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Efeitos de florestas ripárias em restauração em ecossistemas de riachos tropicais numa paisagem agrícola
(Universidade Federal de São Carlos, 2017-02-15)
Libório, Rogério Aparecido
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Tanaka, Marcel Okamoto
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https://lattes.cnpq.br/2768658925977757
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https://lattes.cnpq.br/9813845021079562
The conversion of natural areas to human activities in watersheds is the main cause of riparian forest degradation, which, consequently, decreases the integrity of aquatic ecosystems. Therefore, restoration of riparian forests has been recommended as the best strategy for the recovery of streams in watersheds deforested by land use and cover. In Brazil, projects of riparian forest restoration are still recent and little is known about their effects on adjacent streams ecosystems. This study evaluated the effects of riparian forest restoration on stream water quality and aquatic macroinvertebrate communities using the multiple spatial scales approach. Sampling was carried out using the field protocol developed by the Environmental Protection Agency of the United States of America (US-EPA). We compared streams with natural riparian forests, streams with riparian forests in restoration and streams with riparian zones covered by pasture or grasses. A 150m reach was defined in each stream, and measurements of the physical structure of habitats and water quality were made, as well as samples of aquatic macroinvertebrates. Land-use and cover of each stream sub-basin was carried out through an environmental characterization of the landscape. Riparian forest restoration did not affect stream water quality and biological diversity after 10 and 13 years of project implementation, suggesting that the recovery of tropical streams in response to riparian forest restoration may be slow in sub-basin heavily altered by human activities. The present study fills a knowledge gap on the effects of riparian restoration and suggests the need for further studies and long term evaluations integrating new riparian forest restoration projects in watersheds with different intensities of human degradation to better understand the effects of the implementation of these projects on the quality of stream water and aquatic communities.
O computador no processo de criação artística : práticas de improvisação musical a partir de imagens digitais
(Universidade Federal de São Carlos, 2017-02-15)
Zanette, Rodolfo Donisete
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Nespoli, Eduardo
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https://lattes.cnpq.br/0482744763085170
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https://lattes.cnpq.br/4941485562576457
The objective of this research was to develop a piece of software for digital image projection aimed at the practice of non - idiomatic improvisation. Through the development of this digital apparatus we propose that this kind of musical practice can be mediated by images generated instantaneously by a computer. Starting from this hypothesis, we developed the software called "Improvise", whose purpose is to generate dynamical images that allow sensory stimulation for musicians during the process of non-idiomatic improvisation. The software generates videos without sound tracks that may have their visual characteristics modified in real time. Therefore, the research explored the possibility of working with digital images, as well as with a wide range of computational processing capable of generating dynamic landscapes, pointing to new ways of relating the sonic and visual universes in context of musical practice.
Trajetória escolar de alunos com deficiência : matrículas do censo escolar
(Universidade Federal de São Carlos, 2017-02-15)
Macalli, Ana Carolina
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Orlando, Rosimeire Maria
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https://lattes.cnpq.br/4254571422608459
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https://lattes.cnpq.br/2514343583442372
This research aims to analyze, in three cities of the countryside region of Sao Paulo State, the school trajectory of students with disabilities. In order to do that, we did an official data survey of the cities released by Seade, Human Development Atlas with demographic census data of 2010 and the Municipal Education Plans. Thereafter, we analyzed the micro-data of School Census of Basic Education— made available by INEP (National Institute of Studies and Educational Researches Anísio Teixeira), of the Ministry of Education— regarding the registration of students with disabilities in the years from 2007 to 2015. Thus, we would be able to map the school trajectory of these students. In this study, to choose the cities, we used the following criteria: one city with a high Human Development Index (HDI); one city with an average Human Development Index and one with a very low HDI. 1,782 school trajectories of students with disabilities were analyzed individually and the results show that there are no disparities between the indexes of complete, partial and incomplete trajectories with school retention and age x grade distortion between the cities. This may indicate the adoption of programs, services and/or similar actions for the schooling of this population. We hope that this study can contribute to the discussion in the academic community about the educational reality faced by students with disabilities and, also, contribute to program and policies formulation that aim to establish the permanency and the school success of these students
Obesidade abdominal, dinapenia e obesidade abdominal dinapênica como fatores associados à quedas em idosos residentes no município de São Paulo - Estudo SABE
(Universidade Federal de São Carlos, 2017-02-15)
Máximo, Roberta de Oliveira
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Alexandre, Tiago da Silva
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https://lattes.cnpq.br/5393622641681701
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https://lattes.cnpq.br/5377549816607170
Objective: The aim of the present study was to investigate associations between abdominal obesity/dynapenia/dynapenic abdominal obesity and a single fall/recurrent falls as well as determine the effect size of such associations using two cutoff points for dynapenia. Methods: A cross-sectional study was conducted with 1.063 older adults pertaining to the third wave of the Saúde, Bem Estar e Envelhecimento (SABE – Health, Wellbeing and Ageing) study. Abdominal obesity was defined as a waist circumference of >102 cm for men and > 88 cm for women. The following were the cutoff points for dynapenia: grip strength < 30 kg for men and < 20 kg for women or < 26 kg for men and < 16 kg for women. Dynapenic abdominal obesity was defined by the combination of abdominal obesity and dynapenia. Regarding the outcome, the individuals were classified as non-fallers, single fallers or recurrent fallers. Socioeconomic, neuropsychiatric and environmental factors as well as living habits, polypharmacy, health status and functionality were the control variables in the multinomial regression models. Results: Adopting a cutoff point of 30/20, only one association was found: dynapenic abdominal obesity and a single fall (RRR = 2.37; 95% CI: 1.48-3.80). However, adopting a cutoff point of 26/16, dynapenic abdominal obesity (RRR = 1.93; 95% CI: 1.09-3.44), abdominal obesity (RRR = 1.65; 95% CI: 1.08-2.52) and dynapenia (RRR = 1.77; 95% CI: 1.01-3.13) were associated with a single fall, with a larger effect size of the association with dynapenic abdominal obesity than the other two conditions. Moreover, dynapenia defined using the 26/16 cutoff point was associated with recurrent falls (RRR = 2.39; 95% CI: 1.19-4.82). Conclusions: The cutoff point used to define dynapenia affects associations between abdominal obesity/dynapenia/dynapenic abdominal obesity and a single fall/recurring falls. A cutoff point of 26/16 is better for identifying such associations.
Produção heteróloga e caracterização de uma beta-glicosidase identificada em sequências metagenômicas de um lago da região amazônica
(Universidade Federal de São Carlos, 2017-02-15)
Balula, Augusto Furio
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Silva, Flávio Henrique da
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https://lattes.cnpq.br/1757309852446263
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https://lattes.cnpq.br/2586217501408719
Metagenomics studies allow the direct analysis of a genetic material in an environmental sample and when linked to bioinformatics it gives a powerful tool to explore the role of new genes and proteins not studied before. Constant decreases in the quantity of fossil fuels and their effects in the global economy and natural environment has accelerated researches in alternative fuels such as the second generation ethanol, which can be produced by vegetation biomass. However, this process demands previous hydrolysis of the lignocellulolytic material by hydrolytic enzymes to provide fermentable sugar. β-glucosidases are enzymes which plays an important role at the final step of cellulose breakdown to glucose, thus being considered the rate limiting enzyme in this process of biomass degradation. Many β-glucosidases are already known, however there is an interest to find new enzymes which are tolerant to glucose inhibition and which exhibits high activity at lower temperatures. In this study we searched for β-glucosidases (GH1) using sequences from a metagenomics database from rivers and lakes in the Amazon region developed in our laboratory. We found 3 complete open reading frames (ORFs) related to β-glucosidases and one of them was selected to be produced in E.coli in a heterologous way and to be biochemically characterized. The coding sequence of the protein named AmBgl1-LP was cloned in the plasmid pET-28a and produced an enzyme which has a molecular mass of 53,7 kDa. The enzymatic assays showed that the enzyme was active with an optimum pH of 5.5, optimum temperature of 35 °C and had a Ki for glucose of 23 mM. The enzyme does not apparently perform transgycosylation, according to the assays for pNPβGlu substrate. Supposedly, AmBgl1-LP suffers inhibition by pNPβGlu on concentrations higher than 10 mM. The enzyme showed to be capable of hydrolyzing cellobiose, pNPβGal and pNPβFuc. Thus, the enzyme is promising for use in cocktails for degradation of biomass.
Reforçando a relação entre a matemática e a física no ensino médio através de exemplos básicos de mecânica clássica
(Universidade Federal de São Carlos, 2017-02-15)
Medina, Renato Rodrigues
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Souza, James Alves
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https://lattes.cnpq.br/2212240621620011
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https://lattes.cnpq.br/0925195732583201
In this work a study is presented using some teaching strategies in order to strengthen the relationship between mathematics and physics in high school. It is shown how important it is to describe mathematically a physical phenomenon to motivate students in the description and prediction of situations that can be observed in their daily lives. For this purpose, simple examples are considered in classical mechanics, such as Newton’s second law applications and uniform rectilinear and circular motions. The physical phenomena were explored through mathematical concepts which are suitable for high school level such as functions, unit vector, vectors and their projections, coordinate systems and graphs. The approach considered here can be an important step for addressing more advanced and modern topics in physics in which mathematics is imperative, such as relativity and quantum mechanics. It can also favor the understanding of more abstract concepts such as the electromagnetic field, and the modeling of systems in which the performance of experiments or its observation is impracticable, such as the movement of planets or the behavior of atoms in a gas. This proposal was applied to 35 students in the third year of high school in the Bragan¸ca Paulista city, state of S˜ao Paulo. Several calculations and the explanations developed by the students are presented, showing that the proposal was successful, being very well received by the students. The outcome educational product from this proposal consists of a booklet containing all details and the importance of quantifying physical phenomena through mathematical modeling.
Saúde mental infantojuvenil : identificando realidades de municípios que não contam com CAPS infantojuvenil, a partir da Atenção Básica em Saúde
(Universidade Federal de São Carlos, 2017-02-15)
Lourenço, Mariana Santos De Giorgio
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Matsukura, Thelma Simões
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https://lattes.cnpq.br/5611215381682164
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https://lattes.cnpq.br/0860411681732717
Public policies concerning mental health for children and teenagers in psychological distress have been discussed in a very disassociated way in comparision to the policies directed towards adults with mental disorders. The most recent public policyin this field, the Psychosocial Care Network (in Brazil, RAPS – Rede de Atenção Psicossocial), establishes the creation, expansion and articulation of health care structure for people in mental suffering or mental disorders, directing them to the Basic Health Units (UBS – Unidades Básicas de Saúde) and also the Centers for Psychosocial Child and Teenager Care (CAPSij – Centros de Atenção Psicossocial Infantojuvenis) the responsibility for developing the main articulation strategies for children and adolescents. However, the strategic equipment for mental health that provides care for the child and teenaging population is still scarce. The present study aims to understand, from the perspective of the professionals who work in the Family Health Strategy (ESF – Estratégia Saúde da Família) program, how the Basic Health Care services of municipalities which do not have constituted child and teenaging CAPS might deal with the demand related to Children and Teenagers Mental Health and, as specific objectives, it also aims to place the understanding of Primary Care professionals about Child and Teenagers Mental Health and the demands on this field that reach the ESF services, to identify, from the professionals in the Basic Care Services, the practices concerning the attention to the mental health of children and teenagers developed in the ESF services; and, finally, to understand the challenges and perspectives about the care delivered in Primary Health Care located in the municipalities which do not have child and teenaging CAPS, regarding the articulations with the Public Policies for Children and Teenagers Mental Health. In order to do so, three municipalities with different dimensions and resourceswere chosen and the studies were focused on them, which are located in the area covered by a Regional Department of Health in the State of São Paulo (DRS – Departamento Regional de Saúde). This is a descriptive-exploratory research, with a qualitative approach, using semi-structured interviews. Twenty-one professionals who are part of the Family Health Strategy program have participated in this study once they had been responsible for receiving children and teenagers in psychological distress who arrive at the Units. The interviews have been performed individually and live, and data analysis has been carried out using the Collective Subject Discourse – CSD (DSC – Discurso do Sujeito Coletivo) technique. The results obtained indicate that care in the unit itself, when it occurs, is performed mainly through physician-centered care and the Support Centers for Family Healthteams (NASF – Núcleos de Apoio à Saúde da Família), when it is a part of the municipal care network, both arising from individual care. When expressing their understanding of children and teenagers' mental health, participants have emphasized the influence concerning the importance of life contexts, with a special focus on the family context, which reflects directly in the identification of the demand that comes to the service. Related to the characterization of this population, they report that learning difficulties, social issues and use of alcohol and drugs are among the main problems and that, for the most part, they arrive by spontaneous demand. It has been identified that the actions in network and in the territory are practically absent and, among the difficulties reported by the professionals to carry out the attention to this population are listed the lack and the qualification of professionals, the high demand in the units, among others. It could be argued that the absence of network and territorial actions, shared care and parenting, are as harmful to children and teenagers mental health care as the absence of specialized mental health equipment and that investments for the implementation of these guidelines would qualify this kind of attention in the municipalities. Concerning the above, we present a conclusion that the care actions advocated in the guidelines and policies of psychosocial care for children and adolescents are not prioritized as care actions; That the professionals' understanding of the field of mental health is often limited or misleading, and that the shortcomings generated by the lack of strategic equipment are smaller, as long as the minimum of better resources available in the municipalities have been integrated.
Inclusão dos alunos público alvo da educação especial no ensino médio : concepções e atuação docente
(Universidade Federal de São Carlos, 2017-02-15)
Felicio, Natália Costa de
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Campos, Juliane Aparecida de Paula Perez
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https://lattes.cnpq.br/3169299095370522
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https://lattes.cnpq.br/4101566426113947
Considering the current panorama of the Brazilian school, guided by the assumptions of inclusive education, and the gradual growth in the enrollment of special education students in High School, the present study had as general objective to analyze the conception and performance of high school teachers concerning of special education students. The specific objectives were: a) to verify what teachers think about school inclusion and inclusive pedagogical practice; and, b) analyze how they perceive and reflect on their performance in relation to that student. Based on the qualitative approach, the research was characterized as a case study; being done in the dependencies of a state school of High School located in the central region of a large city of São Paulo state. Twenty-six teachers who worked or had already worked with special education students participated in the study. Data collection was organized in two stages. In the first stage, a questionnaire was applied to the 26 participating teachers, focusing on the conception of school inclusion and teaching performance facing the special education students in High School. In the second stage, among the participants of the study and the avaibility of their timetable, 10 teachers participated in the Focus Group, composed of six meetings, having as central axis the reflection on the pedagogical practice with the student in question; being the data analyzed through the elaboration of categories. The results showed that most of the teachers were in favor of school inclusion, but they pointed out several factors that hinder that process and its performance in relation to that public. In other words, the need for improvement in the physical and organizational structure of the school, specialized professionals to accompany these students, difficulties in pedagogical practice, especially regarding the lack of knowledge about specific topics of Special Education and possible demands for continuing education. In addition, they reflected about the pedagogical practice, the importance of family participation in the school environment, and the need for a management team to discuss with teachers questions regarding school inclusion. Hopefully, the present study will have contributed as a possibility and space to the teachers to reflect on their conceptions and action in relation to the special education students, and that other researches can expand and continue the studies of the area.
Relações de gênero nos clássicos da didática : reflexões possíveis acerca da ideia de masculinidade
(Universidade Federal de São Carlos, 2017-02-15)
Silva, Alexandre Rodrigo Nishiwaki da
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Conti, Celso Luiz Aparecido
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https://lattes.cnpq.br/6967887143687279
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https://lattes.cnpq.br/8697942957516547
The text "Gender Relations in Didactics Classics: possible reflections on the idea of masculinity" has the main objective to discuss the project of masculinity within the classical pedagogical theory. Understanding gender issues and violence against women as historical leads us to try to understand what models of masculinity have become hegemonic and what are the possibilities of transforming them. To do so, it traverses the concept of gender from internationally recognized intellectuals and the concept of masculinity in the knowledge society, pointing to the new alternative masculinities as a response to the political aspirations of a more solidary relationship between men and women in different contexts. By means of a bibliographical research, it presents the thought of Comenius, Rousseau, Pestalozzi, Herbart, Dewey, Ferrer i Guàrdia, Makarenko and Paulo Freire, classic thinkers of education who outline, besides pedagogical precepts, masculinity projects anchored in their theoretical and politicians. In the search for theoretical elements that can contribute to the construction of pedagogical practices egalitarian and committed to non-violence against women we highlight the characteristics of each author and highlight, when present, their transforming aspects.
A narrativa transmídia como gênero do discurso : um estudo de caso do longa-metragem Capitão América 2 o soldado invernal
(Universidade Federal de São Carlos, 2017-02-15)
Mussarelli, Felipe
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Sá Neto, Arthur Autran Franco de
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https://lattes.cnpq.br/5055550097454248
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https://lattes.cnpq.br/3032726744078784
The current entertainment industry finds itself dominated by big media groups, whose reach starts from production through distribution until the content exhibition in many platforms, with high revenue stream. This study aimed to compare the concept of transmedia storytelling by Henry Jenkins with Mikhail Bakhtin’s language theory by means of the hypothesis of that transmedia storytelling might be a bakhtinian speech genre. For this reason, we considered Captain American: the winter soldier (Anthony Russo and Joe Russo, 2014) and its narrative expansion produced in comic, short motion videos, television series and video games. Besides analyzing the motion picture, we sought to observe in which way the three speech genre elements (theme, style and compositional content) behaved in each narrative expansion of the motion picture in comparison to the character Captain America’s narratives not linked to the motion. As a result, we noticed that, while each narrative genre element not linked to the motion behaved independently, the linked narrative elements behaved similarly leading us to the conclusion that transmedia storytelling can be considered a bakhtinian speech genre.
Planejamento temático baseado em tarefas no ensino e aprendizagem de inglês a distância
(Universidade Federal de São Carlos, 2017-02-15)
Emidio, Denise Elaine
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Barbirato, Rita de Cassia
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https://lattes.cnpq.br/6962819573963727
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https://lattes.cnpq.br/2749742550664412
The aim of this study is to propose an online English course using a thematic task-based syllabus, on the Moodle plataform. It intends to identify the characteristics of the tasks elaborated and analyze the students’ performances. From the methodological point of view, this is a qualitative-interpretative research, with a virtual ethnographic basis and it was carried out on the Moodle platform, which is offered by a Federal Technology Institution of the interior of São Paulo. The subjects were students of technical and undergraduate courses. The data were collected through semi-structured interview, questionnaire and record of conversations on the platform, Facebook and Skype. Besides these, the tasks elaborated for this study and those that were done by the students were also used. The 40-hour-online English course had a macro-theme called Inventors and Inventions and consisted of three thematic units Top 10 inventors of all time, Nikola Tesla and Leonardo da Vinci. One of the reasons for using task-based thematic syllabus comes from results of researches (BARBIRATO, 1999, 2005; XAVIER, 1999; CASSOLI, 2011; FRANSCESCHINI, 2014) that show the use of tasks can give great opportunities for learners to use the target language. When elaborating the tasks on the Moodle platform, the teacher came across with two main problems: her approach, still with structural influence, and the limitation of some platform tools. The students also encountered some technical and linguistic difficulties in carrying out the tasks. Despite these problems, the empirical results of this research may propose alternatives to foreign language professionals interested in using thematic task-based syllabus in a virtual learning environment.
Os relatos dos bolsistas de iniciação à docência presentes nos anais do ENDIPE entre 2010 e 2014: uma análise da relação dos pibidianos com os alunos da educação básica
(Universidade Federal de São Carlos, 2017-02-15)
Silva, Vivian Massullo
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Braga, Fabiana Marini
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https://lattes.cnpq.br/1103496815216263
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https://lattes.cnpq.br/1444448625137218
The aim of the present study is to answer the following question: Which perceptions or thematic are revealed in the reports of ID/PIBID scholarship holders, concerning their relation with the basic education student, included in the ENDIPE publications between the years of 2010 and 2014? Therefore, the study was organized based on two main goals: identifying the perceptions or thematic present in the reports of ID scholarship holders, concerning their relation with the basic education student, included in the ENDIPE publications between the years of 2010 and 2014, and analyzing the relation of perceptions or thematic that might emerge from ID scholarship holders reports regarding their relation with basic education students in order to characterize possible contributions to initial training of teachers of the same segment. A bibliographic research was realized according to Salvador (1986), and Lima and Mioto (2007) to achieve the proposed goals. Our theoretical foundation is based on the studies by Aubert et al. (2016); Gimeno Sacristán and Pérez Gómez (1998), and Freire (1994; 2000; 2005; 2014; 2015); Content Analysis according to Bardin (2010) was used for the preparation and analysis of data. The corpus consists of 22 papers published at ENDIPEs, and 59 reports extracted from these papers were analyzed. The 59 reports are assigned in 3 large categories: Perceptions about the student profile; Elements related to student learning; Elements related to the class. In the perceptions about the student profile category, the data point to the ID scholarship holder difficulty to recognize the basic education student inside a context of diversity, besides the lack of proposals that might modify the identified behaviors. It is also clear the lack of dialogue among ID scholarship holders, teachers, students and community. In the elements related to student learning category, the data show that ID scholarship holders hold the student as a central element in the learning process considering their previous knowledge, their reality, and their individual learning time, centering their actions in a constructivist conception focusing on the adaptation of the educational context. Such data also show the lack of an instrumental dimension in teaching and the lack of engagement with all parties involved in PIBID as well as with the community. In the elements related to class category, the data indicate that ID scholarship holders have worked with teaching strategies and resources with emphasis on playfulness and on a playful adaption of the contents. Practice and dialogue-based classes are minority in the ID scholarship holder’s reports. The data point out the necessity of an effective partnership with all the participants of PIBID and with the community, since the ID scholarship holder is still training and therefore needs to be observed inside the school. From the perspective of the initial teaching training it was possible to verify that the scholarship holders dialogue well with their coordinators, supervisors and scholarship holders from other subprojects. Thus, we report the necessity to carry this dialogue to the work with basic education students. In conclusion, in the face of the analyzed reports, it is necessary to spread transformative pedagogical practice, to work more effectively in the instrumental dimension of teaching and to use dialogue in learning.
Movimento negro de São Carlos e a UFSCar : a extensão universitária sobre relações étnico-raciais
(Universidade Federal de São Carlos, 2017-02-16)
Souza, Danielle Felisberto de
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Nascimento, Manoel Nelito Matheus
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https://lattes.cnpq.br/4486910967478337
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https://lattes.cnpq.br/1666020909514887
The present work had as its objective discussing the relationship between the Black Movement and the university, through the axis of university extension, analyzing the extension activities that deal with the subject of racial and ethnic relations and from the perspective of representatives of groups of the black movement of São Carlos and UFSCar members. In this work, we attempted to answer the question: what are the advances and limits of the UFSCar extension activities for the groups of the Black Movement of São Carlos, involving the theme of racial and ethnic relations? We used qualitative methodology, divided in the stages of bibliographical survey, interviews, analysis and interpretation of the data. This work allowed us to reflect, discuss and study the advances and limits of the role of the university in the relation with the community, through extension. It is perceived that this relationship is permeated by many contributing elements moving the dialogue forward or backward and that it is necessary to understand the university from the totality in which it is inserted. The university has a fundamental role in making a historical, sociological and political survey of the situation of black people, formulating actions, giving new meanings to historical stigmas, and strengthening the relationship with the external community through teaching, research and extension. However, this relationship is limited by the political sphere, since it is through this sphere that it will be possible to implement public policies. Thus, the university must be attentive to those actions that can contribute to the separation and non-belonging of the external community. Extension can serve as a mechanism to reinforce social inequality, and the actions that contribute to the transformation end up being restricted only those teachers who already had a social commitment. Therefore, it is necessary to have a constant reflection on this relation so that the university assumes its social commitment.
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos
(Universidade Federal de São Carlos, 2017-02-16)
Silva, Érika Rímoli Mota da
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Postalli, Lidia Maria Marson
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https://lattes.cnpq.br/2748282330028870
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https://lattes.cnpq.br/8530538473591388
The present study aimed to evaluate the acquisition of reading and writing skills in adults with intellectual disability who attended the Education of Young and Adults (EJA) program through a computerized reading and writing teaching procedure. Three adults with intellectual disability, aged 26-37, participated in the study. A pre-and post-test design of the reading and writing repertoire was used. Participants were exposed to the individualized teaching program, conducting teaching sessions interspersed with periodic progress assessments. The teaching program was composed of five units with four teaching steps each (except the first containing five steps and the last, which contained three steps). Each step taught three vowel-consonant words and their corresponding syllables. The results showed that the three participants presented meaningful gains in reading, writing and in the two-way relations between figure and printed word (equivalence relations), with teaching and recombination words, performing fewer repetitions of teaching steps. In reading, P1 and P2 presented low performance in pre-test and P3 presented approximately 70% of correct responses. In writing, in the first test, the two participants presented null performance and P3 presented low performance (27% and 33% of correct responses in writing skill by composition and manuscript, respectively). In the post-test, P1 showed 100% of correct responses in reading and 100 and 93% of correct respondes in writing by composition and manuscript; P2 presented 93,3% of correct responses in reading and 86,7 and 80% of correct responses in writing by composition and manuscript; and P3 did not undergo the final evaluation; however, the assessments throughout the procedure showed P3’s progress in the skills assessed. The results showed that this educational program can benefit adults with IDs enrolled in regular education in order to acquire initial reading and writing repertoires. Future studies should investigate complementary conditions for the generalization of these findings to different situations and environments.
Identidades polinomiais via identidades de grupo : a conjectura de Brian Hartley
(Universidade Federal de São Carlos, 2017-02-16)
Silva, Dalton Couto
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Talpo, Humberto Luiz
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https://lattes.cnpq.br/1674689444257254
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https://lattes.cnpq.br/4403658004588089
In this work, we present the Conjecture of Brian Hartley and study its validity, i.e, we verify if group identities in the unity group U(FG) make FG satisfy a polynomial identity, where G is a torsion group and F any field. This study will be made first for infinite fields, and next for any field. From this result, will be deduced necessary and suficient conditions in a group G, for the unity group U(FG) satisfy group identities.
Desenvolvimento e avaliação do serious game Cuidando bem : simulação por computador sobre segurança do paciente
(Universidade Federal de São Carlos, 2017-02-16)
Domingues, Aline Natalia
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Zem-Mascarenhas, Silvia Helena
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https://lattes.cnpq.br/0185144417072417
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https://lattes.cnpq.br/0148275884920778
Patient safety is a relevant topic in the healthcare context, becoming a priority issue in the health area. In this context, the Ministry of Health and Anvisa issued ordinance 529 on April 1st, 2013, which establishes the National Patient Safety Program. This program includes as the articulation with the Ministry of Education and the National Council of Education an implementation strategy, to include the subject of patient safety in the curricula of health training courses of technical, graduation and post graduation levels. The use of information and communication technologies allows the insertion of new resources in the educational context, among them the use of serious games to carry out simulations, allowing students to develop new skills in a safe environment. This study aims to develop and evaluate a serious game using digital technologies about patient safety, for technical and graduation students in nursing. It is an exploratory, non-experimental, methodological and with quantitative approach survey. To develop the serious game, the following stages were covered: concept, pre-production, prototype, production, alpha version, expert and target audience evaluation. A total of ten specialists in the areas of Computer Science, Nursing Informatics and Patient Safety participated in the study to evaluate the serious game and besides those, thirty-four technical students in nursing and nine graduation students in nursing. The serious game “Taking Good Care” was positively evaluated in relation to its interface, content and gameplay, standing out as a strategy with broad potential for the teaching of Patient Safety protocols in the nursing area. The results obtained from the evaluations of the specialists and the target public contributed to help the adjustments in the software, with the intention of making it available to the target audience in the future. As a result of the research, the serious game is available for free as an open educational resource, allowing the academic community and society in general to benefit from its reuse, review, remixing and non-commercial redistribution of the game and all its components. Finally, it is expected that the results of this study can contribute to the promotion of innovative educational strategies through the use of serious games and digital simulations on the computer, in order to teach patient safety.
Pedagogias de gênero em narrativas sobre transmasculinidades
(Universidade Federal de São Carlos, 2017-02-16)
Pamplona, Renata Silva
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Dinis, Nilson Fernandes
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https://lattes.cnpq.br/9901790534758296
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https://lattes.cnpq.br/0007062758838949
This research aims to analyze aspects of transmasculinities from the autobiographical accounts of four Brazilian men. The proposed objective is based on the understanding that transmasculinities, when compared to other sexual and gender minorities, have less political visibility. However, in Brazilian society, in recent years, this visibility has gradually been constituted by a certain activism exercised by transmen. The problem raised is to analyze through the accounts of four transsexual men how these individuals have constructed possible tools to confront the hegemonic matrix of masculinities. The hypothesis is that transmasculinities may constitute an inventive category of life potentials and an exercise capable of subverting the sex/gender system through the production of multiple expressions of masculinities. We understand that knowledge and pedagogical practices (school and non-school) are intimately involved in the processes of the production of subjectivities and the power relations that regulate people's bodies. They make it appear that some normative identities are naturally constitutive of the subjects and not strategically produced and taught by the normalization exercises of behaviors and bodies. As a theoretical option, this study draws on some concepts of post-structuralist studies and gay and feminist studies, centered predominantly on readings of Michel Foucault, Gilles Deleuze, Félix Guattari, Beatriz Preciado and Judith Butler. In the first instance, our methodological procedure consists of the presentation of the object of study and the problematization surrounding the concepts of transsexuality and transmasculinity. Subsequently, we analyze the literary accounts of three trans men: John W. Nery, Jô Lessa and Anderson Herzer. Finally, we offer an analysis of twenty-one letters written by Dom, an anonymous transhuman who relates his life experiences and the territories traced in the experience of his transmasculinity. Having examined the wealth of these distinct productions from the subjectivities of the trans male universe, it is striking to note the extent to which they seek to multiply the possibilities of living out masculinities. However, the risk of subjection and abjection is permanent when one lives on the frontier of dichotomous genres, sometimes leading to entrapment within the staging of the heterocentric system. Thus, the process of deconstructing hegemonic masculinity for trans men is a continuous task in becoming.
Critérios para priorização de estudos primários identificados por snowballing com conjunto inicial gerado por string de busca
(Universidade Federal de São Carlos, 2017-02-16)
Silva, Cleiton Rodrigo Queiroz
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Fabbri, Sandra Camargo Pinto Ferraz
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https://lattes.cnpq.br/2204086299921323
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https://lattes.cnpq.br/2818249114679954
Background: In any area of science, all proposed technology should be evaluated and characterized so that the community can understand when, where and how to apply it. Particularly in the Software Engineering field, the concern with this characterization and the characterization of the technology is known as Evidence-Based Software Engineering (EBSE). Secondary studies contribute to this characterization because they use more rigorous research methods. Snowballing is a technique to identify relevant primary studies in secondary studies. It is well accepted by the community but may require a great deal of effort in its implementation depending on the guidelines adopted and on the number of existing relevant primary studies. Objective: To propose criteria for prioritizing primary studies for applying snowballing using the results obtained from search strings as seed aiming at improving the efficiency when applying the technique, providing computational support for its application. Method: Four criteria were proposed for prioritization of primary studies and algorithms were developed that allow computational support for applying the criteria. The evaluation was carried out by means of experimental studies, being an exploratory study and two experiments. Results: The best results were obtained by combining the four proposed criteria, resulting in a precision of 96.46% and a recall of 51.24%, with an average error rate of 20%. Algorithms created for reference extraction and similarity calculation presented satisfactory results. Conclusion: Based on the obtained results, there are indications that the proposed prioritization criteria, which make use of the reference extraction and similarity algorithms developed and implemented in the StArt tool, contribute to increase the efficiency of the snowballing technique without having a significant loss of quality of the results.
Controvérsias científicas e tecnológicas no jornal “A província de São Paulo” : 1875-1889
(Universidade Federal de São Carlos, 2017-02-16)
Berbel, Danilo Brancalhão
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Rigolin, Camila Carneiro Dias
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https://lattes.cnpq.br/2388584081961836
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https://lattes.cnpq.br/5394542044363303
Brazil changed after the Potuguese Royal Family arrives in 1808. One of it was the founda-tion of the Royal Press and the law that allowed to print books and newspapers in Brazilian soil. There are a lot of social, educational and political changes since then. Scientific re-searches are developed and technological systems are deployed, brought from Europe. In 1875, “A Provincia de São Paulo” was created associated to republican and abolitionsit groups, showing the news in São Paulo, Brazil and in the world. In that time, science and technology were becoming common at the urban life and generated public discussions. The newspaper is a plivilage sphere to circulate ideas about that. The objective of this thesis is to analyze the publications about science and technology in that journal about two themes: the Teory of Evolution and the gauges standardization in the construction of the railroads in Bra-zil. The analysis of the controversies is the specific objective. The analysis methodology is composed by two steps: the first one works with boards, facilitating the categorization and description, that shows all publicated information in the scientific and technological sections of the newspaper: “Secção Scientifica” and “Secção Industrial”. The second methodological step is based on the Social Studies of Science and Technology, specifically in two theoretical currents: the Empirical Programme of Relativism (EPOR) and the Social Construction of Technology (SCOT). The categories of analizys come from this theorical and methodological approach, that allow to identify authors and contextualize them to the social and historical analyzed period, to observate motivations, approaches, informations, editorial lines, biases and arguments about the clash involving the scientific theories and technological develop-ment. The time cut comprises from the inauguration of “A Província de São Paulo”, in Janu-ary 4th 1875, to the year of the Republic Proclamation, until December 1889. The first analy-sis refers to the discussion of railroad technology and the controversy over the standardization of gauges. There are two sides: the first one defends the narrow gauge (there are less technical information and more authorial retorical) and the second one defends the large gauge (there are more scientific and technological references). These discussions were between two engi-neers and shareholders of the “Companhia Paulista” with economic interests about the rail-road development. The temporary closure was in favor of the large gauge. The second analy-sis is about the discussion of the Theory of Evolution between 1875 and 1886, involving mostly the defense of the Darwinists ideas. In two moments, authors of different thoughts discussed in the pages of the newspaper. They were, mostly, men of science and defended these interests groups. As a result, they created favorable and receptive agendas to Darwin‟s theories. In both cases, it was possible to evidence the motivations and the artifices involved in the contest, which includes epistemic and non-epistemic arguments, confirming the social construction of technological and scientific processes.
Atividade curricular em habilidades sociais para professores de alunos do público alvo da Educação Especial
(Universidade Federal de São Carlos, 2017-02-16)
Lessa, Tatiane Cristina Rodrigues
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Costa, Carolina Severino Lopes da
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https://lattes.cnpq.br/0303439637261272
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https://lattes.cnpq.br/8114529994792640
With the increasing number of inclusion of students from the target audience of Special Education, there has been an increase in studies related to the topic as well. One of these topics refers to the need to focus on initial and continuing teacher training, which in addition to mastering curriculum knowledge needs to improve their interpersonal skills so that their educational action is more effective. Thus, this study aims to evaluate a curricular activity with experiences in social skills for undergraduate students and Special Education target audience students on their repertoire of social skills and educational social skills and to correlate social skills and abilities of the participants. A total of 19 teachers participated in this study, and the data collection took place in an activity called ACIEPE (Curricular Activities of Teaching, Research and Extension Integration) during 12 meetings, being the first and last meeting destined to apply the measurement instruments for pre and post evaluation – T-Test. As instruments, the Brazilian Criteria Questionnaire, the Social Skills Inventory (IHS-Del Prette), the Inventory of Educational Social Skills for Teachers (IHSE - Prof), the Social Skills Importance Scale, the Evaluation Questionnaire for Social Validation of the Program and Field journal. To the data analysis, the T-Test was performed for the comparison between pre and post-test data, as well as content analysis for the systematization of data from the questionnaires. The data showed that there were no differences in the social skills repertoire in the comparison between pre and post-test, but statistically significant differences were found to two factors related to social educational skills, and regarding to the greater importance attribution of the participants to the Classes of communicative and assertive social skills, advocacy and citizenship. In addition, we found a correlation between some specific items related to the social skills and educational social skills of the participants. In the evaluation of the characteristics of the course, the data pointed to the satisfaction of the participants regarding to the participation and format of the activities.