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Intelectuais e política no Brasil: da teoria do populismo à reconciliação com a tradição republicana na interpretação de Francisco Weffort
(Universidade Federal de São Carlos, 2017-11-29) Tauil, Rafael Marchesan; Carver, Terrell Foster; http://www.bristol.ac.uk/spais/people/person/terrell-f-carver/; Lahuerta, Milton; https://lattes.cnpq.br/9326718732298388; https://lattes.cnpq.br/4590034948734112
Our goal in this research is to analyse Francisco Weffort's politic-intellectual trajectory, as well as his interpretation about Brazil. Our main hypothesis is that Weffort, with his populism theory formulation, built up an ex-ante justification to the Worker's Party formation in 1979. We are also led by another hypothesis, which is fixed in the idea that a radical change in Weffort National History comprehension would have been influenced by his actuation as Secretary-General in the Worker's Party during the 80s. In the first part of his interpretations, especially about the populism theory, there is an understanding which means that for an effective Brazilian democratization process, a rupture with the republican tradition - focused in the Nation construction thematic - would be needed. This reality apprehension, which focused in the criticism of the populism demagogic characteristic, would be the main reason for his commitment in favour of a new workers' political organization. This commitment would not just be able to affirm a classist perspective, but would also disrupt with the conformism and with the typical class conciliation, that in his vision, was descendant from the labour tradition, as well as from the Communist Brazilian Party (PCB). This line of thought, which aimed to break up with national-populist conceptual remarks, improved after the 1964 military coup and became hegemonic in the academic sphere and among the Left not linked to the PCB during the 70s. The process led to an intellectuality expressive fraction to experience the political life and to commit them into the Worker's Party creation. Nevertheless, despite Weffort's winning interpretation, the political practical test would not be so easy for him. After actuating as PT's Secretary-General and coordinating with Lula's Republic Presidential campaign in 1994 he would leave the Party and be in charge of Fernando Henrique Cardoso's Ministry of Culture. Afterwards, Weffort would completely change his interpretation about the nation's reality. From a disruptive republican traditional view, he adopted a position in which he recognized as positive some constitutive tradition elements, which he denied by at the beginning of his interpretations. This new comprehension substantially overpassed his first comprehension about the nation's reality and induced him to reconsider much of his judgments about it. The political and intellectual actors, as well as the history process (the 1930 revolution e.g.), which were hardly criticized during his first interpretations, started to be seen in a positive way and as very important for the state-building process, citizen rights improvement and for the Brazilian's fortification of democracy. In other words, overcoming an essential negative view proposed by the populism theory, Weffort performed a kind of reconciliation with the Brazilian History and with its intellectual traditions, especially with the national-populism.
O ensino de transformações químicas em ambiente não-formal: ênfase na produção de açúcar e álcool
(Universidade Federal de São Carlos, 2017-11-29) Azevedo, Cristian Fernando; Marques, Clélia Mara de Paula; https://lattes.cnpq.br/0451284088402660
The contextualization in the teaching of chemistry is indispensable for the comprehension of the expressions of the concepts in the school with the daily life. The research carried out and evaluated the process of teaching learning for the students of the third year of high school of the State School Coselheiro Gavião Peixoto in relation to the concepts on the subject of chemical transformations. What is, therefore, is to provide a more comprehensive approach of a contextualized approach that allows to respond, which learning variables promoted from the study of the productive system of sugar and alcohol. The data collection was based on questionnaires, flowchart, visit to the community, the name of the group of students and the answers of the professor researcher during the development of all the research and the accomplishment of a series of activities a plant. The analysis of the data was performed in a qualitative approach, both the pre-verbal and post-questionnaire questionnaires of a categorical analysis were presented as having been on a course that the students developed the skills and competences necessary for the chemical change of a The physical transformation and the decision-making capacity regarding environmental and social issues in relation to the means of production. The empowerment of students during project activities, especially during the week they promote, school reform, school of activities and learning of teaching-learning.
Aspectos críticos da aprendizagem de relações condicionais e emergência de equivalência de estímulos em crianças com deficiência visual
(Universidade Federal de São Carlos, 2017-11-29) Canosa, Alessandra Corne; Gil, Maria Stella Coutinho de Alcântara; https://lattes.cnpq.br/1673770301699940; https://lattes.cnpq.br/2520220910326424
The Study 1 investigated stimuli equivalence class expansion by two 5years-old visually impaired children. The stimuli were eigth auditory or tactil sets related to three animals: lion /elephant/ monkey. In five sets the stimuli had physical similarities between them and another two were composed by arbitrary stimuli. Conditional discriminations were taught using the matching-to- sample procedure (MTS), followed by equivalence, generalization, maintenance and class expansion tests. The data indicated the formation of three classes with eight stimuli. Study 2 replicated Study 1 with the objective of evaluatingthe formation of equivalence classes of auditory and tactile stimuli by a visually impaired child. Six sets of Study 1 were maintained, two excluded, and a new set with arbitrary stimuli was included. The results replicated the data of the previous study and evidenced the formation of equivalence classes with auditory and tactile stimuli. Study 3 aimed to document the formation of stimulus equivalence classes for infants children with visual impairments. Four sets of conventional stimuli, familiar and unfamiliar, were used, which did not present physical similarities among themselves. The simultaneous MTS procedure was used in attempts to test with tactile stimuli. A 46-month-old child was exposed to teaching and testing arbitrary relations between stimuli. Four sets of conventional stimuli, familiar and unfamiliar were used, which did not present physical similarities among themselves. The simultaneous MTS procedure was used in test’s trials with tactile stimuli. Sorting tests were administered as a secondary measure of class formation. The participant learned the conditional discrimination auditory-tactile and responded consistently to the assessment of the emergence of equivalence relations. Sorting tests confirmed the establishment of relationships between equivalent stimuli, in addition to attesting the maintenance of the classes after the period of twelve months. This work allowed the confirmation and expansion of the findings on equivalence classes in children with visual impairment and allowed that relevant variables in teaching procedures were identified. These data have important implications for the development of teaching technologies for this population.