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O patrimônio histórico como revelação da resistência em meio ao processo ao processo de transformação do espaço: o caso da Capela Senhor do Bonfim
(Universidade Federal de São Carlos, 2019-12-19) Padilha, Cleiton; Mariano, Neusa de Fátima; https://lattes.cnpq.br/5003743301847104; https://orcid.org/0000-0002-3472-7158
This research aims to discuss the importance of historical heritage as an object of resistance in the midst of the process of space transformation, having as empirical study the Chapel of the Lord Bom Jesus do Bonfim - Chapel of John of Camargo, in the city of Sorocaba, which In its 116 years of existence, it has resisted as strong urban transformations through its historicity, religiosity and meanings present in the place. To this end, try to understand the concept of historical heritage, a history of training of the Chapel and the importance of this space at both the cultural and political level as it acts as a core of resistance of black culture. The history of the Chapel permeates the very life course of the Chapel's creator, João de Camargo, as well as the Chapel's own occupation over time and the city's entire spatial history and its transformations. From the data collection and literature review, it is understood that the chapel acts as an important nucleus of resistance ahead in the transformations of space, constituting a place of encounter with the divine and the sacred, which resists time and exhibitions in space so as to transcend beyond mere building material, offer devotees and frequent resources of belief and faith. This monument also enters the history, life and daily life of Sorocaba, being of paramount importance its preservation and longevity.
A Evolução Biológica no ensino de Ciências: uma análise de livros didáticos antes e após a aprovação da Base Nacional Comum Curricular
(Universidade Federal de São Carlos, 2019-12-19) Silva, Laura Luciana de Melo Moreira; Nascimento, Fabrício do; https://lattes.cnpq.br/3496410597486943; https://lattes.cnpq.br/3348164739157492
The Theory of Biological Evolution is currently the theory that guides the areas of biological sciences. Contradictorily, it is known that its teaching is flawed in basic education. Studies such as Cicillini (1993), Tidon e Lewontin (2004), Tidon e Vieira (2009), Oleques (2014) e Selles (2016); they discuss the difficulties in teaching due to the complexity of the topic, the lack of teacher preparation, or the option for not addressing the topic, for example, due to personal opinions. In another sense, we seek to understand what underlies educational policies, how this is given in didactic materials, and how much it affects teaching practice aimed at teaching evolution. With this, we discuss whether advances are presented in the recent education guideline, the Common National Curricular Base (BNCC) of 2018. The focus was given to teaching evolution for the final years of Elementary School. We conducted a historical contextualization of science teaching in Brazil and its main pedagogical trends, and analyzed textbooks prior to the BNCC and books that implement its changes, with analyzes supported by critical pedagogy. Conducting a qualitative research, of documentary type. In which the objective is aimed at understanding:: how is the teaching of the theme of biological evolution characterized in the science books most adopted in Brazil, before and after the implementation of the Common National Curricular Base?. Since, according to the 2nd article of Decree no. 9009, of July 18, 2017, the character of the National Textbook Plan (PNLD) of 2020 is to make the implementation of the changes established by the BNCC effective. Two collections of science textbooks were analyzed, the two most distributed according to the 2017 PNLD being chosen. The research made it possible to understand what guided the formulation of the BNCC, and to see that the advances found were few or null when comparing the collections of PNLD 2017 and PNLD 2020 books. Showing that biological evolution continues as an accessory theme, focused on content and memorization; besides similarities with the structuring of the theme in the same way as books from 1930.
Eu quero ser uma princesa: um olhar sobre a construção da representatividade feminina nas infâncias a partir dos filmes da Disney
(Universidade Federal de São Carlos, 2019-12-19) Motta, Nicoli Francine da; Lombardi, Lucia Maria Salgado dos Santos; https://lattes.cnpq.br/5697508831302188; https://lattes.cnpq.br/0738131304264730
The work sought to understand how the behavior of princesses idealized by Walt Disney Animations Studios influences children from 3 to 5 years of age, in preschool. Movies were analyzed from the naive and exemplary housewife in search of the prince charming, Snow White, from 1938, to the courageous Moana, from 2016. It was found that the macho ideology in Walt Disney films was widely disseminated by both male and female characters, in the sense of reinforcing the need for women to need to be accepted by a man, molding themselves to male expectations. However, it was observed that children today are more enchanted by princesses who have control over their own lives, who have dreams and goals – the so-called “contemporary princesses”. The study enabled a reflection on how the new representations of female characters can change the children-viewers' ideals and convictions, reflecting on the transformations in the role of women over the years and teaching that there are other options for personal satisfaction besides if you find a prince charming.
A formação em contexto na educação integral do ponto de vista dos professores de uma escola pública: uma análise da dialogicidade no processo educativo
(Universidade Federal de São Carlos, 2019-12-19) Mascioli, Dilene Aparecida Amicci; Tedeschi, Wania; https://lattes.cnpq.br/5743322664981581; https://lattes.cnpq.br/5594333415617556
This research aims to investigate the conceptions that point to the understanding of teachers who work in an institution of Integral Education and who are involved in context training on dialogicity in the educational process. It is a participant research and qualitative and interpretive nature. We are based on a theoretical framework on Continuing Training and Context Training, in the current legislation: LDB 9394/96, ECA, the Federal Constitution of 1988 and the National Curriculum Guidelines for teacher training (DCNFP - Res. 02/2015). This proposal is in agreement with Freire (2005) and, defined in this research for Integral Education, as a dialectical and problematizing process, because the dialogical perspective allows us to reflect, evaluate, program, investigate and transform specificities of human beings in and with the world. The dialogue, according to Freire (2005) is a method of building emancipatory socio-cultural processes in search of a more humanized world and for Bohm (2005), is a network of coexistence. The study consisted of a Cycle of six Continuous Training Meetings, during the months of October to December 2018, in a municipal school in the interior of São Paulo. Ten teachers and the director were subjects of the research and, working with the researcher at HTPC - Collective Pedagogical Work Schedule. The data were grouped into three categories, entitled thematic axes: 1. Communication and dialogue; 2. Training and professional development and 3. Reflexive practice. We are guided through the Thematic Axes, built and inspired by Bardin (1977), on the categorizations of content analysis, to analyze our research. In general, the data analyzed allowed us to conclude that the understandings attributed by teachers to context training meetings in htpcs are related to a set of factors such as: peer dialogue, understanding of the path of teacher and professional development, reflection of pedagogical practices present in the context of Integral Education in relation to pedagogical discussions and what arises from the new conversational flow. According to the data, the actions are reflective in htpcs, because a process of study of daily life, reflection, observation and discussion about practice provides for new ways to act and print their knowledge throughout the teaching career.
O ensino de filosofia e o bullying: entre o currículo e as aulas
(Universidade Federal de São Carlos, 2019-12-19) Maia, André Augusto; Oliveira, Paula Ramos de; https://lattes.cnpq.br/1788063551247254; https://lattes.cnpq.br/7319355741716456
This dissertation, entitled "Philosophy Teaching and Bullying: what is between the Curriculum and the classes", presents a study conducted in a state public school in Ribeirão Preto, city in the State of São Paulo. The aim of this work was to investigate how theoretical subsidy present in the curriculum of philosophy teaching can help to fight bullying practices in the school environment. The student edification, through the Philosophy state curriculum, needs to be an instance of the proposition of reflection situations and the problematization of the challenges of daily school life. The methodology used comprised a bibliographical study of works and critiques about the curriculum problematic, as well as the philosophical foundation through thought of Critical Theory, especially by of the Theodor Adorno contribution. The method of approach in school was given by proposing an intervention project with students who were bullied as well as the other students of the school, through workshops and philosophical experiences.
Por entre os ‘eus’ e os ‘nós’ - experienciados sob o prisma da matemática - tecidos em narrativas
(Universidade Federal de São Carlos, 2019-12-19) Evangelista, Maria Tereza Fernandino; Passos, Cármen Lúcia Brancaglion; https://lattes.cnpq.br/2297203444364327; https://lattes.cnpq.br/9507227476816978
This is a narrative study, that I perform with three former students from the Application College where I work as a Mathematics teacher. It is a text shaped from the perspective of Narrative Research (CLANDININ & CONNELLY) and, as such, an investigation that elects the experience as an object of study, in particular, the experiences of the aforementioned young learners with Mathematics throughout their educational background, as well as mine as a teacher and researcher who experiences her own study. It is aimed at knowing and understanding, narratively, the trajectories of these experiences and, thus, at deepening the ways of attributing meaning to them. For the construction of the texts, I chose to request the participants to write autobiographical narratives and to conduct individual narrative interviews. Thus, we share beautiful and thought-provoking stories that, in addition to confirming the great formative potential of narratives in the educational context, also line up for: the overvaluing of Mathematics as a school subject; the criticism to exams as instruments of evaluation; the importance of the teacher figure in the learning process; the longing for mathematical learning to be available to everyone; the perception that the educational process in Mathematics is related to negative feelings; the importance of the affective dimension in the process of teaching and learning Mathematics, among other aspects. But, far beyond any gaps in these young learners’ narratives, it is important to highlight that, from the accumulation of the unique experiences, each story is especially valuable when we look at them and deepen in their signs and links, not only in what concerns the mathematical school aspect, but in so many other dimensions important to human life. To comprehend the narrative nature of the texts produced with the participants, this study was composed by permeating the narrated experiences with the ones I had during the process of researching, deepening and writing, sometimes as a Mathematics teacher, sometimes as a researcher, always in an unfinished position, in search for better tones. The following social actors are also part of the composition process: renowned authors who ground this narrative endeavor; supporting characters who participate in a daily, ordinary, and essential way in the narrated stories; poets, musicians, writers, as well as the readers who allow themselves to be affected and transformed by the stories presented. Conclusively, our study indicates that: students' narratives about their experiences with the process of teaching, learning, and assessment of Mathematics are potentially formative because they reveal marks about this process, signalize to the redirection of pedagogical practices, problematize teaching and assessment strategies, provoke reflections and questions about the purposes and significations of Mathematics taught in schools, point to the need to restructure Mathematics teacher education courses and emphasize that, beyond the cognitive dimension, the educational process is only effective if aligned with the affective and formative needs of the learners. Lastly, in dealing with the permanent discovery and constitution of the narrative person/researcher I have been, I have experienced the challenge and boldness of exposing myself along these lines, having as my first motivation my experiences as a Mathematics teacher of young learners, whose voices gained permanent echo status in me.
Filosofia em atos e as contribuições da teoria crítica para a fundamentação de um currículo emancipatório
(Universidade Federal de São Carlos, 2019-12-19) Nascimento, Mauro Antônio do; Oliveira, Paula Ramos de; https://lattes.cnpq.br/1788063551247254; https://lattes.cnpq.br/0919147872796491
This thesis is aimed at understanding the determinations that structure school curricula and the contributions of Critical Theory to the development of an emancipatory education. Throughout this research, a proposal was identified to create a Historical-psychoanalytic Philosophy with the perspective to support the conception of emancipation, being the object of this study. Based on the foundations of Critical Theory, Marx and Freud, it was possible to understand the multiple determinations that condition the individual and investigate the causes of man's regression to barbarism. Through the proximity between historical-dialectic materialism and psychoanalysis, driven by the Frankfurtians, the theoretical field ‒ of intervention ‒ of the philosophy of praxis was expanded, specifically with the analysis of the tensional relationship of the drives governed by the principle of pleasure, confronted by the principle of reality that were brought to the scene of the educational debate. These investigations, supra and intra-individual, in regard to the human condition, completed Marxism and enabled the Freudian aspiration to create a science capable of understanding the psycho-political symptoms, whose causes propagate psychopathological states and imprison a growing number of individuals in the domains of Thanatos. According to the present scenario and with the aim of promoting an emancipatory education, the Philosophy in Acts Project is presented in this research as a proposal for an educational product. The implication of this proposal is to understand that art, as a product of imagination and drives, allows man to fantasize and to be free.
Efeitos de parâmetros de crescimento nas propriedades ópticas de filmes finos de ZnO:Er
(Universidade Federal de São Carlos, 2019-12-19) Santos, Camila Ianhez Pereira dos; Godoy, Marcio Peron Franco de; https://lattes.cnpq.br/2609654784637427; https://lattes.cnpq.br/5254661642325605
We report a systematic study on the structural, morphological and optical properties of Er-doped ZnO thin films grown by Spray Pyrolysis. The films were deposited on glass substrates between 230ºC - 300ºC, using as precursors zinc acetate and erbium chloride in aqueous solution. The effects of growth parameters on erbium optical properties considered the influence of film thickness, the molarity used in the precursor solution and the co-doping with Eu and Mn at different concentrations. The characterization techniques employed to investigate the quality of the films were X-ray Diffraction (XRD) and Scanning Electron Microscopy (SEM), in which Er, Mn and Eu doped films were analyzed. XRD results indicated that all films are polycrystalline, with wurtzite structure and preferential growth direction on c-axis (002), with no secondary phases. SEM images generally showed that the surfaces have some more porous and cracked regions in the samples synthesized with higher molarity precursor solution, which also had lower crystalline quality. Optical absorbance and photoluminescence spectroscopy (PL) techniques provided data on the influence of different growth parameters on the optical properties of the material. With the first one, Er+3 absorptions related to ground state transitions I(15/2) and levels F(7/2), H(11/2), S(3/2), F(9/2), I(11/2) and I(13/2) were identified. PL showed infrared emissions corresponding to transitions between excited states and the transition from the ground state to the first excited state, at ≈1.53µm. It was possible to identify corresponding emissions between stark levels, generated by the level break due to the effect of the lattice crystalline field. These emissions were less significant for the sample grown with lower molarity precursor solution, indicating that the larger organization of its structure leads to a lower field effect around the Er3+ ions. Co-doping decreased erbium emission intensity, with larger studies of this influence remaining as future perspectives.