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Filosofia com crianças e mascotes: entre filosofia e artesania
(Universidade Federal de São Carlos, 2020-11-27) Diniz, Roberta Bergamasco; Oliveira, Paula Ramos de; https://lattes.cnpq.br/1788063551247254; https://lattes.cnpq.br/8282719390790184
This dissertation analyzes, in philosophy with children classes, paths that can be taken so that they are meaningful to children, through the use of mascots, puppets, woven by an artisan teacher and linked to stories, dialogue and philosophizing. For this, we established a relationship with the history of philosophy for children, a method developed by the American philosopher Matthew Lipman, responsible for the writing of philosophical novels, considered by many to be a central material to be used in class. Seeking to go further, new words and ways of philosophizing, Walter Omar Kohan and other researchers contextualize philosophizing in a free and creative way, allowing both the child to open up to this world and the teacher. Based on the idea of craftsmanship, of sewing other ways of bringing children closer to philosophy, we introduced mascots to philosophy classes. Such experience - initially performed in face-to-face teaching with continuity in remote education, due to the COVID-19 pandemic-, proved capable of bringing children closer to philosophy, instigating and inspiring them to a creative, playful and engaging philosophizing, as a relevant proposal for teaching philosophy with children.
Das políticas educacionais inclusivas bilíngues para surdos às políticas bilíngues de/com surdos: um estudo de caso
(Universidade Federal de São Carlos, 2020-11-27) Bonfim, Tatiane Cristina; Martins, Vanessa Regina de Oliveira; https://lattes.cnpq.br/4768682330164550; https://lattes.cnpq.br/6800830205986465
Bilingual education for the deaf is a right supported by legal documents, which should be implemented through public policies aimed at education. Such a proposal has to be expressed in each municipality, which builds specific actions for its production. It happens that each municipality presents different understandings of what it is to make a bilingual education and of how to promote the teaching in Brazilian Sign Language (Libras). The present study aimed to analyze the transposition of the discourses of truth about the education of deaf people and their implications to the daily practices of the Educational Interpreter (EI). To this end, we analyzed the guidelines regarding public policies of bilingual education for the deaf, implemented by the Department of Education of a municipality in the countryside of the state of São Paulo, in the early years of elementary school, as a component of knowledge of the investigated scenario and the daily practices implemented by educational interpreters in this educational unit. We used the analytical triangulation carried out through theoretical reflections and documentary analyses aligned with the conceptions of the participants. To this end, we crossed in the text the emerging statements of educational interpreters, teachers, school managers, and the Special Education Coordination. Such knowledge grounds the analyses aligned with the studies of legal devices in dialogue with the knowledge proposed by the philosophies of difference. The methodological proposal is consistent with the archogenealogical perspective of Michel Foucault. In summary, the research is described as a case study of a qualitative approach, with data crossed by the Deaf Studies and the philosophies of difference, in Michel Foucault. As a result of the study, we highlight the understanding that the daily practices of the educational interpreters still reflect a complex inclusive educational paradox: sometimes, we can see practices that point towards the education of/with the deaf and others, education for the deaf, namely, oriented by a hearing logic linked to the adequacy and repair of teaching to the deaf. There are existing disparities and internal struggles waged by the educational interpreters that reflect resistance against the logic of biopolitics produced in bilingual education, still aligned with the radical inclusion of figures, based on the erasure of multiplicity and deaf differences. The act of counter-action, daily promoted by these professionals in their minor actions, points to the first signs of the construction of education of/with deaf, based on legal devices, that even with limitations, can guide a bilingual perspective in Libras, focused on the desire of the deaf community for a singular education of/with the deaf.
Reinvenção do cânone: releitura paródica e transcontextaulização em Uma Viagem à India, de Gonçalo M. Tavares
(Universidade Federal de São Carlos, 2020-11-27) Cruz, Kairo Lazarini da; Valentim, Jorge Vicente; https://lattes.cnpq.br/4427303771174064; https://lattes.cnpq.br/5337861535864682
This Course Conclusion Work aims to analyze the novel Uma Viagem à Índia, by the Portuguese writer Gonçalo M. Tavares, from a proposal to verify the incidence of parodic resources in its composition. It is intended, here, to think how such reinvention opens a support for other reinterpretations, especially those of a cultural order, and how they all contribute to thinking the text under study within the scenario of a “new canon of Portuguese fiction” (REAL , 2012, p. 9). This work is based mainly on two guiding texts (HUTCHEON, 1985; REAL, 2012), in order to respectively examine the parodic processes contained in the work and ponder on some nuances of the literary context of Portuguese fiction from the 2000s onwards. In a second moment, through the reading of the Gonçalian text within the literary panorama of contemporary Portuguese fiction, the process of transcontextualization of Luís de Camões's Os Lusíadas, by the effect of parody, is specifically analyzed, and how, from this point onwards. resource, Gonçalo M. Tavares effectively contributes to thinking not only of another image of Portugal, but also of Europe itself, prefigured in the character Bloom.
Indicadores de participação social nos conselhos municipais de políticas públicas
(Universidade Federal de São Carlos, 2020-11-27) Alves, Rita de Fátima; Molina, Wagner de Souza Leite; https://lattes.cnpq.br/5939243693407420; https://lattes.cnpq.br/6423738898979571
This study aims to propose and discuss twelve indicators of social participation in municipal public policy councils. Three thematic axes were defined, under which an analysis was developed to choose the referred indicators. The first analytical axis is the associative density and political relations in the local civil society. The second axis concerns the characteristics of the councils of the municipality. The third axis analyzes the position of the municipal authorities in relation to social participation in the management of public policies. The expectation is that the set of suggested indicators will be a first step in the elaboration of an information system capable of situating a municipal government in terms of social participation, in order to make possible a ranking of municipalities of equivalent size on a scale of degrees of effectiveness participation in the planning, development and implementation of public policies in the municipality. Measuring the level of openness to participation in different municipalities, as well as their effective translation in terms of responsiveness of local public management to public preferences, represents a huge challenge. This work represents a small contribution to the debate to be developed in this sense, without the intention of presenting conclusive results, rigorously verified and measured.
Formação profissional continuada com professores que ensinam Matemática: um estudo sobre os elementos que caracterizam o desenvolvimento de uma coletividade
(Universidade Federal de São Carlos, 2020-11-27) Rodrigues, Carolina Innocente; Marco, Fabiana Fiorezi de; https://lattes.cnpq.br/3302431723262783; Sousa, Maria do Carmo de; https://lattes.cnpq.br/6637658562543505; https://lattes.cnpq.br/3387404890438689
This research aims to investigate which elements, from the perspective of the HistoricalCultural Theory and through the theoretical studies of the community, could be verified during the continuing professional training course taught to 20 Mathematics teachers of Basic Education, in the period from August to December 2017. Therefore, the question that leads it is: What elements can characterize the development of a group of teachers who teach mathematics to constitute themselves as a collective in a formative scenario? We assume as a collective concept, an organized group of free workers willing to develop based on common goals and needs, in a harmonious relationship liable to successes and failures, however, without neglecting personal goals. The research was developed from a context of continuing professional training, based on the qualitative approach and on the methodological principles arising from the dialectical historical materialist method. Defending the thesis that continuing professional training courses, when organized theoretically and methodologically as an activity in the perspective of historical-cultural theory, are configured as formative spaces for a collective in the Brazilian educational scenario. For that, we consider the observation and participation in the apprehension of the production of the reality experienced by the group, valuing, for the analyzes, the contradictions as fundamental. The analyzes were constructed by means of four essential elements, characterized as formative: 1) Collectivity, 2) Work, 3) Organization 4) Consciousness and Alienation. As a result, it was possible to expand the knowledge about the collective and the continuing professional education in Brazil based on the systematization of the elements that constitute the development of a collective of teachers, so that this training process is not depreciated only for career advancement. Furthermore, to give light to a structure of continuing professional training with teachers through HistoricalCultural Theory, and in the social, political and economic scenario in which we live, enable us to work from a more human perspective in favor of the constitution of an educational collectivity.
Avaliação do potencial antimicrobiano de nanoemulsões à base de compostos de óleos essenciais no controle de espécies de Xanthomonas causadoras do cancro cítrico
(Universidade Federal de São Carlos, 2020-11-27) Silva, Guilherme da Cruz; Souza, Clovis Wesley Oliveira de; https://lattes.cnpq.br/0781683628437007; Ferreira, Marcos David; https://lattes.cnpq.br/6652079760634274; https://lattes.cnpq.br/1217008779588366
Citrus canker is one of the most relevant diseases that affect citrus crops, being responsible for serious economic losses to citrus fruit producers and traders. This disease is caused by Gram-negative bacteria of the genus Xanthomonas, which can lead to premature fruit fall and total loss of plants present in the infected area. Nowadays, the control of citrus canker is carried out through methods in the field of prevention of the proliferation of the etiological agent of the disease combined with the use of copper-based compounds that inhibit the development of the bacterium. However, the search for more sustainable alternatives that are in fact effective in eradicating the disease is of general interest. In this work, the potentials of antimicrobial action of eugenol, thymol, geraniol and menthol (major compounds of essential oils) and essential oil (EO) of ginger against two strains of Xanthomonas that cause citrus canker (Xac and Xau-B) were investigated. In order to enhance its action spectrum, nanoemulsions were produced for each compound and oil, which underwent suspension analysis to characterize particle sizes and stability. The thymol and ginger EO nanoemulsions had the smallest particle sizes and the highest stability. However, of these two, only the thymol nanoemulsion showed the ability to inhibit the development of both strains of bacteria, with minimum inhibitory concentrations (MIC) of 0.03% (v/v), along with eugenol nanoemulsions (with MIC of 0.03% (v /v) for Xac and 0.02% (v/v) for Xau-B) and geraniol (with MIC of 0.06% (v/v) for both bacteria). Thymol was the compound with the highest minimum bactericidal concentrations (MBC), with values of 0.03% (v/v) for both bacterial strains. Eugenol showed MBC only against Xau-B, at a concentration of 0.03% (v/v). Geraniol did not show bactericidal activity, which suggests a bacteriostatic action of this compound with the tested microorganisms. In general, Xac was more susceptible to bacteriostatic activities, while Xau-B was more sensitive to bactericidal actions. The ginger EO and menthol nanoemulsions did not show any antimicrobial activity.