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SCAS-Fuzzy: uma estratégia semiautomática para seleção de estudos primários em estudos secundários
(Universidade Federal de São Carlos, 2018-01-23) Octaviano, Fábio Roberto; Fabbri, Sandra Camargo Pinto Ferraz; https://lattes.cnpq.br/2204086299921323; https://lattes.cnpq.br/3503356336449703
Context: Systematic review and systematic mapping are secondary studies used to identify and aggregate relevant literature evidence on a research question of interest. One of the activities associated with secondary studies is the selection of primary studies, which is a manual activity and may require great effort from the researchers. The quality of the selection of primary studies directly affects the overall quality of the secondary studies. Objective: To propose a strategy called SCAS-Fuzzy (Score Citation semi-Automatic Selection using Fuzzy set) to automate part of the activity of selection of primary studies, minimizing the effort required in this activity, but maintaining the quality of the selection. Methodology: it was proposed a semi-automatic strategy for the selection of primary studies based on two functionalities: the score and whether a study is cited or not, which was called SCAS. It was evaluated through a case study and an experiment, which showed promising results. Then, ways to improve it were investigated and a citation coefficient was created, which now considers the number of citations caught by a study and the year of its publication, besides using fuzzy logic for classification of studies, which is now based on their scores and citation coefficients. The improved strategy, called SCAS-Fuzzy, was evaluated through a case study. Results: the case study showed that, for the five systematic reviews considered, the general effort reduction applying the SCAS-Fuzzy strategy was 39.1% and the error percentage was 0.3% for automatically excluding studies and 3.3% for automatically including studies when compared to manual review, showing a substantial level of agreement with reviewers. Conclusion: based on the results it is possible to conclude that the SCAS-Fuzzy strategy provided satisfactory results to reduce the effort of the initial selection activity and with a very low amount of evidence loss, maintaining the quality of the secondary study, also presenting better results in general in relation to the original defined SCAS strategy.
Educação especial na formação em educação física : um olhar sobre os planos de ensino das licenciaturas paranaenses
(Universidade Federal de São Carlos, 2018-01-23) Ranzan, Mayara Erbes; Denari, Fátima Elisabeth; https://lattes.cnpq.br/5575213011914394; https://lattes.cnpq.br/6333786846955359
With the intent of increasing debates and reflections about the formation of professors on Physical Education courses and the relationship of this formation at work with disabled people, the current study seeks to analyze the discipline’s teaching plan focused on the acting with this segment, to identify its present reality, in the State of Parana’s context. Thus, this study’s objective is to identify and analyze the aspects that involve specific disciplines, with the purpose of gathering current information on how the latter are built. The collected material was analyzed having as a guided principle the contribution of the disciplines directed to disable people for the formation of Physical Education professionals. After going through some search steps, the object of study was achieved, which contemplates twenty-one Institutions that fits the profile desired to this study. The units intended in the teaching plans in question, are referred as workload, period and regimen in which the course is ministered, courses’ objective, program content and the utilized methodologies. The analyzed data was developed from a qualitative focus, anchored in documental research. The analyzed results checked for the most part, coherence in the elaboration of the teaching plans, when compared to the objective-content programmatic-methodology units. However, when encountered with program content and available workloads, it is believed these units are not in harmony, considering that the extended content for a workload is not always compatible with purposed. In this perspective, it’s convenient to reflect, based on interdisciplinarity, to suggest an important option for the formation’s enrichment. As broad as the workload might be for a specific discipline, it will not contemplate by itself all its diversity, complexity and magnitude in which the area implies. It’s considered relevant the interlocution that the specific course might have with other courses, dividing the content in a way that provides a more complete, dynamic and enriched formation.