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Docência no ensino superior : aprendendo a ser professor de contabilidade
(Universidade Federal de São Carlos, 2015-07-20) Ferreira, Marcelo Marchine; Reali, Aline Maria de Medeiros Rodrigues; https://lattes.cnpq.br/3250195451890332; https://lattes.cnpq.br/8568761570800104
Inserted in the field of Teaching in Higher Education, this research aimed to understand which conceptions about being a teacher underlie and give meaning to teaching accounting professors in higher education. Of socio-constructivist approach the theoretical axis approached initially, historical and organizational aspects of the profession and accounting education in Brazil, shedding light on elements of context that are actors on "teaching" and "being a university professor." Following treated on training, professional development and teachers working in higher education, inter-weaving relationships with teachers knowledge in Tardif perspective. Also specific issues to understand the teaching and the accounting education articulated at the prospect of Schön on the practical-reflective teaching for the exercise of professions were treated. Methodological research was qualitative guidance as a general strategy. The data collection was carried out through semi-structured interviews applied to 12 teachers of Accounting courses of Unespar - University of Paraná. The content of the interviews sought to cover professional development paths (teaching and non-teaching), the formative processes of teaching and the experiences and experiences in teaching the investigation. Analyses were carried out basing on the Discursive Textual Analysis, a method that is between the content analysis and discourse analysis. As a result, it is possible to consider that accounting professors perceive themselves more as teachers, accountants and have conception that teaching is conducting activity that extends from the professional accounting field. The mental representation that move their teaching actions are anchored in the logic of technical rationality, present largely in the accounting professional practice scope. Your thoughts and your teaching practices are impregnated and conditioned from the instrumental perspective of technical rationality, where "being a teacher" and "teaching" are taken in a breeding prospect of models and forms of reductionist action. The "being a teacher" it is also anchored in self perception they have to be more counter-teachers than teachers-counters. The "be accountant" seems to be more present in their teaching conceptions of what "being a teacher". This is an argument that can be backed up by data from research that showed high concern teachers domain technicalprofessional content. Also, both the activities that are most present in their doings teachers - teaching undergraduate and general administration and university management - as also by that are more missing (which some hold): research and extension.
Comportamento em fadiga de hastes femorais para artroplastia de quadril com superfícies modificadas
(Universidade Federal de São Carlos, 2015-07-20) Oliveira, Bruno José Silva de; Oliveira, Nilson Tadeu Camarinho de; https://lattes.cnpq.br/5165925219822865; Bolfarini, Claudemiro; https://lattes.cnpq.br/9231627080617037; https://lattes.cnpq.br/3939442705681940
Nowadays, titanium and its alloys are the materials of choice for the production of implants for hip arthroplasty, a surgery that aims for the improvement of the quality of life of patients that bear articular pathologies of the hip. With the increase of life expectancy, it becomes more and more important that these implants withstand greater times of implantation, avoiding revision surgeries, which represent higher costs and risks. Today, this need is approached by different ways, among them the functionalization of surfaces, that permit better osseointegration of the prosthesis at the site of implantation and, consequently, better results on the application of products in the long term. One of the ways to perform this functionalization is through chemical etching, one of which (H3PO4+NaOH) has been chosen to perform modification of surfaces previously treated by titanium plasma spray (TPS+AQ) on finished femoral prostheses. As a control, another group of prostheses was employed, treated with technology already in the market, coated by titanium plasma spray with posterior deposition of two phases of calcium phosphate with different solubility (TPS+HA). The prostheses were submitted to topographical analyses via SEM, analyses of roughness profiles and increase of effective surface area by confocal microscopy and transversal analyses of coatings via SEM, subsequently treated by image analysis software for determination of attributes of porous coatings according to ASTM F1854. After that, all prostheses were tested to evaluate their fatigue behavior according to ISO 7206-4 and the presence of cracks via penetrant liquid testing. All the specimens survived the fatigue test, refuting the hypothesis that the modification via TPS+AQ reduces the fatigue resistance of femoral stems when compared to a control group, TPS+HA, under a normalized test protocol.