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A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP
(Universidade Federal de São Carlos, 2019-09-19) Gianez, Marina; Tomazzetti, Cleonice Maria; https://lattes.cnpq.br/4821077407620769; https://lattes.cnpq.br/0813809165403154
The approach of written language in early childhood education has been over the decades causing differences of opinion among scholars in the area, as well as among teachers who work in this stage of education. Although the legal guidelines point the way for teachers to follow, they are open to interpretation in the context of practice. This led us to inquire about the interpretations that are present in the daily life of classrooms regarding the learning of written language. The purpose of this qualitative research, guided by the Policy Cycle Approach, was to investigate the teachers interpretations - focusing in classes with children from 5 to 6 years old - of the current official texts regarding the written language, in Rio Claro public schools. One of the methodological procedures used for the production of research data was the semi-structured interviews conducted in focus groups with the teachers of the classes in question. For this stage of the work, one school from each of the 12 regions was selected, according to the subdivisions made by the Municipal Secretariat of Education, totaling the participation of 38 teachers. In order to understand the context of influence and the context of text production, which resulted in the elaboration of the municipal document, we conducted a semi-structured interview with the Commission Coordinator responsible for the elaboration of the Curriculum Guidance for Rio Claro Early Childhood Education and with the Coordinator of Early Childhood Education of the municipality. These interviews, associated with the teachers' focus group interviews, allowed us to understand that the origin of the document was marked by studies and disputes of ideals. Also although the participation of the entire public school network - through the coordinating teachers - was desired, it did not go as expected, as many coordinating teachers did not share information about the document with their group of teachers. Besides that, we analysed the document of the schools to which the teachers participating in the research were linked (Pedagogical Political Project), as well as their respective documents (Annual Planning and Logbook).The information found in the documents was validated through focus group interviews and analysis of children's material (notebook activities, separate sheets and portfolios) in the context of school practice. According to the analysis of the research data, it was possible to verify four different interpretations of the same official text (Curriculum Guidance of Early Childhood Education of Rio Claro) about the work to be developed with the young children. According to which, the written language in the Early Childhood Education must: prepare for entry into Elementary School through mechanical practices and exercises that enable the memorization of letters and words; emphasize the social aspect of the child in the acquisition of the alphabetic writing system; prioritize the understanding of the social function of writing; and finally, to promote the initiative and exploration of the language written by the children. These different interpretations of the same official text, found in the context of school practice, lead us to reflect on the influence of teachers' experiences and conceptions on their pedagogical practices. Thus, the data produced in this research can serve for discussions in the area, as well as enable the municipality to understand the different interpretations of working with written language in early childhood education. From this understanding, the municipality can also propose collective actions aimed at improving the quality of public education offered to the young children.
A formação do pedagogo:a relação entre teoria e prática nas diretrizes curriculares do curso de pedagogia
(Universidade Federal de São Carlos, 2019-09-19) Tagliavini, Maria Cristina Braga; Bittar, Marisa; https://lattes.cnpq.br/3059723520472948; https://lattes.cnpq.br/5225447539854964
This thesis, presented to the Graduate Program in Education at the Federal University of São Carlos, has as object of study the Curricular Guidelines for the major in Pedagogy, approved in 2006, the Resolution 1, CNE/CP and the Resolution 2, CNE/CP/2015, which also deal with pedagogue education. The aim of this thesis is to understand the history of creation and the development of Pedagogy majors in Brazil, as well as the theoretical-practical clashes concerning the curricular guidelines among educators and education specialists, especially in ANPEd, ANFOPE, ANPAE, ANDES and FORUMDIR. About the typology, this is a historical research, because it's object of study is inserted into a historical treatment of the conceptions and practices of the pedagogue education in Brazil's history of education. It is a bibliographical and documental research, since it seems to analyze what is already produced in different publications and documents (Constitution, Laws, Decrees, Legal Opinions, Resolutions etc). However, it is also an empirical research to the extent that it comes from the observation provided by all my experience in the area. Grounding itself on the results, in the light of the Marxist concept of "social praxis" and omnilateral education, and the concepts by Gramsci, especially the relations between the universal and the particular, his historicist conception of reality, of work as pedagogic principle, and my own experience as a teacher training student in High School, Pedagogy undergraduate student and education professional, the present research points out the limits of the Curricular Guidelines while shows an alternative to make this relation become fruitfully dialectic, forming educators not only instructed and technically competent, but also cult, able to form citizen students who are not passive but apt to take important roles in the society, towards it's transformation. Keywords: History of Pedagogy in Brazil. Pedagogy Curricular Guidelines. Theory and Practice
A avaliação na educação infantil: perspectivas teórico-práticas
(Universidade Federal de São Carlos, 2019-09-19) Drape, Renata Aparecida; Tomazzetti, Cleonice Maria; https://lattes.cnpq.br/4821077407620769; https://lattes.cnpq.br/1887135810718574
In the last decades, early childhood education has been expanding, besides being solid in the context of formal education, it has also been presented as a target of government programs and actions, guiding documents and guidance materials aimed at ensuring the rights of young children. Although in recent years we have observed a remarkable increase in the number not always accompanied by high quality standards, early childhood education in Brazil has faced many controversial issues, including the evaluation that appears as the theme of this research project. The evaluation is a theme that presents a considerable range of of places in kindergarten, considering the data from the School Census presented by the National Institute of Studies and Research Anísio Teixeira (INEP), pointing to an 11.1% growth in the number of enrolments In early childhood education from 2014 to 2018, this expansion cannot yet be considered sufficient to meet the demand of different Brazilian states. We should also consider that this expansion is strongly evident in preschool over kindergarten, indicating that the discrepancy between the stages has not yet been overcome despite the development of broader public policies. Thus, marked by a context of quantitative expansion, but conceptions that unfold in different evaluative practices and the present work intends to investigate the conception of evaluation of the managers and teachers of the kindergarten of the municipal network of the city of São Carlos-SP. From a qualitative point of view, it is based on the methodology of the policy cycle approach, as we see the importance of considering the policy from its production (at the macro level) to its interpretation and application (in micro contexts, such as the Municipalities). To this end, the research sought to be based on bibliographic, documentary and field research that took place through semi-structured interviews with the educational supervisor and the presidents of the Municipal Education Council of the bienniums 2016-2018 and 2018-2020, and the realization focus group methodology with the kindergarten teachers of the municipal network. We conclude from the data obtained through this research that the continuing education of teachers working in municipal early childhood education is necessary and urgent. In addition, the municipal network of São Carlos (counselors, directors, teachers and community) presents the need for the appropriation of knowledge in the area of early childhood education, and especially in the evaluation theme, which enable the creation, implementation and management (jointly) concatenated actions that are part of an educational public policy whose main objective is the integral development of the child and to secure such right.
Desenvolvimento de procedimento analítico para determinação fotométrica de mercúrio em sedimentos e águas doces empregando os processos fluxo-batelada e multicomutação em fluxo
(Universidade Federal de São Carlos, 2019-09-19) Marinho, Oziel Ribeiro; Reis, Boaventura Freire dos; https://lattes.cnpq.br/7619359855870896; https://lattes.cnpq.br/7651282441303750
DEVELOPMENT OF AN ANALYTICAL PROCEDURE FOR PHOTOMETRIC DETERMINATION OF MERCURY IN SEDIMENT AND DRINKING WATER EMPLOYING THE FLOW-BATCH AND FLOW MULTICOMMUTATION PROCESSES: This work deals with a multicommuted flow-batch setup and a photometric procedure for the determination of mercury in waters and sediments. The setup was designed to exploit facilities achieved by associating flow-batch and multicommuted flow analysis approaches, thus allowing the implementation of a versatile solvent extraction and pre-concentration strategy. The method was based on the reaction of Hg(II) with dithizone in chloroform medium, which was used as a extracting organic solvent. The flow analysis system constituted by a homemade syringe pump module, a set of solenoid valves, two mini-pumps and a flow-batch chamber. The homemade photometer comprised a light emitting diode (LED), a photodiode and a homemade flow cell (50 mm long). The flow system and the photometer were controlled through an Arduino Due board, running a software wrote for this purpose. After selecting the better operational conditions, the effectiveness of the proposal was evaluated by determining mercury in waters. Aiming to accuracy assessment, sample were also analyzed employing an independent method. Accuracy was accessed using the spiking methodology and recovery ranging from 92 to 108 % was observed. Other profitable features such as a linear response ranging from 0.5 to 10.0 µg L-1 (r = 0.9984); a limit of detection 0.38 µg L-1 Hg(II) (n = 10); consumption of dithizone and chloroform 0.18 mg L-1, and 800 µL per determination, respectively; coefficient of variation (n = 10) 2%; and a sampling rate of 20 determination h-1 were also achieved.
Os povos indígenas e sua produção acadêmica no âmbito do Programa de Ações Afirmativas da UFSCar
(Universidade Federal de São Carlos, 2019-09-19) Momo, Margarida Etsuko Endo; Carvalho, Angela Maria Carneiro de; https://lattes.cnpq.br/9508589460122830; Justo, Carolina Raquel Duarte de Mello; https://lattes.cnpq.br/9209489935777843; https://lattes.cnpq.br/8903782053124349
This study analyzes and characterizes the monographs presented by native Brazilian people graduated between 2014 and 2017 who ingress on undergraduate courses through the Affirmative Actions Program of the National University of São Carlos. The objective was to verify which knowledge were brought by native Brazilian students of different ethnicities at their monographs and their collaboration to a greater respect of diversity and democracy in Brazil. Eight monographs were selected and read and according to the issues addressed it was analyzed the thematic focus, the theoretical and methodological references, the procedures adopted for data collection, the systematization of the results and the whole undergraduate process of each student. This analysis considers that in a democratic society the inclusion of minority citizens - e.g. the native Brazilian people – cannot rely only on their access to formal education and with their presence at the university, the education process should be modified valuing their culture, their knowledge and their lifestyle – opposing the commonly ethnocentric practice that has always sought to “civilize” them. It was possible to observe that regardless the undergraduate course most works presented themes valued by their ethnic groups – such as legends, myths, rites and games. In addition, it was observed that they used the traditional approaches of their culture to account of the history of their people and the struggles to delimitate and description of their lands and alternative ways to geographical localization.