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Documentação pedagógica: uma abordagem construída no cotidiano de um berçário
(Universidade Federal de São Carlos, 2021-01-28) Laissener, Rosiane Cristina; Tomazzetti, Cleonice Maria; https://lattes.cnpq.br/4821077407620769; https://lattes.cnpq.br/2973058554066950
This dissertation aimed to study how the non-nursery Pedagogical Documentation enables the discussion of pedagogical practices with babies, favoring teacher education, considering the action of the teacher who registers and researches through this approach, and the requests, both as actors in the contexts of collective life. At first, it understands the conception of this approach, like the studies carried out by the pedagogies of Northern Italy, in the Region of Emillia Romana, as an instrument for reflection and planning of teaching actions in order to build forced experiences with babies as protagonists, and to support pedagogical practices and professional training. Adopting the techniques of observation, recording, document analysis, study, reflection and sharing with the school community, the Pedagogical Documentation was built, producing the data of this research and implementing its principles as a research method of the practice itself. Pedagogical Documentation as a research, reflection and communication tool can be a new way for the education of children and young children, making the school alive, producing culture, opportunities, which provokes thinking, reveals learning and gives meaning to everyday life from of the provocations it causes to the teaching action and, concomitantly, to the babies' actions. It proposes a review again and with a sensitive listening, enabling the communication of what has been lived through the sharing of mini-stories that show the discoveries of the researcher teacher and the babies as protagonists and authors.
Caracterização de um dataset de mobilidade dos ônibus da cidade de São Paulo
(Universidade Federal de São Carlos, 2021-01-28) Ferreira, Carolina Junqueira; Senger, Hermes; https://lattes.cnpq.br/3691742159298316; https://lattes.cnpq.br/6532161246174224
Simulation is a widely used technique for validation and testing of routing protocols in vehicular networks (VANETs). These simulations are based on mobility models that must follow the real movement patterns of vehicles to produce realistic and accurate assessments of protocols and other vehicular network solutions. Mobility models and simulations can be based and adjusted using real vehicular mobility traces. These traces are records of vehicles positioning over a period of time, and they incorporate the behavior and dynamics that occur in the day-to-day of a city (traffic jams, the way drivers drive, routines of population or types of vehicles). Understanding the mobility characteristics of these traces helps in feasibility study of vehicular networks, understanding of factors that affect traffic conditions, configuring and conducting realistic simulations so that the design of routing protocols reacts to real vehicle movement behaviors. Therefore, a tool to produce more accurate and realistic results in these simulations is the characterization of vehicle mobility datasets. There are works that already makes this type of characterization, but few of them explore data from large cities like São Paulo. This work characterizes a dataset of real mobility traces of buses in São Paulo, extracting and demonstrating mobility and connectivity metrics found in the literature. Prior to characterization, the dataset was pre-processed using common treatments for this type of data. The metrics extraction and pre-processing were done using the Python language and the big data tool Apache Spark. The objective of this work is to demonstrate the behavior of a large urban centers, and to provide a dataset for the validation, adjustment and conduction of simulations of vehicular networks. The extracted characteristics indicate behavior patterns in the movement of buses that are repeated according to the days of the week (weekdays, Saturdays, and Sundays), period of the day, and regions of the city.
"Eu vou ser punido por isso até quando?": a (re)inserção do egresso prisional no mercado de trabalho
(Universidade Federal de São Carlos, 2021-01-28) Hamra, Isabela Calijuri; Sinhoretto, Jacqueline; https://lattes.cnpq.br/7743699562476490; https://lattes.cnpq.br/0709244060424947
The goal of this thesis is to understand how the field of support services for ex-offenders from the penitentiary is organized in São Paulo, focusing on (re)integration of these individuals in the formal job market. The starting point of this analysis is the performance of two non-profit organizations, targeting their methodology, driven by participant observation, and focusing on the comprehension of subjective aspects through the perspective of ex-offenders that have attended those programs. The initial intention to observe the levels of employment showed to be more complex, reaching a symbolic dimension guided by ideologies connected to the neoliberal thinking. The introjection of myths encompasses ideas of entrepreneurship, self accountability and motivacional thinking, acting in a dimension that modifies the perception that the ex-offenders has of itself. However, this symbolic transformation does not necessarily bring material change. The passage rituals promoted by these NGOs produce multiple identity triggers ranging from criminal to worker, showing the permeability between identities considered opposite. The perception of the ex-offenders about the NGOs is that, although they don´t get a formal job, there is a meaningful change in the image they have about themselves, which can lead to a switch in their behavior. Furthermore, the field of actors that integrate the big network of support services for ex-prisoners from the penitentiary in the city of São Paulo has been presented to be diverse and full of relationships between government and non-government entities. This research sought to analyze the performance of government entities, NGOs, private companies and investors, adding to a total of 12 actors who find themselves in a scenario with an abundance of neoliberal ideas and practices.
Sequência didática para estudar o comportamento da luz através de experimentos
(Universidade Federal de São Carlos, 2021-01-28) Fajardo, Gledson Gonçalves; López, Johnny Vilcarromero; https://lattes.cnpq.br/2842871947259606; https://lattes.cnpq.br/7449104217640487
Teaching concepts of physical optics to high school students, especially those related to the behavior of light, is not a simple task. The approach to these topics is scarce, and short class time during the week are the challenges encountered. The use of experiments in the classroom is a good tool to be used to approach these subjects, mainly in the 3rd year of high school, where the subjects of modern physics are also little explored. With the use of experiments, we have the students' motivation and engagement as an additional stimulus in the presentation of the studied subjects. The purpose of this work was to develop a didactic sequence for the study of the behavior of light with experiments, the contents covered involve concepts of optics and modern physics. Our goal is to offer high school teachers alternatives to stimulate their students through practical activities appropriate to each reality. Our methodology was guided by David Ausubel's theory of Significant Learning, in the sense that the student is stimulated with a potentially significant product. The product was applied to a 3rd year high school class at a state school in the interior of the state of São Paulo. The product was developed in stages: survey of previous knowledge about the behavior of light, conducting experiments on this theme and a final questionnaire on understanding the theme. The experiments involved topics such as refraction, diffraction, interference and the photoelectric effect, all of which allowed students to discuss the concepts of the wave and corpuscular behavior of light and build their knowledge about the contents covered, in the student's notebook of modern optics and physics. From the final questionnaire and the interaction in practical experimental activities during the sequence, it was possible to verify the students' motivation and interest in the subjects covered in each experiment. The product allowed the emergence of questions, raising hypotheses and debates about the observed phenomena associated with the behavior of light.