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Padronização do teste de toxicidade com lentilhas d’água (Lemna minor) em solução hidropônica e sua aplicação na avaliação de um córrego urbano.
(Universidade Federal de São Carlos, 2021-05-07) Souza, Giulia Cristina Andreoli de; David, José Augusto de Oliveira; https://lattes.cnpq.br/1395716206085674; https://lattes.cnpq.br/4893110439548933
Ecotoxicological tests require, for validation, both the use of a reference substance as a positive and an inert substance as a negative control. Standardized substances are those that have previously completed studies on their toxicity and reactions to a given test organism. The present work was subdivided into two studies: the first aiming to standardize the use of the commercial hydroponic solution as a culture medium for tests with Lemna minor and later the solution was applied as a control group in the evaluation of an urban stream. The duckweeds were repeatedly exposed to the hydroponic solution, along with four dilutions of NaCl, and water from five different collection points of the Barnabé Stream, located in Indaiatuba, SP. The exposure of about 12 fronds per repetition occurred over a period of seven days in an incubator, with controlled temperature and a photoperiod of 12 hours of light and 12 hours of darkness. The evaluated parameters were the calculation of the growth rate of the number of fronds and the leaf area. After statistical analysis, it was obtained as a result that the growth in hydroponic solution was much higher than that of sodium chloride, demonstrating that the solution presents itself as a viable and suitable culture medium for studies with L. minor, as well as, the parameters of number of fronds and leaf area showed sensitivity similar to the solution. After application as a control in the stream toxicity test, it could be considered that the stream water showed signs of toxicity to the macrophyte, seen both in the mean values and in the presence of the phenomenon of chlorosis in the fronds. Statistically, one collection point was not significantly different from the other, but all had low growth rates compared to the control group of the solution. In addition, for the collection points, the leaf area parameter was the most sensitive compared to the number of fronds, showing lower values.
O tempo dos benefícios sociais: a experiência urbana dos Yuhupdeh em São Gabriel da Cachoeira (AM)
(Universidade Federal de São Carlos, 2021-05-07) Barbará, Michel Paes; Lolli, Pedro Augusto; https://lattes.cnpq.br/6114043331557199; https://lattes.cnpq.br/7077464105370061
This dissertation is an ethnography of the experiences of cash transfer programmes, social security and employment policies, among the Yuhupdeh, indigenous people from the Upper Rio Negro. The work analyses the demand of these groups for social benefits and job exploring the links with the contexts of socio-political relations – indigenous and non-indigenous – in the region. The first chapter deals with the presence of the Yuhupdeh in the urban context: installation in camps, strategies for maintaining families during the period, relations between groups, etc. The second chapter presents a retrospective of indigenous politics throughout the historical process up to its contemporary form, characterized by the promotion of indigenous citizenship.The third chapter discusses how money and commodities circulate in the internal logic of exchange and sharing among the Yuhupdeh people from the notion of “aid”, describing the moral and affective components of exchange relations. The fourth chapter describes and analyses the impact of social benefits and jobs on the debt economy of the regional “aviamento” system. Finally, the conclusion outlines a reflection on “civilization” from the differentiation between “time of the ancients” and “current time” in the contemporary experience of the Yuhupdeh with social benefits and jobs.
Ensino informatizado de leitura e escrita para alunos dos anos iniciais do ensino fundamental na abordagem da resposta à intervenção no contexto da pandemia do Covid-19
(Universidade Federal de São Carlos, 2021-05-07) Muto, Jéssica Harume Dias; Postalli, Lidia Maria Marson; https://lattes.cnpq.br/2748282330028870; https://lattes.cnpq.br/3822821764707104
The Multi-tier Intervention Response (RTI) model aims to intervene early with children who are at risk (or difficulty) in acquiring academic skills. Thus, the model presents a direction in relation to the service proposal to work on the students' needs, demonstrating a preventive model to reduce academic difficulties, specifically for reading and writing in this study. Considering the promising results found with the use of an individualized and computerized reading and writing program (Learning to Read and Write in Small Steps - ALEPP), the present study aimed to evaluate the effects of this program, combined with the RTI model, on students entering elementary school at a public regular education institution. Due to the circumstances of the suspension of classes due to the Covid-19 pandemic, this research was divided into two studies. Study 1 partially used ALEPP's Module 1, combined with the multi-tier model of Response to Intervention, as a preventive measure against difficulties related to reading and writing learning by students entering elementary school with face-to-face application. In this study, we sought to monitor the performance of students from two classes of the 1st school year in large-scale assessments of reading skills. A quasi-experimental design with non-random distribution of participants was used, involving direct manipulation and control of variables of interest. Initially, pre-test data were collected through government assessment (PMAlfa) and a functional assessment measure instrument (FAM) of academic areas answered by the professor. Based on the multi-tier service, participants from each of the two classes were selected to carry out the reading and writing teaching program (tier 2 and 3 of the RTI). At the end of the school year, the same assessments (PMAlfa and FAM) were applied in order to verify possible effects of the proposed intervention with students with difficulties in reading and writing. The results showed that nine out of twelve students showed an increase in performance in reading and writing, one participant showed an increase in reading performance, one participant showed no increase in performance in the skills assessed, and one participant did not perform a monitoring assessment of their learning. In general, the assessments used to evaluate and direct participants to the tieres showed that the screening of students with signs of difficulties in traditional classroom teaching processes corresponds to an alarm of the need for intervention beyond the usual procedures of classroom. The data suggest that the RTI model is favorable for referring students to group and/or individual interventions. Study 2 used ALEPP Modules 1 and 2 with online application, with four students selected through the multi-tier model in Study 1, in the face-to-face context before the Covid-19 pandemic. Data collection with one of the participants, diagnosed with ASD, had the participation of the mother. The results showed that children benefited from exposure to the teaching program during the suspension of in-person classes, proving to be a promising resource for individualized online care.
Os outros somos nós: cordel e elaboração de livro paradidático de química para pessoas com deficiência visual
(Universidade Federal de São Carlos, 2021-05-07) Santos, Michele Batista dos; Veraszto, Estéfano Vizconde; https://lattes.cnpq.br/6253673132956358; https://lattes.cnpq.br/5321390366616232
The increase in enrollment of people with disabilities in regular public schools has increased the demand for research in the area. In this context, this research used the three axes proposed by Gabriel Kaplún to elaborate a informational books for students with visual impairments. The conceptual, pedagogical and communicational axis. Finally, it should be noted that the objectives of this research were carried out. The general objective was to understand the teaching of chemistry for students with visual impairments and from that point on, a informational books was developed that brought something new and differentiated to the area, a sensory and first-person narrative that addresses radioactivity, content little explored by research with educational materials, and so it was possible to explore the potential of this material. Also carrying out the specific objectives, as an inclusive and easily informational book was created, which also leverages resources to help improve language and orality, using cordel literature in the pedagogical itinerary, and this same itinerary proposes methodologies for applying informational books. from the theoretical assumptions of the area. Thus, like referrals for new research, the actual application of this material remains to broaden the objectives and contribute even more to inclusive education.
O desenvolvimento de livros sensoriais como materiais de apoio para o ensino de habilidades matemáticas na educação infantil: uma perspectiva inclusiva considerando discentes com deficiência visual
(Universidade Federal de São Carlos, 2021-05-07) Francisco, Heleine Cristina Villas Bôas; Veraszto, Estéfano Vizconde; https://lattes.cnpq.br/6253673132956358; https://lattes.cnpq.br/1621769202689119
This work presents a study in the area of Mathematics Teaching, focusing on the teaching of mathematical skills to students of Early Childhood Education with visual impairment, in the perspective of Inclusive Education, due to the presence, increasingly expressive, of these students in nursery schools. . The aim of this study is to produce educational materials for teaching mathematical skills to children aged 0 to 5 years. To this end, the research had as its starting point a bibliographic survey to identify scientific works and publications produced in the area, presented in the last six years (2015-2020) in the Google Scholar databases and in the scientific event ENEMI-2019, aimed at the teaching of inclusive mathematics. Content Analysis, Bardin (2003), was used as a data analysis technique, using na exploratory and qualitative approach. The results of the research demonstrated that of the total of 69 works found focus edon teaching mathematics to students with visual impairments, 27 of them dealt with the use of didactic materials and methodological resources for teaching inclusive mathematics, and of these,only 3 publications dealt with, specifically from the sensorial book, demonstrating the scarcity of the elaboration and use of this material in the teaching of blind children. Base dont he theoretical frameworks found in the research: Ochoa (2015), Jacob (2017) and Moraes, Santos and Sales (2020), the assumptions found regarding the potential and limitations of the sensory book as a support tool for the teaching of students with disabilities visual, andt he BNCC (2017) precepts for the regulation of Early Childhood Education, the methodology for preparing the educational product was developed from the contributions of Káplun (2003), Ruiz (2007) and Leite (2019) and the making of oft he two volumes of sensory books for teaching mathematical skills to blind children in Early Childhood Education, in an inclusive perspective, with the second volume remaining for completion in future research, due to the difficulties encountered by the COVID-19 pandemic. The sensory books were planned and developed with the objective of complementing the didactic material of the teacher to assist classes with children with disabilities, however, the multi proposal sensorial explored in the material serves as a resource stimulated involve students in the classroom, since it explores all sense organs, facilitating learning. In this sense, the sensory book was developed and became an excellent inclusive tool in the classroom. Thus, this research aims contribute to the teaching and learning of blind and low vision children in the area of Mathematics, in addition encouraging inclusive pedagogical practices in the school context.
Trajetórias de sujeitos em situação de refúgio em relação às organizações humanitárias: possibilidades de acolhimento de sírios em São Paulo e Toronto
(Universidade Federal de São Carlos, 2021-05-07) Pucci, Fabio Martinez Serrano; Truzzi, Oswaldo Mário Serra; https://lattes.cnpq.br/5005536921435787; https://lattes.cnpq.br/0830221445294684
The objective of this dissertation is to relate Syrian refugees’ trajectories to the settlement infrastructure of humanitarian organizations – governmental, from the civil society and the Arab diaspora. I contend that the fragmentation and ambiguity of specific policies towards refugees in Brazil lead them to seek settlement in religious organizations linked to the Arabs. I also examine the extent to which Syrian newcomers established lasting social connections with the Arabs in Brazil. Finally, I carried out a comparative study case on Syrian refugees in Toronto, Canada, where there is a Private Sponsorship Program in which Canadian citizens and permanent residents voluntarily commit themselves to resettling refugees for one year. I adopted the following theoretical framework: Bourdieu (social capital), Glick-Schiller et al. (modes of incorporation at the individual level), Portes and Rumbaut (modes of incorporation at the organizational level), Brubaker and Cooper (identification), Simmel (religion and religiosity), Agier, Fassin and Barnett (humanitarianism). I adopted qualitative methods, which consist of interviews with Syrians in a refugee situation, Arabs and professionals who work in humanitarian organizations. The data analysis and codification are based on the constructive approach of Grounded Theory. The main finding is that Syrians in a refugee situation and the Arabs established fragile bonds. This is due to the weak levels of identification in both national origin and religious affiliation between the two groups. However, there are strong levels of both class and professional identification. Religious transnational networks facilitated the access of some subjects in a refugee situation to the settlement infrastructure of churches and mosques. Religiosity and social connections with sheikhs and priests were determinant in those trajectories. However, the better possibilities of settlement were found in the organizations not linked to the Arabs. Finally, some Syrians avoided obtaining help from humanitarian organizations, rejecting the “refugees” label and asserting their ability to make their own decisions.