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O humor na música do cinema silencioso: uma análise das representações musicais destinadas ao acompanhamento de situações cômicas
(Universidade Federal de São Carlos, 2018-09-10) Martins, Emerson; Miranda, Suzana Reck; https://lattes.cnpq.br/8566012598222563; https://lattes.cnpq.br/6246423044323843
This research aims to comprehend the humor configuration in silent film musics in a very specific way: in the musical representations used in pieces and/or themes that intended to keep up with comic situations of movies which were published in New York in the 1910’s. In other words, it analyzes how some compilations and indications of musical accompaniment suggested humorus and laughter, bringing up the recurring patterns and the possible origins of these sonorous artifices. The selected sheet musics were studied in details from a multidisciplinary perspective in order to understand more the composition strategies than the formal elements proper, once that the improvisation was frequent during this time. Thereby, it was possible to list the common and recurrent elements, as well as the main strategies used by each composer, in view to elaborate a kind of mapping of the cliches and standardization disseminated by this musical practice.
Formação continuada em Matemática para o pedagogo atuante no interior do Estado de São Paulo: sentidos explicitados por professores da Educação Infantil
(Universidade Federal de São Carlos, 2018-09-10) Alves, Alessandra de Fátima; Sousa, Maria do Carmo de; https://lattes.cnpq.br/6637658562543505; https://lattes.cnpq.br/0763781488302528
The purpose of this research is to understand and analyze the meanings explained in relation to the Mathematics training courses held in 2016 by the pedagogical teachers working in Child Education located in a city in the interior of the state of São Paulo. The research is qualitative. The question that led to this was: "What were the meanings explained in relation to the Mathematics courses held in 2016 by teachers who teach in Early Childhood Education in a context that involves continuing education?" The instruments used for data collection were semi-structured questionnaires and interviews with teachers inserted in the process of continuing training outside working hours in a municipal school. The theoretical reference considers the studies of Leontiev (1978, 1983); Vigotski (2009); Imbernón (2009, 2010, 2011, 2012); Lorenzato (2006, 2011, 2012); Hengemuhle (2008); Vargas (2014), Gladcheff (2015), among others. They stand out in the definition of senses studies pointed out by Leontiev (1978, 1983) and in the continued studies studies of Imbernón (2009, 2010, 2011, 2012). The analysis of the data indicated that the directions explained by the pedagogues refer to: a) methodology; b) mathematical contents. In the methodology teachers emphasized as being fundamental for contribution in teacher training, because it is linked to classroom practice. In the mathematical contents, the explicit meanings are related to what should be taught in Early Childhood Education, being the contents connected with the methodology, which denotes that the relation that the teachers create with the teaching of mathematics is very related to the professional knowledge, reflection of the teaching practices and the sharing of experiences, during the teacher training carried out in the context in which the teacher acts.
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam
(Universidade Federal de São Carlos, 2018-09-10) Rodrigues, Aline de Fatima Cruz; Lima, Emília Freitas de; https://lattes.cnpq.br/5515637339275988; https://lattes.cnpq.br/2273183179891834
The present research aims to describe and analyze the relationship between the proposal of integrated curriculum of the undergraduate course in Medicine, Federal University of São Carlos (UFSCar) and the conceptions manifested by its teachers on curriculum and curricular integration. For this, the study of the Pedagogical Project of this course was carried out, with emphasis on its reference framework and its structural framework. The research was carried out by means of interviews with 11 teachers who work in the course, being chosen based on predetermined criteria. These criteria took into account the duration of the course and the activity / cycle in which they acted in the course and were determined based on the hypotheses that: a) the teachers who acted in the course from the beginning would have conceptions more coherent with what is proposed in the PPC than the newcomers; b) there would be a difference between the conceptions of teachers who work in the different educational cycles of the course. After the interviews, the data were transcribed literally and then organized, tabulated and analyzed in the light of the theoretical framework used. It was possible, through this research, to analyze the type of curricular integration proposed in the mentioned pedagogical project of course and to describe the conceptions of curriculum and curricular integration manifested by its teachers. As results, we find conceptions of curricular integration that approximate what is foreseen in the PPC of the course, but according to the participants of the research, this integration is not effective as is foreseen in the PPC. It was also possible to verify that all the interviewees participated in training activities when they entered the course, and that most of the teachers interviewed conceive the curriculum only in its formal dimension, that is, as an official document. It was also possible to verify that the participants of the research did not oppose what is included in the Pedagogical Project of the course, but affirm that this project needs to be revisited and reformulated based on its more than ten years of operation, stating what has been successful and adapting what is not in accordance with the provisions of the PPC. Finally, the hypotheses presented were not confirmed, since all 11 teachers interviewed presented conceptions of curricular integration very close to what is presented in the PPC of the course, regardless of the activity / cycle in which they work and the year of admission as a teacher.
Cerâmica de titanato de lantânio e lítio: sistematização de obtenção e crescimento de grão orientado induzido via cristais de aluminato de lantânio
(Universidade Federal de São Carlos, 2018-09-10) Oliveira, Rafael Bonacin de; Andreeta, Marcello Rubens Barsi; https://lattes.cnpq.br/7904227795652627; Souza, Dulcina Maria Pinatti Ferreira de; https://lattes.cnpq.br/4100119317525940; https://lattes.cnpq.br/3040058087213058
The research based on ionic conductive ceramics is part of the scientific innovation efforts applied to the industry of solid state batteries and sensors, which are fundamental for the development of new, more efficient and sustainable technologies. One of the most relevant examples found in the current scientific literature is the lithium lanthanum titanate (LLTO) ceramics, whose ambient temperature conductivity is one of the largest available among solid state lithium conductive materials. However, ceramic processing difficulties and controversies about the compositional nature of this ceramic material still unclear to the scientific community. Even so, the success in the use of this ceramic material, as electrolyte or pH sensor, leaves no doubt about its promising character in scientific and technological innovation on diverse fields of applications. The aim of this thesis is to present a systematic study on the ceramic processing of LLTO (x ≈ 0.10, 0.11 and 0.12) ceramics, based on the motivation for technological application of this compound as electrolyte or solid state pH sensor. The introduction of single crystals in the ceramic processing were also investigated, culminating in development of a LLTO crystal/ceramic composite with crystal fibers from lanthanum aluminate (LAO). The results show the structural and microstructural evolution from the LLTO ceramics, sintered at temperatures above 1250 °C, strongly correlated to the overfiring phenomena with the electrical properties having an inversely proportional behavior as a function of the sintering temperature. The formation of textured LLTO regions around the LAO crystals is also showed. The nature of this region is chemically and structurally very similar to the ceramic matrix, however, its creation results in composites with ionic conductivities about 5 times higher than the LLTO.