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Entre o Estado e o capital: ferrovia e territorialidade em Sorocaba
(Universidade Federal de São Carlos, 2019-11-12) Mauá Filho, Clovis Hiran Fuentes; Franca, Gilberto Cunha; https://lattes.cnpq.br/0983946781650048; https://lattes.cnpq.br/0719933710223265
This paper aims to understand the ongoing process of degradation of railway structures in the city of Sorocaba, inaugurated after the privatization of 1998 and which led to the abandonment and ruin of various railway structures in the city, as well as the interests involved in the recent dispute over the new social uses of this railway heritage. It was sought to link the (past and present) relationship between the railroad and the city to the formation of local territoriality, by studying the historical development of the railroad in Sorocaba and its role in urban production. To this end, support was sought through David Harvey's theory of uneven geographical development, as well as his tripartite spatial theory. For the understanding of territorial issues, an analysis was composed involving several authors, with emphasis on Michel Foucault, Jean Gottmann, Claude Raffestin and David Harvey. Both to understand the railroad as an artificer in the production of urban space and to analyze its degradation in Sorocaba, it was sought to understand through its characteristics as fixed capital, based on the Marxist definition and David Harvey's reading about the geographical impacts of this form of capital. In order to analyze the territorial interests and disputes involved, the understanding of the relations between state and capital was prioritized, giving a brief history about the railway development in the country with emphasis on this relationship, and the theoretical support of Giovanni Arrighi, David Harvey and Nicos Poulantzas. Finally, a survey was made of the current situation of the railway structures in Sorocaba, defining actors and interests related to the railway in the city, through photographic study, analysis of official documents and journalistic material.
Desenvolvimento e avaliação de um programa de ensino informatizado para compreensão leitora
(Universidade Federal de São Carlos, 2019-11-12) Gonçalves Neto, José Umbelino; Domeniconi, Camila; https://lattes.cnpq.br/9684535663947328; https://lattes.cnpq.br/7308238734507467
In Applied Behavior Analysis, computerized teaching programs have been developed for the teaching of reading. The objective of this research was to develop a computerized teaching program to evaluate and exercise the reading of texts. We made a theoretical review in the Behavior Analysis literature, and thus we proposed an operational analysis of the concept of reading comprehension, as well as the theoretical foundation to elaborate didactic materials aimed at teaching the comprehension of texts. We developed a computerized program for teaching reading comprehension, called the Fable Reading Program. The Program employs different teaching resources such as questions of literal and inferential comprehension, immediate reinforcement, and increasing and gradual difficulty level. To evaluate how the Program functions, three studies were performed. The first sought to evaluate the effects of the Program on the reading comprehension of the participants. Twenty-four children, with an average age of 10 years, enrolled in the 5th grade of a public school in the city of São Carlos-SP participated in the study. Participants were divided into experimental group (n = 14) and control group (n = 10). They were assessed by a standardized reading comprehension test, PROCOMLE, and by the Program's test books. Results indicated performance improvements of the experimental group. The second study also sought to evaluate the effects of the Program on the reading comprehension of the participants. Sixtysix students from the same school, grade and age group of the previous study participated in this study but composing a single experimental group. We assessed their performance in the Program's test books. In the first block of the Program, we could observe that the average of scores fell in books that introduced inferential questions, indicating the need to include cues that facilitate learning to make inferences in reading; In Blocks B, C and D, the average number of scores remained stable, suggesting that, despite the increasing complexity of books, participants had gains in learning. The third study investigated which were the most difficult questions for students to make adjustments and improvements to the Program based on the data. Data from the 66 participants from the previous study were analyzed. From descriptive statistics, it was found that throughout the Program, in the version tested in this research, there were a total of 24 questions that proved to be the most difficult for participants. Once the target questions were identified, a qualitative analysis was performed describing the stimulus control relationships involved in reading the narratives and resolving the questions. Considering the challenges for teaching reading comprehension, this work was a starting point for future research to continue, as much remains to be improved and tested. More learning resources need to be incorporated into the Program to ensure its effectiveness as a teaching procedure.