Navegando por Data de Publicação, começando com "2024-08-22"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 8 de 8

Concepções de matemática e a motivação para aprender de estudantes com alta e extrema ansiedade matemática durante a pandemia de covid
(Universidade Federal de São Carlos, 2024-08-22) Oliveira, Laôr Fernandes de; Silva, Janaina Michele de Oliveira; https://lattes.cnpq.br/5479838101146249; https://lattes.cnpq.br/8194005344500135; https://orcid.org/0000-0003-1108-1152
O período pandêmico vivenciado pelo mundo entre 2020 e 2023 desencadeou ou agravou diversas dificuldades relacionadas ao contexto escolar. Esta pesquisa tem como objetivo verificar as concepções sobre a matemática e a motivação para aprender esse componente curricular no âmbito escolar, a partir de relatos de estudantes do 5º e 9º anos de Ensino Fundamental e do 3º ano do Ensino Médio que apresentaram alta e extrema Ansiedade Matemática (AM) em dois momentos. Notou-se que na visão dos alunos entrevistados a matemática é vista como um ensino essencial para a vida, entretanto, o ambiente, assim como os educadores e ferramentas de ensino-aprendizagem também o são. Assim, entende-se crucial para o desenvolvimento intelectual e acadêmico dos alunos, motivá-los, a fim de diminuir a ansiedade e com isso promover um ambiente de aprendizagem positivo, juntamente com os professores, via adaptação de métodos de ensino e estratégias de aprendizagem.
Alfabetização científica nos anos iniciais do ensino fundamental: um estudo à luz da aprendizagem dialógica e da matriz freiriana sobre percepções descritas por docentes
(Universidade Federal de São Carlos, 2024-08-22) Crnkovic, Paula Cristina Garcia Manoel; Marigo, Adriana Fernandes Coimbra; https://lattes.cnpq.br/4014738511373573; https://orcid.org/0000-0002-8784-3478; https://lattes.cnpq.br/0881157380832695
This study presents an analysis of three publications in which the authors are teacher-researchers who developed, applied and evaluated pedagogical practices in Science Teaching through investigation aiming at scientific literacy in the early years of Elementary School. We seek to identify in the reports present in these publications the teaching-learning process within a perspective that has dialogical learning and the freirian matrix as its theoretical foundations. The question that guided the study: "How do Science teachers in the Initial Years of Elementary School understand the acquisition of scientific literacy both from their pedagogical practices based on teaching through inquiry and from the transformations they observed in their students?" also outlined its objectives, the literature review to theoretically support the field of Science Education and the methodological procedure. Due to the characteristics of qualitative research, Bardin's content analysis technique was adopted to collect and analyze the data. To identify patterns in these contents, nine codes were assigned and subsequently distributed into two categories: 1. transformations that teachers observe in children and 2. Transformative pedagogical practices. Within the first category, dialogicity emerged as fundamental followed by argumentative skills; the acquisition of these capabilities was analyzed as part of the transformations observed in students that not only allow them to express and articulate their ideas, but also make them more active. As for the second category, the contextualization of scientific concepts was the one that stood out most among the reports, as teacher-researchers understand that it is a way of articulating students' knowledge in promoting scientific literacy. Problematizing pedagogical practices were also seen as transformative because they are operationalized through dialogue and encouragement of curiosity. Teachers understand that research-based teaching integrating interdisciplinarity and the STS/STSE approach are promoters of scientific literacy and, as they include issues such as dialogicity, contextualization, problematization, collectivity, we infer that they bring similarities with the theories of dialogical learning and the freirean matrix. The study reinforces the importance of practices based on intentions structured in pedagogical knowledge with a view to a liberating, critical, reflective education aiming to promote more effective and meaningful scientific literacy from the first school years.
Sequência espectral persistente de Leray e propriedades de separação para variedades generalizadas
(Universidade Federal de São Carlos, 2024-08-22) Vellozo, Telmo Irineo Acosta; Santos, Edivaldo Lopes dos; https://lattes.cnpq.br/2167472456497730; https://lattes.cnpq.br/5686014117835102
In this thesis we work on two different topics. On the one hand, we manage to construct a spectral sequence that calculates the persistent cohomology of a space from the persistent cohomology in each open and its interceptions of a covering that is the pre-image by a function of a covering of a known space. On the other hand, we achieved separation results by codimension-1 maps to generalized manifold. More specifically, we proved results that allow us to estimate the number of related components of the image complement of the map.
Singular perturbation of a saddle-node boundary equilibrium
(Universidade Federal de São Carlos, 2024-08-22) Cunha, Jackson Luiz Orione Rafael; Carvalho, Tiago de; https://lattes.cnpq.br/3779225124392648; https://lattes.cnpq.br/0606660997687745
In this work, we analyze piecewise smooth planar vector fields defined in two regions, where the switching manifold is a curve passing through the origin. In one of these regions, a smooth vector field acts with a saddle-node equilibrium at the origin, while in the other, the vector field is transversal to the switching manifold. It is well known that this piecewise smooth vector field has codimension two in the set of all piecewise smooth vector fields, and a singular perturbation in this scenario is new in the literature. Also, since the equilibrium considered is over the switching manifold, it will be called a boundary equilibrium. We regularized the piecewise smooth vector field using the method known as Sotomayor-Teixeira. After this step, we adopt a singular perturbation approach. In this process, we identify a non-normally hyperbolic equilibrium point. For a complete understanding of the dynamics around this point, we apply a sequence of transformations to it, known as “blow-ups”.
Gênero e comunicação interna: o caso das gestoras em uma Instituição Federal de Ensino Superior
(Universidade Federal de São Carlos, 2024-08-22) Góis, Mariana; Carvalho, Angela Maria Carneiro de; https://lattes.cnpq.br/3860073481051842; https://orcid.org/0000-0002-0117-4518; https://lattes.cnpq.br/4548551471662578; https://orcid.org/0009-0009-6268-3787
This research aimed to identify the difficulties perceived by women in management positions at the Federal University of São Carlos (UFSCar) in internal communication processes, as well as to analyze the relationship between gender and these difficulties in both formal and informal communicative processes. The research utilized both qualitative and quantitative approaches. The qualitative approach focused primarily on the opinions of women in leadership positions regarding their perceptions of communication processes in their work environments. The quantitative approach considered data related to the occupation of leadership positions at UFSCar and the profiles of the research participants. The collected data were subjected to Content Analysis techniques. It was noted that the opinions varied among the research participants, indicating that their experiences and perspectives are relative, which may be associated with their individual habitus and the habitus of the organizational units in which they work. Although there are differences in participants' opinions, gender was identified as a factor that sometimes influences communication processes, leading the female managers to adopt strategies to minimize these interferences. Therefore, the analysis of gender issues in UFSCar's management reveals a complex intersection between communication, symbolic power, symbolic violence, and male domination. The information collected by the research highlights how gender stereotypes and power dynamics can shape the experiences of women in leadership positions at the university.
A química de fluxo contínuo e fotoquímica para a síntese de fármacos
(Universidade Federal de São Carlos, 2024-08-22) Bernardes, Ana Claudia Bergler; Corrêa, Arlene Gonçalves; https://lattes.cnpq.br/7425467156776144; https://orcid.org/0000-0003-4247-2228; https://lattes.cnpq.br/2715110490334161
Drugs are essential for healthcare, and active pharmaceutical ingredients (APIs) are the substances that provide the desired therapeutic effects. The safe, efficient, and robust synthesis of APIs is crucial for the adequate supply of medicines and the developing of new drugs. In this context, synthetic methods to obtain APIs are necessary and require the use of new technologies, such as the combination of photochemistry with continuous flow. Photochemistry uses light to provide energy to molecules, generating transformations that lead to the creation of new compounds. Continuous flow offers greater mass and heat transfer, enhanced safety, reaction efficiency, reduced waste, scalability, and better reproducibility than traditional batch processes. Therefore, in this work, a literature review of the main fundamentals of photochemistry and continuous flow was conducted, followed by the applications of these combined tools for the synthesis of APIs.
A relação família-escola na educação infantil: a centralidade do diálogo
(Universidade Federal de São Carlos, 2024-08-22) Gonzalez, Camila de Fátima; Silva, Alexandre Rodrigo Nishiwaki da; https://lattes.cnpq.br/8697942957516547; https://orcid.org/0000-0003-4431-0062; https://lattes.cnpq.br/7283324913182975
This study is the result of research that was conducted during a master's degree course associated with the Professional Postgraduate Program in Education (PPGPE) at the Federal University of São Carlos (UFSCar). The guiding question that outlined the work was: “What elements enhance the family-school relationship and what elements hinder it?”. Our objectives were to identify which elements are favorable and which are exclusionary in the family-school relationship, as well as to understand which dialogic actions are necessary to build a partnership between the two instances. To this end, the study was conducted in a Municipal Early Childhood Education Center located in a city in the interior of São Paulo, with both the children's families and the group of teachers who work in the unit as participants. To this aim, we first carried out a literature review focused on the topic. The research was conducted in two separate stages: first, we sent out virtual forms and then we held communicative discussion groups. Both instruments were applied both to the families of the children enrolled at the school and to the teachers. Data was collected and analyzed using the Communicative Methodology, which is in agreement with Dialogic Learning, the theory on which this study is based, since according to it, it is through interactions, intersubjectivity and dialogue that actions are created that favor learning and transformation. The results of this study indicated two points that need to be expanded and brought up for reflection: the importance of parent-teacher meetings and the quality of communication between the school and families. Based on the results, we understand that both families and teachers consider the school-family relationship to be fundamental and that in order for it to happen, some changes are needed so that families and the school become partners, with dialog as the path.
Processos educativos nas práticas do brincar em uma casa de acolhimento
(Universidade Federal de São Carlos, 2024-08-22) Portella, Camila de Carvalho Cordeiro; Souza Júnior, Osmar Moreira de; https://lattes.cnpq.br/9176123942671062; https://orcid.org/0000-0002-2915-5634; https://lattes.cnpq.br/1490848131543326; https://orcid.org/0009-0003-5445-3478
In this master's research, we aimed to identify and understand the educative processes resulting from the social practice of children playing in a shelter in a city in the interior of São Paulo. This is a qualitative research, whose the data production was carried out based on participant observation, with mapping of routines and games, as well as holding a conversation circle, with records being made in a field diary. We held 21 meetings, which mainly included moments with children. For data analysis, we performed category coding. The results point to the analytical categories: playing to be more; oppressive relationships; affections shared, demanded, and denied; and role-play. Playing proved to be a social practice, from which various educative processes took place, such as collaboration, responsibility for household chores, dialogue, care for others, elaboration of conflicts, education of longing, acceptance, trust, affection, struggle for equality and rights, coexistence, amorousness, hope, respect, companionship and unity in diversity, proving to be a humanizing, liberating, dialogic activity that allows children to exercise themselves in being more, in being who they want to be, in going beyond dehumanizing situations and oppressors that marked their stories.