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A coordenação de curso de licenciatura em matemática: dimensões da função no contexto do IFSP
(Universidade Federal de São Carlos, 2023-12-12) Cruz, Paulo Henrique Correia Araújo da; Gama, Renata Prenstteter; https://lattes.cnpq.br/4153572041829838; https://orcid.org/0000-0001-6338-4345; https://lattes.cnpq.br/8597570292403317; https://orcid.org/0000-0003-2794-0708
Research developed in the Postgraduate Program, Doctorate in Education, at the Federal University of São Carlos, Sorocaba campus (UFSCar-So), addresses the role of Coordination of the Mathematics Teaching degree program in the context of the São Paulo Institute of Education, Science, and Technology (IFSP). It is based on the thesis that the Coordination of the Mathematics Teaching program at IFSP is based on three dimensions, namely, Teaching, Management, and Pedagogical, each with their respective specific knowledge related to the work and educational background of the teacher who holds the position. Given the general objective of identifying and understanding the specific knowledge required for the role, which constitute the structuring dimensions of the Coordination of the Mathematics Teaching program at IFSP, the specific objectives are: i) to understand the influences of the teacher's educational background on the exercise of the Coordination of the Course; ii) to identify and analyze the dimensions of the coordination exercise based on the specific knowledge present in the coordinators' reports. In a qualitative and interpretive approach, we collected data from institutional documents, questionnaires (asynchronous), and roundtable discussions (synchronous) with the coordinating professors who held the position between the years 2008-2021, at the thirteen campuses where the program is offered at IFSP. The questionnaire data were categorized, while the roundtable discussion data were organized into three thematic units, adapting the episodes method. After understanding the influences of the educational background and the establishment of specific knowledge, we initially concluded that there is a need for the teaching professional, in the exercise of the role, to reflect on this knowledge, with reference to the aforementioned three dimensions: Teaching, Management, and Pedagogical. Such interference and action on the exercise of the role and, consequently, on how the initial training of future mathematics teachers takes place reflects the recognition of an institutional commitment to the formation of this professional. In short, assuming the Coordination of a Mathematics Teaching degree program at IFSP implies articulating ideas and people, transforming the culture and climate of the program, exercising leadership in an academic community, based on democratic and participatory management, guiding the training of future mathematics teachers and their educators based on their teaching experience. The proposal of a theoretical model, concluding this work, and systematizing the Course Coordination through the triad of the mentioned dimensions, their respective specific knowledge, and their interrelationships with the professional's educational background, aims to support future discussions on normative instruments and the necessary conditions for the professional practice of this role in other programs/institutions, as well as the means and ways to measure the impact that each dimension has on the role, throughout its practice.
Satisfação Profissional das Equipes de Enfermagem atuantes na Sala de Vacina
(Universidade Federal de São Carlos, 2023-12-12) Lima, Janaína Ferreira de; Borges, Flávio Adriano; https://lattes.cnpq.br/2146448542549482; https://orcid.org/0000-0001-5941-4855; https://lattes.cnpq.br/5841591065656744; https://orcid.org/0000-0001-8132-2252
Professional satisfaction has been the subject of investigation and there are factors that influence professional satisfaction and dissatisfaction, associated with individual perceptions. Objective: To analyze the perceptions of health work that generate satisfaction and dissatisfaction in nursing teams working in vaccination rooms. Method: This is a qualitative and descriptive research. Data were collected from nursing teams working in vaccination rooms in eastern São Paulo during the months of March and April 2023. The information obtained was analyzed using descriptive statistics and content analysis, with the help of the IRAMUTEQ software. The project was approved by the Research Ethics Committee of the Federal University of São Carlos/UFSCar (CEP-UFSCar), under CAAE nº 65069722.5.0000.5504 and opinion nº 5.909.534. Results: 27 nursing professionals participated in this study, the majority of whom were female (92%), married (66%), with experience in the profession ranging from 6 months to 49 years. The experience in the vaccination room ranged from 2 months to 34 years. Two categories emerged from the Descending Hierarchical Classification (CHD): A and B, being: A) Aspects of Work Routines and B) Aspects of Satisfaction and Dissatisfaction at Work. Conclusion: It is possible to explore the aspects of work that generate professional satisfaction and reinforce them in order to remain positive factors. Likewise, it is possible to analyze the factors of dissatisfaction that need to be rethought and improved by management, adopting measures to carry out quality work.
Por que medicina e por que UFSCar: uma resposta - relato de experiência no curso de medicina da Universidade Federal de São Carlos
(Universidade Federal de São Carlos, 2023-12-12) Torcia, Valeska Cristina; Oliveira, Gustavo Nunes de; https://lattes.cnpq.br/7251529056542414; https://orcid.org/0000-0002-2148-2673; https://lattes.cnpq.br/3544934777821530; https://orcid.org/0009-0000-8715-1095
In this Final Course Work, we are invited to reflect on our experience as students throughout our medical education at the Federal University of São Carlos (UFSCar). The UFSCar Medicine program, aligned with National Curriculum Guidelines, emphasizes the formation of generalist, humanistic, and reflective physicians. Established in 2005 through a partnership between UFSCar and the Municipal Government of São Carlos, the program aims to expand the availability of medical residencies and allocate resources for infrastructure and faculty. My academic journey, initiated with a profound desire to contribute to healthcare, has been both enriching and challenging. Personal experiences, including navigating my father's illness, have strengthened my commitment to the profession. In this work, I underscore the significance of spirituality, psychological support, and adaptation to active teaching methodologies for a more fruitful and balanced experience over the six years of training. The program's alignment with Curriculum Guidelines is reflected in the six-year curriculum, placing a strong emphasis on practical experience from the outset. Participation in internships and complementary activities, such as extension projects, has facilitated exposure to diverse medical fields and professionals, contributing to my personal and professional growth. I highlight the Active Teaching Methodology, centered on students' active participation, as a distinctive feature. Overcoming challenges, the experience stands out for its integration of theory and practice, focus on competencies, and commitment to ethical and humanistic principles. In summary, the journey through UFSCar's Medicine program is characterized by an education aligned with the demands of the medical profession, showcasing continual learning and the resilience to overcome challenges.
Alfabetização Científica nos Anos Iniciais - um processo de aprendizagem
(Universidade Federal de São Carlos, 2023-12-12) Fonseca, Patrícia Garbosa de Mello; Santos Junior, João Batista dos; https://lattes.cnpq.br/5615071332323472; https://orcid.org/0000-0002-1952-2242; https://lattes.cnpq.br/2610638697485395; https://orcid.org/0009-0003-4527-8487
Between 2020 and 2022, public school students were prevented from attending classes as a measure to combat the Covid-19 pandemic. In this scenario, students in the early years of Elementary School failed to develop important skills both in terms of social interaction and issues related to learning. From the year 2022 onwards, schools resumed face-to-face activities and, in an atypical scenario, with children whose school routine was interrupted, teachers had to resort to adjustments to the curriculum and strategies that could favor the learning process with the aim of involving students and reduce the learning gap, due to the distance between the school and the students. Considering this moment experienced in schools, the objective of this research is to analyze the speeches of children in the 1st year of Elementary School, during the application of a didactic sequence that considers Scientific Literacy as a strategy to involve students in an investigation process. The teaching sequence classes were recorded and transcribed. And, in the transcriptions of the children's speeches, the presence of indicators and axes of Scientific Literacy were analyzed, according to Sasseron (2017). As a result, we conclude that there is evidence of Scientific Literacy indicators and axes in the children's statements, during the application of the didactic sequence. Likewise, we noticed evidence of student involvement, learning of concepts and procedures related to science content and greater student availability in the search for solutions to improve life in society. We conclude that, by providing Scientific Literacy opportunities in classes in the early years of elementary school, the teacher, depending on his or her mediation to maintain students' curiosity, has a strategy that facilitates learning about scientific concepts, capable of promoting among students a posture of seeking knowledge that could interfere in your decisions as a citizen.
Avaliação de doses de nitrogênio no desempenho agronômico em experimentos com cultivares comerciais de milho variedade e híbrido em duas condições ambientais
(Universidade Federal de São Carlos, 2023-12-12) Franciscatte, Walmir; Afférri, Flávio Sérgio; https://lattes.cnpq.br/4868650342029685; https://orcid.org/0000-0002-0819-4108; https://lattes.cnpq.br/1723962000518491; https://orcid.org/0009-0006-1642-1688
Corn is one of the most important cereals produced in the country and its productivity, both of the variety cultivar and the hybrid, are directly proportional to fertilization and water availability. Based on the importance of nitrogen in corn yield, the present work aimed to evaluate nitrogen rates of two commercial cultivars, one variety and the other hybrid, in two production environments, a center pivot irrigation environment with higher soil fertility and the other rainfed environment with lower fertility, close to around 400 meters, located at UFSCar campus Lagoa do Sino, Buri, SP. For this, four experiments were installed, each with a randomized block design, with five nitrogen doses (30, 60, 90, 120 and 150 kg of N ha-1), five replications and one cultivar, in such a way that one variety and one hybrid were tested in each environment, arranged in parallel, in a Red Latosol with clayey texture and flat to gently undulating relief. Due to the distribution of rainfall, it was not necessary to irrigate, and fertility was the differential between the environments. The following parameters were evaluated: ear mass with straw per plant, grain weight per plant, length and diameter of the ear (without straw). Sowing was carried out on November 21, 2022, in a no-tillage system, using 20:10:10 fertilizer at a dose of 300 kg ha-1, incorporated in a continuous fillet. The N rates were applied as topdressing, with the Urea fertilizer manually distributed in two rows, alternately, 23 days after sowing. Through the variations of the results analyzed, according to the low fit to the linear model in most of the attributes studied and, probably, due to the planting fertilization and distribution and intensity of rainfall, it was concluded that the different doses of nitrogen fertilization in topdressing provided little increase in productivity and its components.