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Gênero e sexualidade no currículo do curso de licenciatura em educação física da UFSCar e suas implicações
(Universidade Federal de São Carlos, 2017-01-27) Freitas, Milena; Souza Júnior, Osmar Moreira de; https://lattes.cnpq.br/9176123942671062; https://lattes.cnpq.br/9811892012393598
Inclusion is a perspective often adopted in educational programs that suggests a differentiated attention dedicated to minorities, with the aim of guaranteeing equal rights among individuals. However, it is necessary to understand that among minorities, there are some themes that are marginalized in this inclusion, such as gender and sexuality issues. Gender is a category of social character created to oppose the biological determinism of sex and sexuality is the way people can express their sexual interest, and there may be interest in people of the same sex, opposite sex, both sexes or the absence of partners. Due to the power relations existing in society, there is a standardization of values that demarcate and hierarchize the differences between people. The Physical Education class is an important means, in the school context, in which the differences between boys and girls are evidenced in a hierarchical way. In this scenario, it is the role of the teacher to intervene so that prejudiced attitudes do not happen in class. For this, it is necessary that this educator be prepared to deconstruct the dominant discourses of gender and sexuality. Considering that graduation is an important moment for this preparation to be built, this work aims to analyze whether the present curriculum of the Physical Education Degree course at UFSCar presents indications about the treatment of gender and sexuality issues in the Pedagogical Project, to analyze how teachers trained by this curriculum identify the impact of graduation on these issues and how it affects professional performance. The present research starts from an exploratory qualitative perspective, the data set was obtained through the analysis of documents on the Pedagogical Project of the Physical Education Degree course at UFSCar, and also through semi-structured interviews with trained teachers. ) through this curriculum. From the results obtained, it was possible to visualize the different ways in which gender and sexuality issues can appear in the school environment and in Physical Education classes. As well as it was possible to understand the different strategies that teachers have to be able to intervene under this perspective, either by actions contained in planning or specific educational actions in order to face problems in situations of conflict. Through the analysis of the pedagogical project and the interviews it was possible to conclude that the treatment given by the undergraduate course is not enough for teachers to feel safe and prepared to intervene when the subject is concerned. it's gender and sexuality. In this way, there are suggestions for changes that could be considered in order that the knowledge obtained in undergraduate courses have greater proximity to the pedagogical practice exercised by teachers in a formal education environment.
Ensino de química para pessoas com deficiência visual: um estudo por meio da revisão sistemática
(Universidade Federal de São Carlos, 2017-01-27) Toledo, Juliana Barretto de; Marques, Rosebelly Nunes; https://lattes.cnpq.br/7921735904003583; https://lattes.cnpq.br/3346827751812061
Education in Sciences is strongly influenced by the public policies and legislation in course. Among the challenges that the profession demands, is the paradigm of inclusive education, which is even greater when teaching Chemistry, a discipline with a strong visual appeal, for students with visual impairment. As the right to education is not only determined by the access, materialized in the student's enrollment with the school, it is imperative that this student has his permanence, participation and learning ensured throughout his academic life. Some specificities of Chemistry Teaching to visually impaired students have been listed in respect of their educational needs, in order to subsidize the teacher with the means to motivate their student in a way other than visual. The objective of this work was to collect, evaluate and disseminate several studies, with a focus on Chemical Education to students with visual impairment, through the Systematic Review of Literature. The researches were conducted at the Electronic Portals of CAPES, SciELO, BDTD, Web of Science, Scopus and Google Scholar, during the periods of October 2013, March 2014, July 2015 and September 2016. The 256,798 primary studies surveyed were refined in chronological, linguistic and place of publication parameters. After undergoing the systematic procedures, they were classified as "accepted" or "rejected". We retrieved 84 primary studies written in Portuguese and 37 written in English, with free access. The results indicate that Chemical Education is possible for these students, demonstrated by the texts of the studies collected, but that there are still gaps in research about the subject, despite the efforts made by the researchers. Examples of practical work were done, presented and discussed. In order for the teaching of chemistry to reach all students with due equity, the teacher must be prepared and advised by special educators, ensuring quality in the teaching being provided. And to this happens effectively, the government must guarantee through public policies not only the training, but the valuation of these professionals.
Alterações na composição da comunidade de aves em uma área de Mata Atlântica no sudeste do Brasil submetida à restauração ecológica
(Universidade Federal de São Carlos, 2017-01-27) Melo, Marcos Antônio; Piratelli, Augusto João; https://lattes.cnpq.br/4747322084219058; https://lattes.cnpq.br/2184880129329313
The Atlantic Forest has experienced great loss of habitats and biodiversity as a consequence of human activities. Currently, most forest remnants are reduced and isolated in human-made landscapes. In this dramatic situation, ecological restoration has been a viable tool for rebuilding habitats to rescue part of their biodiversity, along with their complex ecological interactions and ecosystem services. Due to their biological characteristics, birds have been a good study model to evaluate the effectiveness of restored areas in providing suitable habitats for the fauna. Several studies have been conducted focusing this subject in North America and Europe, but there is little evidence of how restored areas affect bird communities in Latin America, mainly in Brazil. Here we characterized the avifauna in an ecological restoration area and tested how the age and structural complexity of the vegetation of these plantations influence the structuring of functional groups of birds compared to unrestored areas. For this, we collected data from avifauna for 12 months (from January to December 2015), by 39 fixed-point counts, sampled with a detection radius of 60 m. Sampled species were classified according to trophic and nesting groups, sensitivity levels and forest dependence. We recorded 208 species of birds, of which 172 were detected by point counts. Our results evidence that restored areas are capable of shifting the structure and composition of bird assemblages according to the age and vegetation structural complexity. Older restorations (6-7 years old) provided structurally more complex habitats than pastures and more recent restoration (4-5 years), thus reducing the abundance of forest-independent species, more common in early stages of succession, such as aerial insectivorous and granivores and insectivores of open habitats. This occurred due to the gradual substitution of the high percentage of grasses by the increase in the richness of arboreal morphospecies and canopy cover. Thus, our data corroborate with the theory of environmental heterogeneity; more complex environmental categories (RO and FR) provided more specific foraging and nesting sites, evidenced by the greater abundance of specialist groups, including insectivorous (trunk, canopy and foliage), nectarivores and small frugivores, as well as birds that use closed nests and rely on specific resources to build nests. In some cases, we found a trend of RO to resemble forest fragments of reference. Invariably, percentage of exotic grasses, distance of water resources, richness of arboreal species and canopy cover were important predictors for the structuring of guilds. Therefore, considering the current scenario of degradation of the Atlantic Forest, areas of ecological restoration can assist in the rescue of part of bird diversity, as well as in the restructuring of functional groups essential to the functioning of the ecosystem, even in restored areas less than 10 years old. Our results may be useful for future ecological restoration programs as a strategy to increase habitat for birds in highly fragmented areas.