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A relação estabelecida por aprendizes de línguas com séries de televisão: interfaces com a sala de aula e com o processo de aprendizagem de inglês
(Universidade Federal de São Carlos, 2018-12-19) Toledo, Fabiano Bernardes de; Viana, Nelson; https://lattes.cnpq.br/6252579012192711; https://lattes.cnpq.br/2488246391118032
The focus of this work is on the contact of English language learners with cultural products (TV series) in English outside the classroom, and possible interfaces with the formal learning of this language. In this sense, we analyze some aspects involved in such contact, such as the use (or not) of learning strategies, the influence of the teacher in the use of these strategies, and attention to linguistic forms. The methodology of the research involves questionnaires, interviews, field notes, and audio recordings of classes taught by the teacher-researcher at a federal technological university in Brazil. Our main focus is on TV series, as they represent one of the cultural products in English with which students have the most contact nowadays (SOCKETT, 2014, p. 34), and because research shows that watching them frequently can benefit the acquisition of this language (RICHARDS, 2015; SOCKETT, 2014; WANG, 2012). We verified that the development of activities whose procedures involved, among other aspects, repeated and continuous contacts with series (chosen by the students), followed by discussions about the episodes watched, provided students with the opportunity to develop interest in this kind of cultural product, resulting in increased contact with it outside the class. In addition, we found that the presentation and discussion, in class, of studies showing benefits that the contact with series can bring, in terms of learning, and strategies that can be used to enhance such benefits, followed by activities in which attention to linguistic and cultural aspects of the series was required, helped learners to a) perceive the potential of series as an English learning tool, and b) reflect on the use of strategies, undertaking changes that resulted in increased learning. In this way, we were able to conclude that the English class, besides representing a place where more traditional teaching practices are carried out, can also be a place where students may develop interest in a cultural product in English, and in which guidance can be provided so that the resulting increase in exposure to the target language outside the classroom becomes potentially more profitable in terms of language acquisition.
Relação entre duração do sono noturno e desempenho cognitivo: um estudo com idosos da comunidade
(Universidade Federal de São Carlos, 2018-12-19) Alves, Élen dos Santos; Inouye, Keika; https://lattes.cnpq.br/7558935747100052; https://lattes.cnpq.br/9548656064787272
The changes resulting from the aging process are related to the increase in the incidence and prevalence of chronic noncommunicable diseases and may lead to a decline in functional and cognitive capacity as well as sleep disturbances. Sleep is an essential function of life that acts as a repairer and regulator of various organic systems, being indispensable for physical and mental health. Thus, the objective of this research was to identify correlation between the duration of self-reported nocturnal sleep and the cognitive performance of the elderly attended at Family Health Units (USFs). It was a quantitative, descriptive and cross-sectional study. The convenience sample consisted of 156 elderly people enrolled in USFs in the city of São Carlos (SP), divided into four groups according to the duration of self-reported nocturnal sleep. Data collection was performed through interviews with the characterization questionnaire, Addenbrooke Cognitive Examination - Revised (ACE-R) and Pittsburgh Sleep Quality Index (PSQI). Statistical analyzes Pearson's Chi-Square test, Kruskal-Wallis test for descriptive and comparative analyzes and Multiple Linear Regression were used. All stages of this work obeyed the ethical guidelines of research involving human beings. The elderly were mostly female (80.1%), married or with partners (n = 84, 53.8%), with a mean of 70.4 years (± 6.89), low level of schooling (M = 3.65 years, ± 3.27) and income (M = 2,007.97 reais, ± 1,160.99). According to the PSQI categorization, 55.1% (n = 86) had good sleep quality. The elderly had a mean of 61.94 points (± 17.35) in ACE-R. Comparison of the ACE-R domains with respect to dormant hours per night (quartiles) showed differences between groups in the domains of verbal fluency (X2 = 10.060; gl = 3; p = 0.018), the same was not observed in the other domains , as well as for total ACE-R scores (X2 = 6.770, gl = 6, p = 0.080). The post-hoc comparative analyzes showed that elderly patients who slept for more hours, on average 8.85 hours (Q1), had lower verbal fluency scores (M = 4.92; ± 3.15) when compared to the elderly who slept (M = 6.90, ± 2.48) (U = 558,000, p = 0.004) and 4.52 hours (Q4) (M = 6.15, ± 2.74) (U = 794.00, p = 0.045). The adjusted model with application of the stepwise method eliminated the variables duration of sleep, sex, age and medication use, considering only the schooling as a predictor of cognition (β = 0.609, t = 9.492, p = 0.000). Being the equation that describes this relation: Cognition = 50,407 + [3,196x (schooling in years)]. For the verbal fluency domain, the independent variables of schooling (β = 0.444, t = 6.224, p = 0.000) and sleep duration (β = -0.165, t = -2.319, p = 0.022) remained in the model. The equation that describes the relationship is: Verbal Fluency = 6.158 + [0.401 x (schooling in years)] + [-0.265 x (sleep duration in hours)]. For the sample studied, it is concluded that sleep duration is related to the verbal fluency domain, and the elderly with up to six hours of sleep presented higher cognitive scores when compared to long-sleeper elders, but no relation of duration of sleep with total cognition scores.
Gestão integrada e sustentável da água em bacias hidrográficas: ferramentas, desafios e diretrizes
(Universidade Federal de São Carlos, 2018-12-19) Cerezini, Monise Terra; Hanai, Frederico Yuri; https://lattes.cnpq.br/7651828454575175; https://lattes.cnpq.br/3798596447156565
The sustainability of development is an imperative issue in the discussions that permeate the problematic of the socioeconomic and environmental relationship in contemporary society. Actions to transmute the essence of this concept from theory to the practical issues applied to the management of natural resources are complex tasks, due to dynamic and interdisciplinary nature of the nature and society systems. This research was conducted under the theoretical concepts of integrated and sustainable management of water resources in river basin context and had as objective to identify the challenges for the effective water resources management and to understand if the existing tools are adequate to the management of water from the integrated and sustainable perspective. The purpose of this study was to analyze the main aspects necessary for the conservation and sustainable use of water resources, to investigate the use and applicability of the tools that support the decision-making process and to propose guidelines for integrated and sustainable water management. The main challenges related to the planning and management of water resources were identified through literature analysis and expert consultation using the Delphi technique. The tools were identified and analyzed based on a Global Water Partnership (GWP) ToolBox methodology that considers the principles of integrated water resources management. As a result, 60 tools currently used in various aspects of water resources management that address most aspects of Integrated Water Resources Management (IWRM) have been identified and can be used to support the decision-making process in water resources management. The main challenges identified in the water resources management refer to Knowledge and Education, Participation, Management Institution, Qualitative-Quantitative Balance, Management Tools, Financial Resources, Operational and Legal Articulation, Interest Conflicts, Data and Information and Human Resources. As result, an analysis was made of the tools applicability on the IWRM perspective and were defined guidelines to develop education and training practices, promote communication channels, dissemination and access to information, strengthen water resources management systems, value human resources, guarantee financial resources for the system, expand participatory management, implement management tools, decentralize water management and ensure the integrated water resources management.
Educação de Jovens e Adultos: formação continuada colaborativa entre professores da sala comum e da educação especial
(Universidade Federal de São Carlos, 2018-12-19) Bueno, Melina Brandt; Campos, Juliane Aparecida de Paula Perez; https://lattes.cnpq.br/3169299095370522; https://lattes.cnpq.br/8296092373858242
Considering the public and specificities that constitute Youth and Adult Education, it is necessary to reflect on their pedagogical spaces and times and their distinctions in relation to those of regular education, as well as the pedagogical practices developed with the target public of the education especially in this modality. Thus, it is established as a general objective of the present study: to analyze together with the teachers of Youth and Adult Education and the Special Education their practices. And as specific objectives: (a) characterize the conceptions and pedagogical practices of these teachers with the target public student of special education (b) develop a program of collaborative training among these teachers, aiming at the reflective process of teaching practice and possibilities of acting in an inclusive context. Under a qualitative approach, the study is characterized as a collaborative research, involving eight participants, one of whom is a special education teacher and seven are teachers of curricular subjects, active in Youth and Adult Education. The research was carried out in a municipal public school, in a city in the interior of the state of São Paulo. The data collection and analysis procedures were organized in two stages: Characterization of the pedagogical practice and Collaborative Training. The instruments used are: observation scripts; characterization questionnaires; semi-structured interview scripts; field journal; initial roadmap for collaborative training; guiding questions for collaborative training; virtual classroom. The collected data were analyzed and organized using the categorical content analysis technique. The results of the research present aspects related to: initial conceptions of the teachers about the school inclusion and implications in the teaching performance; training demands; teaching planning and teaching performance; limits and possibilities of articulation between teachers; contributions of Collaborative Training. The main considerations are the relevance of the proposal of continuing training in service to the Youth and Adult Education teachers that work with the target audience of special education, which includes theoretical aspects, situations experienced by teachers and reflection on the teaching practice, as well as the importance of collaborative work among teachers, which needs to be made possible and facilitated.
Desenvolvimento de compósitos poliméricos flexíveis com alta constante dielétrica obtidos a partir de polímeros baseados em pvdf e da perovskita ncbcto
(Universidade Federal de São Carlos, 2018-12-19) Marcomini, André Luís; Morelli, Márcio Raymundo; https://lattes.cnpq.br/0172837599844991; Bretas, Rosario Elida Suman; https://lattes.cnpq.br/2805349172281345; https://lattes.cnpq.br/8025503925662254
The objective of this thesis was to produce polymer/perovskite based composites to be used as supercapacitors; the composites were made by incorporating an specified type of perovskite (Na1/3Ca1/3Bi1/3Cu3Ti4O12, NCBCTO) with high real dielectric permittivity (~104) (“high k”) in polyvinylidene difluoride (PVDF) and in poly(vinylidene fluoride-co-trifluoro ethylene), P(VDF-co-TrFE). NCBCTO was synthetized by three routes: solid state solution reaction (SSS), combustion synthesis (SCS) and polymer precursor synthesis (PPS). The influence of each synthesis in the final characteristics of the perovskite were also evaluated. Phase purity, particle size and dielectric properties were measured. These analyses allowed to choose the SSS route as the one to produce the perovskite to be incorporated to the polymer matrix. Also, multi walled carbon nanotubes (MWCNT) were incorporated to some samples to promote an easier polarizability and avoid losses. PVDF is a semi-crystalline thermoplastic with different polymorphic phases, each phase having different dielectric properties. Therefore, the influence of the amount of each phase in the final dielectric permittivity was studied. The composites were prepared by casting solution using dimethylformamide (DMF) as solvent. At the end of this process, flexible films were obtained. It was observed that the NCBCTO influences the nucleation of the α, β and γ phases in PVDF. The β phase was the highest in all the samples with NCBCTO; this behavior was attributed to the restricted movements the NCBCTO particles produced in the macromolecules. For the copolymer the crystalline phase was always β at all conditions.
Biodiver-cidade: vivendo e experimentando o espaço urbano na educação ambiental para e com a biodiversidade
(Universidade Federal de São Carlos, 2018-12-19) Hofstatter, Lakshmi Juliane Vallim; Oliveira, Haydée Torres de; https://lattes.cnpq.br/5458113597909705; https://lattes.cnpq.br/5821740936715059
In view the fact that most of the Brazilian population lives in urban centers and an increasing indication of a greater development of environmental education in cities, this research aims to better understand the forms and spaces for the realization of experiences and learning practices with and for biodiversity, in Salvador- BA city. Thus, in the first moment, I analyze a formative process for tracks guides in relation to the theme of urban biodiversity and, later, the visitation process of a trail implemented at the Federal University of Bahia (UFBA). We sought to understand the contents and sensory experiences that were significant during this experience. Twenty-six undergraduate students from UFBA and 77 trail visitors, also UFBA students, as well as students from secondary schools in Salvador were involved. Data were obtained through questionnaires and interviews. In a second moment of the research, I tried to investigate in what ways people Interact to the urban space and what are the childhood memories and the lived ways in the affective ties development to the urban nature. At that time, 18 university students participated, and among these, there was a more intense work with 9 people, with whom I toured, individually, city places considered affective by themselves. Thus, this research starts from a phenomenological perspective and continues the postmodern studies of the new materialism. For this, we also try out more recent methodologies of mobiles studies, such as walking interview. This work evidenced that the knowledge process happens from a relational and multisensory body, which in movement, in affection, in space and in relations with other beings and things, weaves its learning in this mesh of so many threads. It was possible to understand the need for investment in the sensorial and sensitizing aspects of educational content. We observe that there is a web of human and nonhuman relations in the city, created in the urban nature, in which we perceive how much people maintain ties to the other environmental links being / living in this environment. In revisiting people's memories, it was possible to perceive the importance of these places in the connection that these people have to/in the world, since the coexistence from childhood in the natural environments in the city influenced their life choices. We thus highlight the need to offer urban green areas accessible to the entire population; the educational potential of the city as a whole; and the working possibility with memories in educational practices and experiences as a subsidy to self-knowledge and a (re) connection with other beings and the urban environment.
Desenvolvimento das fundações para acessibilidade em Ambiente pré-OS
(Universidade Federal de São Carlos, 2018-12-19) Machado, Rafael Rodrigues; Vieira, Gustavo Maciel Dias; https://lattes.cnpq.br/9020007815886406
People with some kind of disability face a high level of difficulty for everyday tasks. This difficulty is due solely to the fact that in many cases accessibility was not considered necessary when the task was created. An example of this scenario is the BIOS configuration of computers, which do not present any option that considers the existence of people with some more specific need, such as screen readers in the case of visual impairement. Focusing on this need, this work validates that it is possible to make the pre-operating system’s environment accessible to visually impaired people by developing the audio support in this environment, to be executed on systems that have BIOS compatible with the UEFI specification, and audio cards compatible with the High Definition Audio specification. As a result, a proof of concept for the operation of audio cards in a pre-OS environment has been made available to the community. With the existence of this code base it is believed that it will be possible for those responsible for the UEFI specification to start discussions related to creating the abstraction for multimedia devices.
Espaço e identidade em crônicas de Alexandra Lucas Coelho
(Universidade Federal de São Carlos, 2018-12-19) Ribeiro, Mariana Letícia; Sá, André Sebastião Damasceno Corrêa de; https://lattes.cnpq.br/9917292649643029; https://lattes.cnpq.br/1769841013234562
The purpose of this study is to observe, analyze and understand, through the chronicle and travel literature structures, as well as textual strategies concerning the narrator’s perspective, and, more specifically, intertextuality and polyphony, if and how Alexandra Lucas Coelho deals, in Vai, Brasil (2015) with the concept of collective and individual identity related to space. That way, this work takes into consideration not only theories and studies about intertextuality, travel literature and the chronicle, but also about the representation of space in literature and the geographical concept of space, which involves the relation between itself and man, and also the notions of movement/travel, territory, distance, frontiers, and globalization. Some of these theories and studies are borrowed from Genette (19--), Antonio Candido (1992), Jorge de Sá (1985), Compagnon (1996), Jenny (1979), Bakhtin (2013), Fernando Cristóvão (2002, 2010), John Urry (2001), e Annabela Rita (2007), Doreen Massey (2009), Milton Santos (2000, 2006), Michel De Certeau (1994), Yi-Fu Tuan (1983) e Ozíris Borges Filho (2007). That said, it is possible to divide the chronicles from Vai, Brasil in three big parts that consist in three different moments of the author’s view about the space observed: the ones in which there is a first distance between the author and the space, the ones that show a moment of identifying and taking distance in a critical way, and, at last, the chronicles referring to recognizing the other. This division makes it possible to understand the way in which Coelho’s point of view is divided between a tourist one, that chooses what or who to identify with, and an anthropologist one, since she permits herself take a step back from her conceptions about the country observed and also open a place to the local people’s voices. Moreover, the Portuguese writer presents her own definition of identity, which depends on History and on what the globalized world can offer – or, sometimes, impose on space and its individuals –, but it also depends on the fact that space is always in movement, natural or promoted by men, who gives it value and meaning, and, for that reason, are the main element of space composition, and, consequently, conscientiously or not, of their own identity.
Raymond Williams, educação escolar e currículo: proposições com base na ideia de cultura comum
(Universidade Federal de São Carlos, 2018-12-19) Ferneda, Tulio; Mariano, André Luiz Sena; https://lattes.cnpq.br/1707973773263725; Lima, Emília Freitas de; https://lattes.cnpq.br/5515637339275988; https://lattes.cnpq.br/4290518050132385
Esta investigación tiene como objetivo delinear posibles compromisos para un proyecto educativo alineado a la perspectiva de la cultura común de Raymond Williams. Por compromisos entendemos un conjunto de esfuerzos concretos, en la realidad escolar, para el desarrollo de procesos formativos alineados a tal perspectiva. Se parte de la premisa de que los currículos, en su diversidad, pueden llegar a ser una expresión y un medio de concreción de ese proyecto. En lo que se refiere a la cuestión de los contenidos, el desarrollo de este trabajo resultó en un foco mayor sobre los contenidos relacionados con valores, actitudes y normas pactadas, de modo asociado a posibles cambios en las estructuras de la escuela. Se adoptó un enfoque hermenéutico, que involucró las siguientes etapas: contextualización biográfica del autor base del trabajo; identificación de los conceptos centrales para el tema propuesto; construcción de relaciones entre estos conceptos; formulación de proposiciones. La investigación fue construida en tres movimientos principales. En el primero, presenta la idea de cultura común como ideal de sociedad basada en una concepción de democracia participativa, y como idea articulada a los conceptos de cultura, comunicación, comunidad y democracia, presentes en las obras de Williams. En el segundo, busca construir un diálogo entre esa idea y el campo del currículo, así como problematizar posibles caminos y obstáculos para la realización de un proyecto educativo crítico, democrático y emancipador. En el tercero, propone y discute tres compromisos generales para la escuela: transformación social, formación democrática, y liberación de los procesos de evaluación. En el detalle de estos compromisos, algunas actitudes se destacan como ejes importantes para la consolidación de esa concepción de educación, entre ellas: el análisis crítico de la tradición selectiva de la cultura; el reconocimiento de la diversidad y del conflicto como factores enriquecedores de los procesos formativos; la democratización de los procesos de comunicación; el reconocimiento de las comunidades como fuentes colectivas de los procesos de construcción de los currículos; la distribución de los poderes decisorios como garantía de la máxima autogestión de las comunidades; el mantenimiento del saber académico como referencia y contenido indispensable de la educación formal; la apertura de los tiempos y espacios escolares; y, finalmente, la superación de las funciones de clasificación y exclusión de los procesos de evaluación. La tesis defendida puede ser formulada en los siguientes términos: la idea de cultura común, tal como lo entiende Raymond Williams, si se asume como referencia del debate educativo, implica una ruptura con el modelo hegemónico de escolarización capitalista y, al mismo tiempo, un conjunto de compromisos generales para un proyecto educativo crítico democrático y emancipador. En esta línea de pensamiento, el cambio educacional es inseparable del cambio político general.
Relação entre testosterona, cognição e fragilidade em idosos
(Universidade Federal de São Carlos, 2018-12-19) Alves, Claudia Adão; Zazzetta, Marisa Silvana; https://lattes.cnpq.br/2350656835896699; Pavarini, Sofia Cristina Iost; https://lattes.cnpq.br/1983620301963081; https://lattes.cnpq.br/9607062191574982
Studies show the relationship between testosterone, cognition and fragility in the context of old age. In a still small number and without conclusive results, this is a research theme that deserves deepening. The aim of this study was to analyze the relationship between testosterone levels, cognitive performance and fragility levels in men and women over 60 years. This is a quantitative study with comparative and correlational analyses. All ethical precepts governing research with human beings have been respected. The study was carried out with a convenience sample consisting of 190 participants, 76 men and 114 women, from three age groups (60-69; 70-79 and 80-89 years) enrolled in the Family Health Care center of a city in the interior of São Paulo state. Data were collected for sociodemographic characterization, cognitive performance, levels of fragility and dosage of hormones: TSH, Prolactin, Estradiol, Total testosterone and Free Testosterone Cal. There was Predominance of women, with a mean age of 70.68 (+ _ 6,07) years, married and with low schooling. With regard to cognition, 31.6% of men and 39.5% of women were below the cutoff score according to schooling in the MMME. In relation to fragility most were pre-Fragil. The change in TSH was 9.21% (n = 7) in men and 15.78% (n = 18) in females. The levels of prolactin men presented changes in relation to the age groups over 70 and 80 years but were not significant. The estradiol presented lower levels in long-lived women. The results of the relationship between total testosterone and cognition showed that for men over 80 years , there was a negative correlation of weak magnitude (r =-0.910 P = 0.00) for the domain temporal orientation and positive correlation of moderate Magnitude (r = 0,740 p = 0.03) for evocation memory. For women from 60 to 69 years, a positive correlation of weak magnitude (r = 0,307 p = 0.01) was observed for the attention and calculus domain. For women over 80 years old, a negative correlation of moderate magnitude (r =-0.691 p = 0.03) was found for the cognitive domain attention and calculus, and a positive correlation of moderate magnitude (r = 0,694 p = 0.03) for the language domain. Regarding the level of fragility, a positive correlation was found (r = 647 p = 0.05) of moderate magnitude for women over 80 years. In the analysis of correlation between calculated free testosterone and cognition data showed a positive correlation of moderate magnitude (r = 0,323 p = 0.05) for elderly men aged 60-69 years in the cognitive domain of memory and evocation. Among women in the age range from 60 to 69 years of age, there was a positive correlation of weak magnitude (r = 0,335 p = 0.01) for the cognitive domain of attention and calculus. These data provide contributions to the differences between gender and age group in the levels of testosterone, cognition and fragility of elderly people in the community.