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Produtividade do feijoeiro (Phaseolus vulgaris) cultivado sob efeito residual da adubação do milho de segunda safra
(Universidade Federal de São Carlos, 2017-07-11) Simione, Júlia Rodrigues; Soares, Marcio Roberto; https://lattes.cnpq.br/6337462438517339; https://orcid.org/0000-0002-9543-6450; https://lattes.cnpq.br/4031541388642447
One of the great challenges for the bean crop is to increase productivity and, at the same time, improve fertilization management using new technologies. The objective of this work was to evaluate the effect of residual fertilization of the winter corn crop on the productivity and biometric parameters of the common bean crop (IPR Campos Gerais cultivar), sown in succession. The experiment was conducted in the experimental area at the UFSCar - Center for Agricultural Sciences. The treatments were arranged in a 2x3+1 factorial scheme, with four replications, with the source factor of primary macronutrients at two levels, conventional mineral (M – added in the form of simple fertilizers, in proportion equivalent to 05-17-10) and organomineral (OM - Farture® 05-17-10), the dose factor in three levels, and the control without the addition of fertilizers: T1 - control (0 kg ha-1); T2 - 200 kg ha-1 of OM (equivalent to ½ DR); T3 - 400 kg ha-1 of OM (recommended dose - DR); T4 - 600 kg ha-1 of OM (equivalent to 1½ DR); T5 - 200 kg ha-1 of M; T6 - 400 kg ha-1 of M; T7 - 600 kg ha-1 of M. At 80 days after emergence of the bean plants, the following parameters were evaluated: phytomass (kg), number of grains per pod, pod length (cm), number of pods per plant, mass of 100 seeds (g), and production (g 10 plants-1). At the flowering stage (R1, 44 days after plant emergence), plant tissue was collected for analysis of foliar macronutrient contents. The results were submitted to analysis of variance and, when significant by the F test (p<0.05), they were evaluated by the Scott-Knot test (p<0.05). The types and different doses of fertilization, used in the winter corn crop, did not interfere on the biometric parameters and production of the bean plant. The leaf contents of P, K, Mg, and S were lower than those considered adequate for the bean crop. However, it was concluded that the residual effect of corn fertilization, regardless of type and dose, ensured high bean yields, which ranged from 3,200 to 4,315 kg ha-1.
A formação continuada de professores da educação infantil de Sorocaba (SP): uma análise a partir da obrigatoriedade implementada pela Lei 12.796/2013.
(Universidade Federal de São Carlos, 2017-07-11) Pereira, Meira Chaves; Nascimento, Fabrício do; https://lattes.cnpq.br/3496410597486943; https://lattes.cnpq.br/7527310890920441
The objective of this study is to understand the perceptions of pre school teachers working in the city 's schools about how they perceive the ongoing formation process offered by the Education Department, after the implementation of Law 12.796 / 13 and the compulsory offer of Early Childhood Education From the age of four in the Municipal Education Network of Sorocaba (SP). Necessary or necessary referrals to the new demands of this level of education from semistructured questionnaires and interviews with teachers of the municipal teaching network. The procedural basis for the development of this research will include the bibliographical survey of the theme, the contextualization of the new organization of basic education in the national and municipal sphere through official documents. The theoretical basis was anchored in Rosemberg (2003), Kramer (2003), Real (2000). Empirical research will be oriented to the analysis of content based on Bardin (2009). We chose the quantitative and qualitative approach Minayo (1996), because it is an investigative approach, whose primary concern is to understand the phenomenon, to describe the object of study, to interpret its values and relations, not dissociating the thought from the reality of the social actors where researcher and researched are recurrent subjects, and as a consequence, active in the development of scientific research. This research may also contribute to the development of similar works in other regions of Brazil, due to its timeliness and relevant recurrence.
O sentido da qualidade da educação : uma análise a partir do conceito de racionalidade em Habermas
(Universidade Federal de São Carlos, 2017-07-11) Zanchin Junior, Mauro Celso; Gomes, Luiz Roberto; https://lattes.cnpq.br/4768579559449929; https://lattes.cnpq.br/7808518042005295
It is a fact the interference of strategic interests in education, in many cases reduced to the ‘middle’ condition for the achievement of political and economic ends. Because of this, the dissertation presents the communicative action as a proposal for reflection and delimitation of the existing interests between system and culture. Because it is a documentary research guided by a specific bibliography, we sought to develop the text through the analysis of the Habermasian bibliography, with the objective of extracting theoretical problematizations on the question of quality in education. Another methodological aspect was the interdisciplinary treatment of the theme with focus on education. Based on the literature review, we proposed the construction of a reference for pedagogical action in education, as follows: 1. to present the premise that for each type of reason there is a specific type of action: instrumental reason (paradigm of consciousness) proposes the so-called strategic action, guided by functional rules aimed at the success and effectiveness of action; and communicative reason (paradigm of intersubjectivity), in turn, proposes the communicative action, based on rules of symbolic interaction (debate) that aim at establishing criteria for mutual understanding (consensus). 2. To expose the instrumental dimension in the concept of quality in education, starting from an economistic vision. 3. Adapt Habermas’s theoretical framework to the field of education, especially his conception of communicative action, as a proposal for decolonization and re-signification of the mechanisms of social and systemic integration present in the school institution. Based on Habermas’s theory, we will take into account the hypothesis that communicative action can promote the potentialization of basic elements for democratic debate, with an end to understanding, in order to prevent the instrumental character of the unilateral constraints present in the procedures pedagogical and thus ensure learning that aim not only at market logic, but at the experience of normative interactions (referring to the social world) and expressive (referring to the subjective world).
O uso de tecnologias na formação continuada de professores de matemática, no âmbito da educação a distância, em uma diretoria de ensino no Estado de São Paulo
(Universidade Federal de São Carlos, 2017-07-11) Araújo, Daniel Oliveira de; Peixoto, Magda da Silva; https://lattes.cnpq.br/0413910306376054
The present study had as main objective to develop an interactive virtual environment capable of advising the teacher in his pedagogical practices. From this environment we extracted the data that were analyzed and discussed, based on the reports of the students involved. In the course of this work three considerable procedures were carried out: the creation of Blog www.belelite.blogspot.com.br, the management of information that fed the blog and were topics of discussions between the students and the teacher and finally the preparation of The challenge of Virtual Knowledge, a workshop material to be held at the Technical Workshops promoted by the Teaching Board of the city of São Roque in SãoPaulo.
Estudos bibliométricos sobre educação indígena : frente de pesquisa, vida média e obsolescência da literatura citada em teses e dissertações
(Universidade Federal de São Carlos, 2017-07-11) Maroldi, Alexandre Masson; Hayashi, Maria Cristina Piumbato Innocentini; https://lattes.cnpq.br/7263318849588556; https://lattes.cnpq.br/9535572173635838
The indigenous education in Brazil has its founding milestone in the first catechetical actions of the Jesuits in the second half of the sixteenth century. In this long trajectory up to the present day the education of the indigenous peoples that inhabit the Brazilian territory has been the object of controversies and discussions at the governmental and academic levels, which has generated numerous studies. It is in this context of the scientific production on indigenous education that the research carried out in this thesis is inserted. The research questions that guided the research were: What are the main aspects covered in the scientific literature on indigenous education considering the public education policies of the country aimed at this population? How does the scientific literature on indigenous education stem from academic theses and dissertations? The research had as general objectives: To identify and analyze the conceptual and legal bases of indigenous education in Brazil and to draw a historical panorama of the public policies directed to the indigenous population of the country; To analyze the scientific literature on indigenous education in theses and dissertations defended in the country and their respective citations through the approaches of narrative revision and bibliometry. The corpus analyzed was composed of 173 postgraduate studies defended in the country between 1996 and 2014, composed of doctoral theses (n = 72) and master's dissertations (n= 101), as well as their respective citations (n= 8.111). As methodological approaches were adopted the narrative revision and the bibliometric approach of the analysis of citations. We chose a methodological outline composed of five studies, according to the methodologies, objectives and main results described below. Study 1, of narrative review, compelled the extensive scientific production produced by researchers dedicated to studying the subject of indigenous education published between 1975 and 2014, represented by theses and dissertations (n = 17); Books (n= 3) and collections (n= 33), articles (n = 13); Dossiers (n = 8), and scientific events (n = 9). Data were collected through retrospective and prospective searches in theses and dissertations, in SciELO and in Google Scholar. The results obtained resulted in a theoretical essay that allowed tracing the main concepts and legal aspects that underpin the research on indigenous education in the country focusing on the main views of the authors that reflected on this theme. Study 2 outlined a bibliometric view of the 173 postgraduate studies considering the following variables: profile and gender of authors and counselors; Year of defense and academic level (master's, master's and doctorate) of the works, areas of knowledge, institutional linkage of postgraduate programs, distribution of institutions by geographic region of the country, and ethnics focused on the works. Study 3 analyzed the citations (n= 8.111) present in the 173 postgraduate studies in order to identify the authors, the documentary typologies (books and articles); The languages of the publications; The areas of knowledge and titles cited. Study 4 analyzed the authors' productivity (n = 2.377) and articles (n = 1.336) cited in the 173 postgraduate studies, which allowed the identification of the research front of authors from the areas of Education and Other Areas Of knowledge that make up the literature on indigenous education. Study 5 identified and analyzed the average life, obsolescence, and annual loss of the literature on indigenous education cited in postgraduate work. The results pointed out that the average lifetimes of literatures in the areas of Education (18,83 and 11,81 years for books and articles) and in the Other Areas of Knowledge (18,70 and 12,39 years for books and articles ) Being that these literatures can be considered "classic". The annual aging factor of the two areas was the same (96%) and the annual loss of both literatures was equal (4.1%). In summary, the final results confirmed the two hypotheses of this thesis, namely: first, the literature review and the results of studies 1 and 3 showed that the scientific literature that bases the research on indigenous education reflects public policies aimed at The indigenous population of the country, especially those implanted after the promulgation of the Constitution of 1988 that guaranteed to the natives the right of a differentiated education; Secondly, the results of studies 2 and 4 showed that the area of Education is the majority in the scientific production of indigenous education, yet an interdisciplinary theoretical framework based on other areas of knowledge prevails in the works, since a wide diversity of Thematic areas and a research front composed of authors quoted from various fields of knowledge.