their child went to SES, but they were not allowed to participate of them. Some strategies used by both teachers were highlighted like the time dedicated to free play and the use of the child's name as a start to their literacy, besides the priorization of the use of games in their practice.
Análise das tecnologias digitais de informação e comunicação como mediadoras de relações e da construção do conhecimento de adolescentes
(Universidade Federal de São Carlos, 2015-02-25) Giacometti-Rocha, Erika; Mill, Daniel Ribeiro Silva; https://lattes.cnpq.br/1515286597269486; https://lattes.cnpq.br/1108104424257458
In Brazil, the National Broadband Plan (PNBL) was one of the policies implemented since 2010 to increase the share of the population with access and possibility of using digital media, especially in the Latin American scenario. Not least, the need to assess the impact of the massive insertion of digital media was notorious, analyzing sociocultural and cognitive aspects. It starts from the premise of the interaction between subjects and technologies as a process that does not distance subject and its technique, being the technique part of the human being in society and being both agents in this interaction. This research examines the sociocultural and cognitive impacts among adolescents with the mediation of the intensive use of digital media and chose the construction of knowledge for school education as a research field. Thus, the general objective is to analyze the impact of digital media as mediators of social relations and the construction of the knowledge of adolescents. We therefore assume the following specific objectives: a) to understand the presence and use of digital media in the school context, addressing the main characteristics and difficulties; b) investigate the social impact of spatial mobility and social interactions according to type of digital media; c) analyze the cognitive impact by observing study strategies according to the adolescents' daily access time, and d) examine the cultural impact of digital media use through the preferences of content accessed on the Internet and by forming groups in it. The research is descriptive in nature and the methodology is qualitative-quantitative. The instruments used were questionnaire and interviews. The criterion adopted to determine "intensive use of the Internet" was established in 3 hours, according to data collected on national average daily internet connection time, together with data from the questionnaire applied in the research. The results suggest that the data did not show a significant correlation between their type (smartphones, tablets, computers, etc.) and socio-cultural and cognitive effects, mainly due to adolescents' content, which does not differ from other contexts like the virtual and by its chosen strategies of study, that do not demonstrate accelerated development of its autonomy in the construction of the knowledge. However, we can affirm that there is a significant correlation in the comparison between Intensive and non-Intensive use in age, gender, type of school, whether there is or not computer, Internet or not, own other Internet devices or not, own video game or not, in the access content of interest Personal access to study, in the participate in groups on the Internet, in the access smartphones and iPhones at class to talk and send videos. In all other variables, there was no such correlation. Statistically, the difference may not be sufficient to assert impacts on all analyzed variables. At the same time, coincidentally, always, the group that uses the Internet intensively presents the highest percentages, even with minimal difference. This may not amount to much, but when we talk about change, especially when there are n resistance factors, this minimal persistent difference presented higher for the group that uses the Internet for more time daily may be an incentive to re-analyze them.
Prática pedagógica aos educandos com deficiência intelectual numa escola de ensino fundamental com alto IDEB
(Universidade Federal de São Carlos, 2015-02-25) Porta, Wilma Carin Silva; Campos, Juliane Aparecida de Paula Perez; https://lattes.cnpq.br/3169299095370522; https://lattes.cnpq.br/9499797169901677
In the current context of inclusive education, in which students with intellectual disability (ID) constitute the largest group among all the deficiencies , questions about the performance of the teachers of the regular classrooms with high Index of Basic Education Development (IDEB) to these students are important. The present study aimed to analyze the potential and limits of pedagogical practice of elementary school teachers of the first cycle (from the first grade to the fifth) who work with students with intellectual disability in a public school with high IDEB. This is a field research with a qualitative approach and descriptive design. The study was conducted in a elementary school in the countryside of São Paulo, and included the participation of three regular school teachers that had students with intellectual disability in their classroom. The tools for data collection were: script observation, semistructured interviews and field journal; being the data collection based in the observation of the everyday school life of students with intellectual disability and in the recorded interviews, that were previously scheduled and happened individually. The processes after data collection were organization of the observation records and field journal, and transcription of the audio interviews. For the treatment of the data, we classified the elements into categories and put in evidence the highlighted elements in each proposed item in the scripts (observation and semistructured interviews) in order to build the analytical categories. The data revealed the complexity of the process of School Inclusion, particularly in the ambit of pedagogical practices directed at teaching and learning processes of students with intellectual disability, and showed that the school faces many obstacles so that it can adequately serve those students. It was noticed that even in a school with high Ideb the process of inclusion of students with ID presented attitudinal, pedagogical and training gaps still to be overcomed. In summary, the data revealed the presence of traditional teaching practices with learners with ID, the mere transmission of the contents centered on the teacher's figure; whereas students with intellectual disability have specific and pedagogical demands that are not satisfied with this practice; although. With respect to observed demands, the teachers identified the need for continuing education on specific contents of special education and Curricular Adequacy; and the participation of the families of these students and the partnership with a special education teacher. We hope that this research contributes with the discussion and understanding of the pedagogical practice with students with intellectual disability as well as on the problems and demands of the public school regarding the inclusion of these students.
Educar-se entre usuários/as de crack
(Universidade Federal de São Carlos, 2015-02-25) Souza, Rosângela Pereira de; Oliveira, Maria Waldenez de; https://lattes.cnpq.br/3404769527869004; https://lattes.cnpq.br/7906191317242970
This research aimed at comprehending the educational processes developed in relations amongst crack users, at social practice of crack use on public spaces. In this context, education is taken as an intersubjective construction. The theoretical reference was based on the perspective of popular education, as well as the liberation philosophy. The methodology was based on dialogical investigation processes, from participative observation, interviews and field journal, through the living together of the other research subjects, supported by a qualitative approach. The field research it was conducted in the period February and August 2014, in a crack use area, know as Mata do Gueto, in Piracicaba-SP. The interview was conducted with a cooperator, crack user who had lived in this public area for a period of five years. In order to analyze the data the content analysis technique has been used, and that was done in steps: pre-analysis (exhaustive reading of data); material exploration (choosing categories of analysis) and treatment of results and data final analysis. This procedure yielded at the following categories: Mata do Gueto; The Crack Use; “Let's go to the ideas, the beast catches, is run”. The results showed that amongst crack users, they learn and teach: respect; good manners among people from Mata do Gueto; rules; caring attitude; problem solving and peace. The processes upon which the education happens in such a context become possible through speeches/dialogues/words, expressions, gestures, repetitive actions, shouting, apologies and violence. The participants say that the word is worth more than violence, as long as there is a dialogue. According to them, that is the most effective way of teaching and learning. In short, this research expects to contribute to the development of actions and public policy strategies, including the Harm Reduction and contribute with the humanized educational practices with and among crack users, as well as collaborate with the education that happens in environments non-school and school.
Diversidade funcional de comunidades vegetais ao longo de gradientes estuarinos
(Universidade Federal de São Carlos, 2015-02-25) Tibério, Fernanda Cristina dos Santos; Matos, Dalva Maria da Silva; https://lattes.cnpq.br/4728734263109138; https://lattes.cnpq.br/0662110481008557
The estuarine regions are distributed along the coasts worldwide and show gradients of environmental conditions. Flooding and salinity are often considered the most important factors to influence plant species distribution in estuarine communities. Nevertheless, other factors such as geographic localization, geomorphological formation and variations of the flooding cycles may influence plant community s organization. Some studies also indicate expressive differences in species distribution patterns between temperate and tropical estuaries. Functional diversity may support the understanding of diversity patterns through the distribution and composition of functional traits in plant communities and help us understand the differences among distinct estuaries. Functional traits may be directly measured from plant individuals or determined as categories for each species (or group of species) and must be related to relevant processes in the community. Using the information of functional traits and species composition (or abundance) in each community, we may calculate functional diversity indices and then evaluate its variation patterns along the estuarine gradients. In chapter 1 of this thesis, we investigated the variations of plant functional diversity in three salt marshes of the west coast of England. In salt marshes, soil redox potential water content and the relative tide height are important factors to determine the colonization and species diversity of plant communities. Our results showed that plant functional diversity increased along the flooding gradient and that soil redox potential and relative tide height were the main factors to influence the variation of functional diversity. In chapter 2, we investigated plant functional diversity of two estuaries with distinct flooding cycles (open and closed) in the coast of São Paulo State. We observed that functional diversity varied mainly along the flooding gradient, increasing at higher elevations at both estuaries. Salinity was also important to functional diversity in the open estuary. We also observed functional diversity indices showed higher values at closed estuary. This result might be related to the longer and less predictable flooding cycle in the closed estuary, which generates a less sharp pattern of species distribution, so traits combination and functional diversity are higher. The factor considered important filters for species distribution are also major determinants of plant functional diversity in estuarine communities. Nevertheless, the investigation of functional diversity patterns helps us identify and discuss how the effect of different flooding cycles on estuarine communities.
Mulheres e educação: gênero, raça e identidades
(Universidade Federal de São Carlos, 2015-02-25) Carneiro, Aparecida Suelaine; Mendonça, Viviane Melo de; https://lattes.cnpq.br/4827331651090223; https://lattes.cnpq.br/4637577525739358; Marques, Waldemar; Leite, Kelen Christina
This study aims to analyze the participation of women in education and its connection with the actions taken by the Brazilian feminist movement. The Brazilian education experiences the greater participation and better performance of women, however racial belonging, gender and sexuality are markers that result in inequalities observed in the persistence of disparities in education. Oral history is the methodology used to record the voices of six students of vocational high school of the state system school. Their life stories contains information on the understanding of being a woman in Brazilian society, in education, in the professional market, the determinants for the choice of technical courses as well as for understanding the sexual segregation residence in technical courses. The reports showed evidence of the presence of constituent processes of socialization of gender roles, hierarchies in professional careers, as well as the tensions that mark the entry of women in predominantly male courses. It is also noticed the lack of actions and achievements of the feminist movement that contributed to transformations in the lives of Brazilian women in recent decades, and little commitment to a political action in favor of women. We tried to explain the challenge of education for effective mechanisms to expand the future possibilities for women as well as for the construction of pedagogical practices committed to equality, freedom and fairness.
Variáveis familiares de crianças com deficiência e os tipos de escolarização inclusiva e segregada
(Universidade Federal de São Carlos, 2015-02-25) Gualda, Danielli Silva; Cia, Fabiana; https://lattes.cnpq.br/5999108571365402; https://lattes.cnpq.br/1142606280990974
This study aimed to: (a) Describing and comparing the family-school relationship in the parents or guardians opinion for preschool children with disability, enrolled in regular schools, in special schools and, also, of those parents whose children have experienced both types of schooling; (b) Describing and comparing the needs, resources and social support of the families of three groups of parents or guardians of preschool children with disabilities, in accordance with the different types of education and (c) relating familyschool relationship, resources, needs and social support of parents or guardians of preschool children with disability. Attended of the research 55 parents or guardians of children with disability, 20 had the children enrolled in regular education pre-schools (GEC), 15 had the children enrolled only in special schools (GIE) and 20 had the children enrolled in both schools (GA). Data collection occurred in 34 municipal preschools and 2 special schools. To fulfill the targets, the parents responded in the form of interview, 6 instruments: Brazil Criteria questionnaire; questionnaire about the family-school relationship in the process of inclusion (version for parents); Checklist of shared routine and involvement between family-school version for parents (mom, dad or guardian); Inventory of the family environment resources (FER); Questionnaire about the needs of families (QNF); and about social support questionnaire (SSQ). Qualitative data were analyzed by means of categories, with the participation two judges. Quantitative data analyzed using descriptive methods central tendencies and dispersion measures. It was used ANOVA ad Chi-square test to compare the groups. Correlation test was used for Pearson to relate the variables. Regarding the first objective, the results showed that families who have children enrolled in regular school (GEC and GA) went to school more often without being convened, while they also spoke more frequently different topics with the teacher, when compared with the GIE and GA. As for the second objective, it was possible to note that most of children of the three groups had a well-stimulating family environment, as well as the resources within this context, the developed interactions with the family members and the variety of developed activities by parents with these children. Regarding the social support, in general, the GEC families had a higher satisfaction with social support received, compared with the GA families. Finally the third goal made some significant correlations, such as: family-school relationship showed positive correlations with the fact that the child has the routine to perform the daily activities and to have moments of family meetings. The needs related to information , support , explain to others , community services , financial and the functioning of family life , also correlated positively with the right hour that the child had to perform the activities of daily life.
Mediações e distinções entre associativismo e sindicalismo de professores públicos no Ceará (1962- 1992) : A APEOC/Sindicato e o SINDIUTE
(Universidade Federal de São Carlos, 2015-02-25) Almeida, Danusa Mendes; Ferreira Junior, Amarilio; https://lattes.cnpq.br/0748545841167046; https://lattes.cnpq.br/2095218014065003
This study discusses the mediations and distinctions between association and teacher union, from the unionism phase to the formation of the teacher unions APEOC and SINDIUTE, in Ceará. In the early phase of unionism in the late 1970s, besides the appearance of union leaders, there was the presence of associative model in public school teachers’ movement in Ceará, in APEOC, an organization founded in the 1960s, a period that demarcated the effervescence of associations in secondary school teaching. By the end of the 1980s, with the decline of that model, in the midst of the conformation of the teacher union, two union tendencies set up, which soon after would dispute the leadership in the movement. After the 1988 Carta Magna, with the concession of the right the employees in the civil service have to self-organization, two unions were founded aiming to represent the same category: teachers and civil servants from state and municipal schools in Ceará, and they would have a political and legal dispute for space in the union movement. APEOC/Union, a substitute of the Association, defended the tendency on a propositional unionism. SINDIUTE, in turn, was founded under the speech which proclaimed the defense of a militant unionism. In the face of their singularities, in relation to the national scenario, this research’s main aim is to examine the mediations and distinctions between association and unionism, in the process of foundation of APEOC and SINDIUTE teacher unions. Until then, the association’s role, in the unionism phase, constituted a branch rarely addressed to the literature of the area. Besides, there were a few studies about the associative phase in Ceará. Thus, this study has the following specific aims: to analyze the quantitative aspects of the academic production about association and teacher unionism, as well as the approaches present in the area; to investigate traces of the teacher associative stage and the context of expansion of secondary education in Ceará, and also the educational reforms in the 1970s; to reflect on the formation of the union trends from the unionism to the foundation phase of APEOC and SINDIUTE teacher unions. The field research was one of the supports documentary research, since this allowed a rapprochement with the research object, through sources collected over the period investigated. Our analysis focused on the period between 1962 and 1992. The first one is justified by the fact that it represents the moment of emergence of secondary teachers’ associative movement, during the phase of expansion of secondary education, period when APEOC was founded, the year 1992, on the other hand, marks the foundation of SINDIUTE. During the data collection we interviewed 10 teachers who participated in the movement’s leadership, and 4 teachers who worked in secondary school in the 1960s. The survey also included data collection from public libraries located in the city of Fortaleza. The data analysis showed the importance of educational reforms, including the Reform of 1st and 2nd grades, and leftist movements, during the teacher association’s stage in Ceará. Despite the decline of associative model in teaching movement in the 1980s, its legacy influenced the unionism phase, not only in the configuration of union trends, but also in consolidating APEOC/Union, as one of the major organizations in the state of Ceará.
O diálogo em Paulo Freire: uma análise a partir da Pedagogia do Oprimido e da Pedagogia da Esperança
(Universidade Federal de São Carlos, 2015-02-25) Galli, Ernesto Ferreira; Braga, Fabiana Marini; https://lattes.cnpq.br/1103496815216263; https://lattes.cnpq.br/2355824066695250
Paulo Freire is an important thinker in the education sector and brings many contributions to reflect the possibility of transformation of society and individuals. The dialogue is central in his theory and plays an important role in today's society, since this is in a more democratic moment, with wide access to information and the possibility of questioning the social roles. Similarly, the school's role is no longer what it used to and the dialogue appears as a real possibility for the school address the needs of the information society. In this sense, this research sought to answer the following question: As the concept of dialogue is presented in the works Pedagogy of oppressed (2003) and Pedagogy of hope: a reunion with the Pedagogy of the Oppressed (2008) of Paulo Freire? The choice of works was made considering the following elements: the first work is a milestone in the theory of Paulo Freire and the second, is a reliving of the first, made from the reflection of the author's experiences in the 22 years that have passed between the publication of the two works. Based on that issue and starting from the hypothesis that a change has occurred in the concept of dialogue, this research aimed to: 1) Identify the concept of dialogue in each selected work; 2) To analyze the similarities and differences of the concept of dialogue in the analyzed works; and 3) Check what caused the change (if it occurred) the concept of dialogue. The methodological procedures used were the bibliographic research and content analysis, performing the analysis from the sections containing the diál and dial radicals. From the analysis of the two works we could understand the dialogue in its theoretical and practical dimensions, and the role that both occupy in the search for social transformation. In general we note that, from the context of changes that went Freire and, from the change of the aspects that influenced your writing in both works, the dialogue now occupies a different place in his theory, changed, a way to achieve the transformation to be the transformation both in the subject and the relationship he has with his reality. Still, we identified that the relationships and the dialogue that the author has established in the course of your life with different groups, significantly influenced the changes of this concept mainly through the concepts unity in diversity and democracy, coming from his reflections on pedagogy of hope. Therefore, the contribution of this research is the defense of Freire's dialogue as a necessary element for the recognition of diversity, for learning and for a better future for all people, and the possibility of transforming education.
Cólica infantil: o cuidado de mães e equipes da estratégia de saúde da família
(Universidade Federal de São Carlos, 2015-02-25) Abreu, Flávia Corrêa Porto de; Wernet, Monika; https://lattes.cnpq.br/6056127658896265; https://lattes.cnpq.br/4596484326400315
Infant colic is a common clinical condition in newborns, starting the second week after birth and persisted until about the sixth week of the child's life. Is related to the immaturity of the gastrointestinal system and also known as excessive crying syndrome. The Family Health Units are privileged locations for new health promotion practices, however, the professionals of these staffs need to build with families the nursing for children with colic. This study aim to characterize the interrelation of the management of infantile colic by mothers and professionals of the Family Health Strategy, in order to broaden the humanization of care. It was adopted as a theoretical reference the Symbolic Interactionism and the methodological reference a Narrative Research. The Data collection was developed through two interview strategies: a focus group to understand the professional care and the unstructured interview of individual approach with the mothers, both with the focus on the care of colic. The integrated analysis of 31 interviews with mothers and 4 focus groups with professionals revealed five management translators themes of infantile colic: "diagnostic approach"; "Therapeutic Approach"; "Feelings"; "Support in care"; "Experts". It was identified that colic child is a complain by mothers and / or families to the Family Health Units, however the user embracement is not entire, for lack of translators elements of a human and comprehensive care from professionals. For these, colic means a physiological and self-limited event, associated with strong medicalization, supporting the results of this study. However, for mothers experiencing this situation there is suffering and in an attempt to intend the practices prescribed by professionals, they feel powerless for not achieve full relief from colic. Thus, the study indicates that changes in care practices in the Family Health Strategy is needed to change the perception of infant colic staff, justified by the frequency of this complaint in the child care everyday. There is a lack of protocols for the care of the colic, creating the feeling of insufficiency, this fact is present in the narrative of social actors from this study. Therefore, all spaces of reflection and learning about the practice of care to this event, need to change in order to obtain a humanized and comprehensive care through the acceptance of the complaint of infantile colic.
Formação acadêmica do terapeuta ocupacional no campo da saúde mental
(Universidade Federal de São Carlos, 2015-02-25) Lins, Sarah Raquel Almeida; Matsukura, Thelma Simões; https://lattes.cnpq.br/9370082703685790
The National Curriculum Guidelines for the Bachelor s degree in Occupational Therapy (Diretrizes Curriculares Nacionais do Curso de Graduação em Terapia Ocupacional (DCNTO) in Brazil was created in 2001 and had as one of its propositions the development towards public health. During this time, with the creation of territorial services, the mental health care started to be based on the Psychosocial Rehabilitation assumptions. Recent studies have shown that students who have finished Occupational Therapy (OT) undergraduation and work in the field of mental health report that theoretical and practical training given throughout undergraduation was not adequate facing the real demand. This study aims to understand the real condition of occupational therapists training during undergraduation and its connection with Brazilian public policies and the guidelines in the mental health field. It is a descriptive cross-sectional study, with both qualitative and quantitative approach, which involved the participation of 135 students and newly graduates, and courses in mental health, all related to ten OT graduation programmes in São Paulo State, Brazil. The data collection involved documentary analysis of materials provided by the programme coordinators: documental forms, Pedagogy and Policy Projects, syllabi of courses related to mental health; semistructured interviews with the professors; and questionnaire given to students and newly graduates. The documentary information was organized and the questionnaire and interview data were used, respectively, for category and thematic analysis. The results indicate that the internship in mandatory in mental health among the majority of the schools participating in the study and, in general, the sites comply with the SUS (Sistema Único de Saúde Unified Health System) requirements. It is also observed that the students and newly graduates feel relatively confident for the practice in the mental health field; they know the publics policies and understand that there is a lack between them and the reality found in the places available for their professional practice. They report to be more confident in relation to: multidisciplinary teamwork, being able to assist in general health, and plan the treatment based on a broader aspect regarding the subject s needs in his daily life. On the other hand, they feel more insecure to leading a team and managing mental health services. Professors further the remarks in regards to the challenges in training and highlight the need of approaching a more diverse and complex both theoretical and practical contents of the curriculum guidelines. Besides, they consider that the general training is the most appropriate and relevant during this stage and consider the continuing education to be a way to guarantee the necessary elements to perform professionally. It is argued that, despite of its conditions, the programmes follow the DCN-TO ans make efforts to offer a training closer to authentic practice environment in order to have a professional who can make a difference and work under the SUS guidelines. It is believed that this study may contribute for occupational therapist s understandings about practical and theoretical training in mental health and for making considerations between public health policies and professional training during undergraduation, as well as offer assistance to guideline improvements.
Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
(Universidade Federal de São Carlos, 2015-02-25) Sá, Michele Aparecida de; Caiado, Kátia Regina Moreno; https://lattes.cnpq.br/0803778280883949; https://lattes.cnpq.br/2546430357201057
The Brazilian educational policy about Special Education interfaced to Indigenous Education is still under construction. According to the Scholar Census of São Paulo state (BRAZIL, 2011) there are indigenous children with disabilities enrolled in indigenous schools in their communities. However, there is a dearth of studies on the education of indigenous children with disabilities. This study aimed to describe, analyze and understand the association between Special Education and the Indigenous education in Araribá indigenous land, São Paulo state. The specific aims of this study were: 1) Map the enrollment of indigenous students with disabilities in indigenous schools in Brazil; 2) Examine the structure of indigenous education in the State of São Paulo; 3) Identify the way that family and community (Nimuendajú and Tereguá) comprehend the disabled people and; 4) Identify and analyze the limits and possibilities of indigenous school Tereguá regard a student with disability. The study s theoretical framework was the historical-materialism. The methodological procedures were composed by semi-structured interviews with a teacher and two vice-directors of indigenous schools, a father and two mothers, two leaders and an elderly; there were observations in communities and schools; and documents analysis. The results of this study revealed that in the context of these indigenous communities, special education does not happen yet and the indigenous children with disabilities do not have access to the services offered by special education. However, this is not a specific event of indigenous schools of the Araribá s indigenous land. According to data from school census, there has been a significant increase in the enrollment numbers of indigenous children with disabilities in indigenous schools on entire country. Nevertheless, only a small number of indigenous students with disabilities in Brazil gets some type of care offered by special education, which demonstrates that there is no interest of government in this issue. Furthermore, there are other problems in indigenous schools in São Paulo state. It was identified government negligence in other areas, such as, absence of adequate study material in order to maintain their culture; Initial and continuous training are precarious; low financial investment; absence of financial investment in order to increase physical structure and quantity of schools; no scholar transportation; negligence in the execution and improvement of existing education policies. It has concluded that it is important to defend an emancipatory, critical and questioner educational practice guaranteed by the purpose of Historical-Critical Pedagogy, which defends the right of everybody to access to the cultural heritage historically developed. Through this pedagogical theory, the indigenous school could be a space where students with or without disabilities can own the systematized knowledge and admit a function beyond the reproduction of dominant social relations.
Família Kumaraswamy-G para analisar dados de sobrevivência de longa duração
(Universidade Federal de São Carlos, 2015-02-25) Eudes, Amanda Morales; Tomazella, Vera Lucia Damasceno; https://lattes.cnpq.br/8870556978317000; https://lattes.cnpq.br/1678613581879501
In survival analysis is studied the time until the occurrence of a particular event of interest and in the literature, the most common approach is parametric, where the data follow a specific probability distribution. Various known distributions maybe used to accommodate failure time data, however, most of these distributions are not able to accommodate non-monotonous hazard functions. Kumaraswamy (1980) proposed a new probability distribution and, based on that, recently Cordeiro and de Castro (2011) proposed a new family of generalized distributions, the so-called Kumaraswamy generalized (Kum-G). In addition to its flexibility, this distribution may also be considered for unimodal and tub shaped hazard functions. The objective of this dissertation is to present the family of Kum-G distributions and their particular cases to analyze lifetime data of individuals at risk, considering that part of the population will never present the event of interest, and considering that covariates may influence the survival function and the cured proportion of the population. Some properties of these models will be discussed as well as appropriate estimation methods, in the classical and Bayesian approaches. Finally, applications of such models are presented to literature data sets.
Imagens de si: das (foto)narrativas de vida à constituição profissional de professores alfabetizadoras
(Universidade Federal de São Carlos, 2015-02-25) Monteiro, Waldirene Malagrine; Nakayama, Bárbara Cristina Moreira Sicardi; https://lattes.cnpq.br/9746628149674449; https://lattes.cnpq.br/7243773987281442
In the current research we analyze the personal and professional Constitution of literacy teachers, facing the relational hues during the course of life. In this sense, the research constitute of theoretical-methodological reflections, that seek to understand the professional constitution as subject-author in dialogue with two public school teachers from the city of Sorocaba, participating in the Research of Educational Practices in Mathematics Study Group, UFSCar- Sorocaba Campus, when considering a conflict and pleading educational space, centered on the problematization of teacher education. Stands, therefore, as a guiding question of this study, how does a teacher constitutes and develops professionally, the experiences of family relationship, initial schooling experiences, and relationships with teachers, people and spaces that were part of their lives in the formation process, especially the choice of teaching. This way, we tried to investigate the nature of the teaching profession, their knowledge, complexities that leverage discoveries about the subjectivities, experiences and professional trajectories, in a continuous and growing process of understanding the educational practice. Thus, the present research, committed to educational reality, particularly in the life stories of a Literacy Teacher, occurred by the information production of the (auto)Biographical narratives and Photo biographical, concerning the Constitution of personal and professional speakers from the research. In the process of data analysis, we organize the following theoretical contribution: Nóvoa (2010); Josso (2005); Souza (2013); Delory-Momberger (2006); Tardif (2003); among other authors that, on a qualitative approach, consider as granted the respect to the constituent elements of training and professional teaching, to seek alternatives for insertion of the teacher in the study center, in front of their singularities, subjectivities and the intensification of senses and meanings of experiences as results we present the fact that the Constitution of a tutor teaching establishes itself in the multi-referentiality, people, places and times, which cross the life and formation stories.