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Proposta de modelo de gestão da pesquisa inovativa para programas de pós-graduação
(Universidade Federal de São Carlos, 2019-01-24) Leite, Renato Cesar; Pessoa, José Dalton Cruz; https://lattes.cnpq.br/4212703554284544; Sousa, Cristina Paiva de; https://lattes.cnpq.br/9002619114161319; https://lattes.cnpq.br/6977767063636144
Innovation and startup are words that represent the solutions to solve the major global problems. In general, some contitions were criated to explores economy utilizing courses and events. The innovation is a movement that: i) is aligned to knoledge Society and ii) incentivates the criative solutions to problems related to health, environment among others. The startup definition is the commercial innovation, justified by the necessity to generate jobs, principally to the students that leave Universities. The innovation and startup cause impact macroeconomic when attend the consumers necessities and/or generate new markets. In both cases, the frontiers are expanded. In Brazil, the innovative research is made mainly in graduate programs, with dissertations and thesis with potential to generate products to the Market. The graduation programs goal is to graduate the students and maintain the organizational infrastructure to this achieve the objective. To solve the dilema between the objective (evaluated by Capes) and expand the products to Society, some adaptations need to be done. This Thesis search for a solution to the question: how the make the management concerning the research programs in order to plot the Technologies directed to the market? The answer is a management model based in inovation and technology observation with i) planning; ii) coordenation and support to innovation and iii) education to the managers. The planning is the linked to the research project; the second is to executate in all develeping process and assuring the property of the Discovery. The third element is the education based on new knoledges, contacts and the supervisors, transforming the research in a successful new element.
Educação infantil e educação das relações étnico-raciais: motivações docentes, possibilidades e desafios nos centros de educação infantil de Sorocaba (SP)
(Universidade Federal de São Carlos, 2019-01-24) Garcia, Vanessa Ferreira; Santos, Maria Walburga dos; https://lattes.cnpq.br/2954227254025696; https://lattes.cnpq.br/9964848917453838
The present research has the objective of analyzing how the education of ethnic-racial relations are understood by the teachers of early childhood education in municipal schools in Sorocaba (SP). The research had a qualitative methodology and theoretical basis in the Studies of Childhood in Brazil; articulated with research on the education of ethnic-racial relations. The methodological stages occurred through questionnaires and semi-structured interviews on the education of ethnic-racial relations, focusing the motivational bases, possibilities and challenges in the implementation of practices of valorization to racial equality. Participants were teachers who work with children from zero to five years of age. Together with the bibliographical and documentary research of the goals set out in the Municipal Education Plan (2015 to 2025) and the Municipal Plan for Early Childhood (2016 to 2026), was made a cut of the current panorama of the city, in order to outline indicators on how education of ethnic-racial relations in children's education is articulated, the difficulties faced and the actions carried out by the teachers. The analysis of the data of the teachers indicates that deepening for actions, formations and collective proposals are considered as difficulties. In this context, actions for the promotion of racial equality occurred, for the most part, on the initiative of teachers who seek external materials and training with their own resources.
Separação de misturas no ensino fundamental: mapas conceituais e resolução de problemas
(Universidade Federal de São Carlos, 2019-01-24) Costa, Luís Felipe Souza Paulino da; Hartwig, Dácio Rodney; https://lattes.cnpq.br/2117484495394739; Rocha Filho, Romeu Cardozo; https://lattes.cnpq.br/5200717413563550; https://lattes.cnpq.br/5109453253600537
This professional master's work is focused on the following research question: "How and to what extent does the effect of concept maps on the solving of experimental problems related the separation of mixtures in junior high school?". Its objectives are: to qualitatively and quantitatively analyze concept maps developed by the students; to qualitatively and quantitatively analyze the solutions developed by the students for the experimental problems; to determine whether there are correlations between the concept maps and the solutions for the experimental problems developed by the students. All the work development, carried out with students from two private junior high schools, is based on the theory of meaningful learning, with emphasis on concept maps. An advance organizer was used, demonstrative classes were taught (using an instructional text), and a familiarization of the students with concept maps was done. Afterwards, the students developed concept maps related to the concepts involved in the resolution of six experimental problems, which were later solved by the students. The concept maps and problem solutions were qualitatively and quantitatively analyzed, aiming to determine whether there were correlations between them. The analysis of the concept maps was done comparatively to reference concept maps, organized according to the principles of the theory of meaningful learning (progressive differentiation and integrative reconciliation). A good correlation was found only between the results obtained in the concept maps and the solutions of the problems when the maps were linear. For the branched concept maps, the students had difficulty in the hierarchization of concepts, from more general concepts to less-specific ones, as well as in the integrative reconciliation; nevertheless, they presented an increasing performance along the resolution of the problems. Finally, the students (~50%) expressed themselves on the use of concept maps. According to the majority opinion, they are a facilitative tool for learning and for the organization of what is being learned, also being useful for other subjects.