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Desenvolvimento e avaliação da metodologia da problematização na formação de estudantes do ensino superior
(Universidade Federal de São Carlos, 2020-02-10) Tagliari, Celi Perin; Cruz, Sandra Andrea; https://lattes.cnpq.br/9632409046763256; https://lattes.cnpq.br/0720645713817223
University graduates are deficient in certain basic skills required by organizations today, demonstrating that there is a gap between educational formation and the current demands of the market, forcing the educational institutions to adapt to these needs. Many of the new proposals for educational formation are based on active teaching and learning methodologies, giving priority to teaching by research, avoiding teaching by transmission. Active methodologies can contribute to the development of these skills and competencies required to professional market. This research proposed to develop a methodology to apply the Arc Method of Maguerez and to evaluate the effectiveness learning transversal skills effectiveness develop under student point of view. It was proposed to the students develop a project, in a Polymeric Systems class in a class of the Bachelor of Chemistry at UFSCar, where they should choose real problem and find possible solutions using skills not normally worked in a traditional methodologies as join theoretical with practical knowledge; studies from various sources and technical standards; research and teamwork. In this study was analyzed the motivation and participation of students in the teaching and learning process in Polymeric Systems class, the perceptions about their development, professional skills and the methodology applied. The results of this work show that students realized the importance of developing transversal skills and agree that the methodology used by most teachers in the class of the Bachelor of Chemistry does not contribute to its development.
Professor polivalente: reflexões para um caminho de incertezas
(Universidade Federal de São Carlos, 2020-02-10) Vacilotto, Eder; Fortunato, Ivan; https://lattes.cnpq.br/8293044394759438; https://lattes.cnpq.br/6644771154892819
The multipurpose teacher actually is a professional graduated in Pedagogy and is part of their scope to act in the primary education. Within this context that this dissertation presents a panorama regarding the professional practice, a dialogue between reflective reports of primary education and features of Constitution, in order to raise interesting possibilities to improve the education of these professionals. Following this journey, this dissertation is divided in four quarters, similar to a school year in a primary school. In the first quarter, a diagnose of the multipurpose teacher formation, describes their responsibilities and problematize from the National Curricular Guidelines against to theorical and practice context, under the perspective of Freire (1997) and Fortunato (2018). The second quarter is based on the Romanovsky and Ens (2006) theory, on the State of Knowledge having the last 5 years as a criteria, which presents possible directions in the research about the formation of this professional. The third quarter brings the notion of schooling and its influence in the constitution of the multipurpose teacher identity, with the theorical input of Snyders & Lopez (2009), Pimenta (2012), Freire (1982), Imbernón (2009), Tardiff and Lessard (2017), among others, that presents the perspective of the school environment about this professional. The multipurpose teacher trajectory is built in an uncertainties path. In the fourth quarter is identified possibilities and formative journey that interweave didactic discipline, initial formation and the current continuing education, which in the daily school routine allow advances in pedagogical conditions. The research identifies the weakness of the multipurpose teacher identity but understand that the practice can be an enlightening route in the formation of this professional. The formation can present some uncertainties path, but being at school, in this learning space, formative journey is presented.
Formulações semiclássicas da mecânica quântica: uma análise do oscilador singular por meio do formalismo de Weyl-Wigner e trajetórias quânticas
(Universidade Federal de São Carlos, 2020-02-10) Silva, Caio Fernando e; Bernardini, Alex Eduardo de; https://lattes.cnpq.br/5215976260958847; https://lattes.cnpq.br/4183915878240703
The usual quantum mechanics formalism does not address relevant points of the semiclassical limit. In this work two theoretical approaches will be considered: Bohmian mechanics and the Weyl-Wigner formulation. The singular oscillator will be used as a platform to analytically obtain quantumness quantifiers for anharmonic systems. The first part will be concerned with a pure quasi-Gaussian state, for which the corresponding Bohmian trajectories will be calculated and are shown to deviate from the classical one due to the quantum potential. In the second part, a canonical ensemble will be considered by using the Weyl-Wigner formalism, with which it is possible to derive a thermalized Wigner function. Given that the potential is anharmonic, topological fluctuations on the phase space are expected and will be investigated for the Wigner flux. The influence of the thermal fluctuations will be distinguished from its quantum counterpart, which is diminished for increasing values of the temperature. Also, quantum information conservation equations will be introduced to calculate the global effect of topological fluctuations on the thermal equilibrium Wigner flux. In the last part, the Horava-Lifshitz cosmological model will be studied from both of the aforementioned theoretical perspectives. From them, the scale factor will be parameterized so that the quantumness quantifiers will depend on the spatial curvature of the universe. The results show that for increasing values of the anharmonic parameter, one observes a quasi-classical dynamics, usually associated to harmonic potentials only. Furthermore, Wigner flux topological fluctuations at thermodynamic equilibrium can be detected only locally, given that thermal fluctuations globally suppress non-Liouvillian effects.
SAS-DV: Uma arquitetura de predição de riscos de colisão para pessoas com deficiência visual
(Universidade Federal de São Carlos, 2020-02-10) Cordeiro, Natal Henrique; Pedrino, Emerson Carlos; https://lattes.cnpq.br/6481363465527189; https://lattes.cnpq.br/6893116715233160
The technologies developed so far to help visually impaired people (VIP) navigate meet only some of their everyday needs. This project allows visually impaired people to improve the situation awareness (SAW) by generating a risk map following an analysis of the position, distance, size and motion of the objects present in their environment. This comprehension is refined by data fusion steps applied to High Level Information Fusion to predict possible impacts in the near future. A risk map is formed after a set of inferences has been executed. Two specific datasets for projecting the risks of collision in different directions are proposed in this work for the execution of these inferences. These datasets are composed of information regarding the position and size of static objects, free passages, dynamic objects, and paths executed by dynamic objects. All this information was mapped in a 3D plane. Thus, to demonstrate the advantages of implementing High Level Information Fusion in the navigation system dedicated to VIP, experiments were performed with the proposed architecture and with three other navigation systems implemented with different approaches. The results demonstrated it was possible to validate and compare the navigation systems. For this comparative analysis, different situations were tested by the navigation systems so that the VIP could be indicated, namely a direction to travel which includes fewer collision risks. In addition to providing a risk map giving possible collisions, this study provided greater reliability for navigation, especially when obstacles were very close and moving objects were detected. Different techniques for detecting and tracking dynamic objects were also implemented in this study for defining which of them is best suited to the VIP context. This study can provide new contributions such as adaptations to already renowned techniques used for dynamic object analysis and, most notably, with the use of a methodology for comparing the efficiency and computational cost of each technique to analyze such objects.
Saberes docentes, afetividade e formação inicial: um elo possível para educação
(Universidade Federal de São Carlos, 2020-02-10) Monteiro, Luana; Fortunato, Ivan; https://lattes.cnpq.br/8293044394759438; https://lattes.cnpq.br/0022760973697288
With this dissertation, we propose to carry out a theoretical and reflective investigative movement seeking to demonstrate affectivity as something inherent in the educational process. We explain the general objectives of understanding and reflecting the affective dimension as knowledge of teaching practice, and its relationship in the process of initial teacher education. The methodological paths of the research are guided by the qualitative approach, since it makes it possible to understand the different social interactions, the representations and meanings attributed by the subjects who experience these interactions, therefore allowing the investigation of the sensitive, which resides in affectivity, taken recursively as a starting point and arrival of our study. For the development of the investigative path, the dissertation was structured in two parts: (1) the constitution of the systematic survey of national theses and dissertations about the relationship between Teacher Knowledge, Affectivity and the Initial Teacher Training, registered in the Bank of Theses and Capes' dissertations, guided the delimitation of theoretical research contributions; (2.) the bibliographic review on the affectivity and the knowledge of the teaching practice, the contributions of the theoretical references on the affectivity present in school practice, in the teacher-student interaction, as an inseparable element to the development of teaching learning, as well as, of knowledge produced in the field of initial teacher training. At the end, we base, in an argumentative argumentative sequence, affectivity as a knowledge of practice, necessary to the training process centered on the knowledge of teachers.