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Compreensão emocional: uma proposta para educação física na educação infantil
(Universidade Federal de São Carlos, 2024-03-19) Alves, Leticia Cristina; Godoi Jacomassi, Daniela; https://lattes.cnpq.br/7699007812483790; https://orcid.org/0000-0002-7043-7529; https://lattes.cnpq.br/3269657277864891; https://orcid.org/0009-0002-0998-6454
Advancement in knowledge of emotional aspects has become a pedagogical demand in the post-social isolation context. However, the concern lies in treating the subject in a meaningful way, overcoming superficial practices. Understanding that Physical Education can prove to be a promising space to address the theme of emotions and that it considers the individual in all its complexity – covering motor, social, cognitive and emotional aspects –, it was proposed to develop a teaching unit that explored emotional understanding. The objective of the present study is to analyze the process of developing and implementing a teaching unit on emotional understanding in Physical Education classes for Kindergarten Education students. The research, of a qualitative nature, adopted the action research method, in which 15 classes were implemented based on the emotions of joy, fear, sadness, disgust, surprise and anger. 20 students regularly enrolled in Kindergarten Education participated in the study. The data collection instruments included a questionnaire administered individually before and after the implementation of the didactic unit; in addition to the class diary fed from the impressions of participation and recording of images; and records produced by students through oral speech and drawings. Data from class diaries, student records and questionnaires were organized and analyzed qualitatively, through content analysis. The results demonstrate that the didactic unit, through observation, imitation and naming of expressive cues, together with reflection on the events or situations in each story and/or game that resulted in each emotion addressed, brought beneficial aspects to the progression of emotional understanding of students, especially in the recognition and external cause components. As an educational product, an authorial book was organized, containing part of the didactic unit applied in the study, in addition to organizing one book per student, with their individual productions forming an emotional book.
Seleção de parceria e processo de governança da colaboração na inovação aberta sustentável: um estudo em projetos de P&D em parceria com o mercado para a descarbonização da agropecuária
(Universidade Federal de São Carlos, 2024-03-19) Fragalle, Cristiane Vieira Peres; Delai, Ivete; https://lattes.cnpq.br/7054145506480670; https://orcid.org/0000-0001-6367-0181; https://lattes.cnpq.br/3168180759905406
One of the challenges for Brazil and the world in the coming decades is the decarbonization of agriculture. The topic is at the frontier of scientific knowledge and depends on several actors to reach a solution. Brazil established public policy to meet the goals negotiated at COP 21 through the Low Carbon Agriculture Plan (Plan ABC+), which aims to reduce carbon emissions from the agricultural sector by 1.1 billion tons by 2030. By encouraging adoption of more sustainable agricultural and livestock practices, the plan encourages the search for innovative solutions and technologies that can contribute to reducing GHG emissions, increasing agricultural productivity and conserving natural resources, simultaneously. Embrapa, a Science, Technology and Innovation (ICT) institution, contributes to achieving the goals of the ABC+ Plan through its research into climate change. It has faced an increase in demand for partnerships for decarbonization in open innovation projects in a context where organizations have sought to adapt to new business models that meet sustainability. Academic literature points out that innovations involving sustainability can bring new challenges to the selection of partners and to the governance process of collaboration in these partnerships, since the actions are long-term, seek to generate new knowledge, there is interdependence of different actors and its objective goes beyond the economic dimension. It is a topic still under development, with few existing studies on collaboration when it takes place between organizations, something seen by authors as a “black box” of the collaboration process to generate innovation. This type of process is also new for Embrapa and previous interviews with managers of these projects pointed to the differences in this type of project and the need to better understand the collaboration selection and governance processes. The latent processes and criteria that take place in projects can help Embrapa improve the collaboration process with its R&D partners. Given this context, this research aimed to map and propose a practice guide for partner selection processes and collaboration governance in R&D projects in a sustainable open innovation model with the market and its critical success factors. To this end, five case studies were carried out on Embrapa R&D projects focusing on decarbonization. As a result, activities in the partner selection and governance stages of the collaboration process that Embrapa projects have and the gaps when compared to the theoretical model were identified. Processes and criteria were identified at the micro level of analysis, and critical success factors were identified. As a technological product, this study developed a Guide to practices for partner selection and collaboration governance processes. In doing so, it responds to both the academic and practical gaps highlighted above.
Qualidade de vida no teletrabalho: um estudo de caso em uma instituição federal de ensino superior sob a perspectiva da ergonomia
(Universidade Federal de São Carlos, 2024-03-19) Andrade, Rodrigo Carvalho; Tonin, Luiz Antonio; https://lattes.cnpq.br/1835542837415565; https://lattes.cnpq.br/2903706573259495
This study investigated the impact of teleworking on the Quality of Life at Work of Technical-Administrative Staff in Education at a Federal Higher Education Institution, from the perspective of Activity Ergonomics. Using mainly the Telework Quality of Life Scale, developed and validated by Andrade (2020), five factors were analyzed: self-management in telework, work context, work infrastructure, technological structure and work overload. The results indicated a predominance of well-being in the self-management, infrastructure and technological structure factors, but moderate malaise in the work overload factor. The survey involved 45 (forty-five) civil servants from 8 (eight) sectors who were teleworking - made possible by the Management and Performance Program - combining quantitative and qualitative analyses. Perceptions were consistent regardless of sociodemographic variables. Managers and civil servants highlighted benefits such as autonomy and flexibility, but also challenges such as work overload, institutional misunderstanding and concerns about professional advancement. Attention to the issues raised is recommended in order to mitigate negative impacts and promote a healthy and balanced working environment for teleworkers. Limitations include the researcher's proximity to the institution and the fact that the Management and Performance Program was in the Pilot Project phase during data collection. Longitudinal and sectoral investigations are suggested to better understand the evolution and adaptation of civil servants to teleworking in the institution.
A criação de podcasts em uma unidade didática de práticas corporais de aventura: possibilidades e desafios na educação física
(Universidade Federal de São Carlos, 2024-03-19) Martins, Herivelto; Ramos, Glauco Nunes Souto; https://lattes.cnpq.br/0134679842280022; https://orcid.org/0000-0003-2644-2838; https://lattes.cnpq.br/0713298186170311; https://orcid.org/0009-0007-0802-0478
It is common to hold only the student and the teacher responsible for their interest in participating in classes at school. However, authors indicate that there are broader factors that affect “school success/failure” and, consequently, lack of interest in classes, such as school structure and management. A factor that many attribute to lack of interest is the choice of strategies adopted by teachers and studies that contribute to new teaching proposals being applied in the school context, including those involving the use of Digital Information and Communication Technologies. In this sense, the use of educational podcasts (audio or video files available on the internet) can spark greater interest in learning school content. Thus, the objective of the present study was to develop and analyze the process of production podcasts in Physical Education classes in the 8th year middle school class, in a teaching unit on Adventure Body Practices. To this end, qualitative research was carried out involving 14 students in the 8th year of middle school at a public educational institution belonging to the municipal education network in the interior of the state of São Paulo. Data collection was carried out through 15 class diaries produced by the researcher, who is also the class's Physical Education teacher, as well as semi-structured interviews with 11 students. Data analysis involves three steps: ordering the data (mapping), classification (through exhaustive readings and creation of analysis categories) and final analysis (articulation of the data with the theoretical framework and the collected data). The pre-categories emerged with the approximation of semantic procedure and we arrived at the final categories: a) School day-to-day, which described the difficulties encountered during the research that generated improvisations in the execution of classes; b) Challenges and possibilities in teaching Physical Education at school, which brought the potential that teachers can achieve despite the problems that have occurred and, c) Adventure Body Practices/Podcast, in which we explain how innovative content can increase students' interest students for Physical Education classes. The main expectation of the study, with the use of podcasts as a teaching strategy in Physical Education classes, was achieved, as the majority of students were mobilized and began to participate more in classes.
Fragmentos da educação indígena mẽhĩ (krahô): tecendo a vida cotidianamente
(Universidade Federal de São Carlos, 2024-03-19) Melo, Felipe Kometani; Cohn, Clarice; https://lattes.cnpq.br/1714080901123094; https://lattes.cnpq.br/5697775991300273
This dissertation seeks to present fragments, written and visual, about Mẽhĩ (Krahô) Indigenous Education. Through my ethnographic experience, built over the ten years I lived among the mẽhĩ, i propose to narrate a learning trajectory, where both, the local regimes of production and circulation of knowledge and their (cosmo)politics of care and attention, as well as the “external” policies for indigenous people, including school education, audiovisual and socio-environmental strengthening projects carried out with indigenous associations. The concept of "indigenous education" is thought in this work as practices (pedagogies, strategies and policies) that, in addition to being the basis of mẽhĩ learning processes, open up perspectives for thinking about other ways of being, thinking and feeling the world. In this sense, based on the interest in the “ordinary” practices of community experience, my narrative aims to share everyday encounters and affections, creating conditions for us to be crossed and transformed, bringing correspondences and reactivating, even if in a smaller way, something that has been each increasingly devalued by dominant rationality, sometimes rendered incommunicable: the lived experience.
Percepções das práticas colaborativas entre professores do ensino comum e de Educação Especial em escolas de Educação Infantil
(Universidade Federal de São Carlos, 2024-03-19) Bueno, Adriana Correa; Vilaronga, Carla Ariela Rios; https://lattes.cnpq.br/6536774151778096; https://orcid.org/0000-0001-6050-2369; https://lattes.cnpq.br/9947095179174886; https://orcid.org/0000-0003-0275-0350
Early Childhood Education schools are environments that provide learning and development for all students, with and without disabilities. Thinking about their spaces, times, pedagogical resources and ensuring collaboration between professionals involved in the learning process, who work in these environments, especially with children who are the target audience for special education, is the theme of this research. How have teachers implemented their practices with target children for Special Education in Stage I of Early Childhood Education? Considering the official guidelines and the importance of collaboration in the educacional context, is it feasible to carry out collaborative practices between regular education and Special Education teachers in Early Childhood Education schools- Stage I? This study aims to analyze, together with regular education and Special Education teachers who work in Early Childhood Education - Stage I (from 0 to 3 years old), the perception regarding the collaborative practices developed and how they are constituted among these professionals. It is research based on the qualitative approach and assumptions of collaborative research. The research was developed in a municipality in the interior of São Paulo and in the first stage, a questionnaire was applied to 38 teachers (common education and Special Education teachers), who worked in public Early Childhood Education schools - Stage I, with children between 0 and 3 years of age, with the aim of obtaining a characterization of the structure relating to the organization of AEE and the dynamics between them in regular education, identifying concepts, challenges and practices present in everyday school life; and in a second moment, 14 teachers were selected to carry out 6 reflective sessions, in which participants had the chance to reflect and reorganize their practices, in order to enhance it. In this age group, the practices identified that require greater collaboration include assistance in referring students for evaluation in the health area and behavioral issues that hinder the effective participation of some students. The results obtained in the research highlighted the lack of standardization with regard to the duration, format and structure of Specialized Educational Assistance aimed at children Targeted by Special Education in Early Childhood Education - Stage I schools (from 0 to 3 years old). Additionally, it was found that there is no educational policy, or legislation, that consistently endorses the existing guidelines on AEE in Early Childhood Education schools - Stage I. We highlight that there is an attempt to implement collaborative practices between these teachers and the school team, as a whole, although, timidly, the culture of collaboration is beginning to manifest itself in these schools. However, for these practices to develop effectively, a change in the conceptions and practices of all professionals involved is imperative, and such a transition encounters significant obstacles in various aspects of daily school life, such as resistance from both types of teachers, lack of of time, lack of resources and AEE teachers in all schools, among many others. It is concluded that it is essential to reorganize the educational environment with the aim of promoting practices among educators and making proposals for continued training on how to work collaboratively in this age group, thus strengthening school inclusion.