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A variação linguística em dois livros didáticos de língua inglesa e uma proposta de sequência didática sobre o tema
(Universidade Federal de São Carlos, 2024-08-26) Caixeta, Paulo César Araújo; Biazolli, Caroline Carnielli; https://lattes.cnpq.br/7908630593356660; https://lattes.cnpq.br/2210213054550226
The present dissertation aims to: (a) analyze how linguistic variation is addressed in two English language textbooks widely adopted by a large number of technical schools in the state of São Paulo; (b) establish qualitative comparisons between the works based on an investigative framework; and (c) propose a didactic sequence on the subject, with the expectation that this topic may be further explored and, thereby, receive due attention from both English teachers and high school students. Drawing from the teacher-researcher's extensive experience of approximately twenty years teaching English to high school students, the premise is that linguistic variation is a topic that is often underexplored in educational materials and frequently relegated to peripheral discussions in the classroom. To achieve these objectives, the theoretical foundation is based on the pedagogy of linguistic variation (Bagno, 2007, 2017, 2020; Bortoni-Ricardo, 2005, 2009; Faraco, 2007, 2020, 2022), in the use of the didactic sequence model proposed by Dolz, Noverraz, and Schneuwly (2004) and in the research by Cristovão (2009) and Cristovão et al. (2010). Bloom's Taxonomy (Bloom et al., 1956) is also considered in the development of the sequence. Regarding methodology, this study is a qualitative research termed document analysis (Lüdke & André, 2020), based on the framework proposed by Bagno (2007a) for the analysis of linguistic variation in Portuguese textbooks, with some adaptations for English language teaching. Although the textbooks analyzed are valuable pedagogical resources, neither addresses linguistic variation in depth, failing to fully meet important requirements - proposed by Bagno (2007a) - as shown by the results of the adapted framework applied in this study. As a technical-technological product, a didactic sequence is presented, aiming to implement new practices for the study of this theme in the future. It is hoped, therefore, to contribute to the expansion and deepening of the study of linguistic variation in English language textbooks for high school students, as well as to promote greater reflection among English teachers on a topic that is so relevant, yet often relegated to brief and superficial discussions and simplified analyses in English language textbooks.
A prática dos professores de música das escolas municipais de São Carlos/SP: uma análise sobre a utilização de uma proposta curricular
(Universidade Federal de São Carlos, 2024-08-26) Abramovic, Bruno; Galizia, Fernando Stanzione; https://lattes.cnpq.br/4007795540173093; https://orcid.org/0000-0002-9597-0733; https://lattes.cnpq.br/5778820935942713; https://orcid.org/0000-0002-4157-3783
This study, based on a qualitative paradigm, is an exploratory investigation that aims to examine how the curricular proposal by Machado et al. (2022) has been utilized by music teachers in the early years of elementary education in the municipal schools of São Carlos/SP. Specifically, the research seeks to analyze the knowledge objects and musical language skills that teachers consider important to develop, as well as those they are able to develop, and to identify the methodological principles of music education that teachers regard as relevant in their pedagogical practice. This research employs semi-structured interviews as the data collection instrument and content analysis as the tool for categorizing and analyzing the data, following the conceptual framework proposed by Gomes (1994) and Sacristán (2013, 2017), with a theoretical reference within the framework of curriculum as a process and praxis, specifically focusing on the points referred to as “curriculum interpreted by teachers and materials” and “Curriculum Modeled by Teachers.” Seven interviews were conducted with seven permanent teachers in the municipal education system of São Carlos/SP. The interviews were transcribed, and sensitive data that could identify the research participants were omitted; each interviewed subject was assigned a female pseudonym, regardless of their gender or gender identity. All participants in this research are part of the group of educators responsible for teaching music in the municipal schools of São Carlos/SP. The research results revealed different attitudes towards the use of Machado et al.'s (2022) curricular proposal, showing varying degrees of depth across different teaching-learning contexts. Among the seven teachers, four use the curricular proposal sporadically, one employs it systematically in their planning, and two do not use it regularly. It was also found that, to some extent, all the teachers, whether consciously or unconsciously, address aspects of the curricular proposal with an emphasis on knowledge objects and skills related to the Elements of Music Language and show varying concentrations in other areas of Machado et al.'s (2022) curricular proposal. Additionally, the teachers’ statements revealed methodological principles of a political nature, viewing music as a tool for occupying various school spaces, and recognizing access to music education as a student right. Furthermore, the research identified a significant degree of curricular modeling in the teachers' practice and a minimal presence of regulatory power exerted by the curriculum.
Contribuições dos acordos de parceria e contratos de prestação de serviços do IFSP para a inovação
(Universidade Federal de São Carlos, 2024-08-26) Lima, Douglas Arcanjo de; Rigolin, Camila Carneiro Dias; https://lattes.cnpq.br/2388584081961836; https://orcid.org/0000-0002-9400-2837; https://lattes.cnpq.br/2538846551625710; https://orcid.org/0009-0000-9961-742X
The research investigates how the actions of the Federal Institute of São Paulo (IFSP) in innovation, carried out through partnership agreements and service provision contracts, contribute to socioeconomic and technological development, in alignment with the principles and challenges of the 2030 Agenda. The objective is to identify the elements present in the instruments signed by the IFSP innovation agency between 2018 and 2022, evaluating their role in strengthening the National System of Science, Technology and Innovation. Based on the Triple Helix theory, the research adopts a mixed methodological approach: the quantitative analysis was based on documentary data extracted from official publications, while the qualitative analysis involved interviews with four research coordinators and a representative of the innovation agency. The results indicated that most of the agreements and contracts were concentrated in the areas of Engineering and Information and Communication Technology, reflecting the institutional vocation and market demands. A predominance at the local and regional levels was observed, with most of the initiatives concentrated within the same intermediate region. Regarding the Sustainable Development Goals (SDGs), the instruments analyzed showed greater adherence to the economic pillar, with gaps in the social and environmental pillars. As a practical contribution, the study develops a checklist to assess the alignment of initiatives with the SDGs, offering an objective and subjective analysis tool. It is concluded that the IFSP plays a relevant role in promoting innovation, but faces challenges in diversifying areas of activity, in gender equity and in expanding initiatives aimed at the social and environmental pillars of the 2030 Agenda
Reciclagem de polímeros para contato com alimento e o uso de sistemas de leito fluidizado na etapa de descontaminação
(Universidade Federal de São Carlos, 2024-08-26) Bonatti, Sophia Helena Felisbino; Paiva, Robert; https://lattes.cnpq.br/8013257464586377; Cruz, Sandra Andrea; https://lattes.cnpq.br/9632409046763256; https://lattes.cnpq.br/1048352512274576
Polymer recycling represents an important approach to the maintenance of environmental, energetic and economic health of the planet, with the key parts of sustainable solutions development being the valorization of recycled resins and the feasibility of their use in rigorous applications. Nowadays, many recycling processes are well-established, including the ones that aim for demanding applications such as food contact materials, with special focus on PET-PCR resins (i.e., post-consumer recycled PET). However, post-consume resins from other natures are also widely available, such as PP, PE and PS, and they must be directed to recycling to stimulate circularity and sustainability, as well as they should not be detached from food contact materials application. Hence, the challenges associated with the decontamination and the mechanical recycling of these resins must be approached more deeply and more suitable process must be developed, aiming to obtain PCR (post-consumer recycled) resins whose properties are equivalent to those of virgin resins and that are sufficiently decontaminated to not offer risks during their use. Fluidized bed systems, which are already well-established in the industry, offer interesting advantages and can assist in the chemical decontamination step, mainly for favoring diffusion processes.
A Base Nacional Comum Curricular, educação infantil e educação especial: uma perspectiva sobre a diferença das crianças.
(Universidade Federal de São Carlos, 2024-08-26) Silva, Déborah Maciel Vieira Cruz; Mendes, Enicéia Gonçalves; https://lattes.cnpq.br/3897627554738983; https://orcid.org/0000-0003-3673-0681; https://lattes.cnpq.br/0931662812572642; https://orcid.org/0000-0001-8116-7491
In 2017 the consolidation of the National Common Curricular Base (NCCB) as a standard established guidelines for minimum content, in order to ensure that Basic Education, consisting of Early Childhood Education, Elementary Education and High School, directed in a unified manner to meet the national curricular objectives. In this scenario, curricular planning must be adapted according to the cultural, regional, institutional, group and individual characteristics of each location. Considering the Early Childhood Education stage (NCCB-ECE), we sought to analyze whether the description of the learning objectives favors the flexibility of the curriculum to serve students from the Special Education population. Do the behavioral representations defined by the learning and development objectives contemplate different student profiles and the multiple possibilities of performance? How can we contemplate the specific educational needs of some students? The main objective of this study was to develop a flexible use proposal for BNCC-EI to ensure curriculum access, participation, and learning for children within Special Education in regular schools. However, what should be done when universal proposals and naturalistic experiences are insufficient to meet the specific learning needs of some students? The specific objectives of this study were: to analyze how BNCC-EI addresses the specificities of Special Education students; to illustrate how to apply the principles of Universal Design for Learning (UDL) in the learning objectives of BNCC-EI as a means to respond to student diversity; and to propose an operational definition of BNCC-EI learning objectives in relation to the corresponding fields of experience when the systematization of teaching is necessary to accommodate children not adequately served by the universalist approach of UDL. This was a bibliographic and documentary study, and the results include analyses related to curriculum flexibility possibilities; an illustration of applying UDL principles through three lesson plans based on BNCC-EI learning and development objectives; a constitutive analysis of the fields of experience; and proposals for operationalizing objectives when necessary. This study seeks to contribute to Early Childhood Education by offering educators pathways to respond to young children with specific learning needs in inclusive daycare centers and preschools.
“Não existe feminista cristã”: um olhar sobre a perpetuação do discurso patriarcal pelo pastorado feminino pentecostal em ambiente virtual
(Universidade Federal de São Carlos, 2024-08-26) Antonio, Isabela Machado; Souza, André Ricardo de; https://lattes.cnpq.br/7016915324466152; https://orcid.org/0000-0001-5224-3117; https://lattes.cnpq.br/5993069681146502
This study aimed to analyze the sermons delivered by female pastors in virtual environments, with a particular focus on the YouTube platform, in order to understand the complex relationship between religion and gender. The research explored female pastorship as a phenomenon that can both challenge and reinforce the existing patriarchal structure, often reproducing sexist narratives in their preaching. A qualitative approach and digital ethnography were employed to achieve a sociological understanding of the phenomenon. The findings revealed that, despite the increasing number of female pastors, their sermons frequently perpetuate gender stereotypes and reinforce patriarchal structures. The examination of the intersection between religion and feminism highlights the need for critical reflection on women's roles in religious contexts and their broader societal impact. This study contributes to the field of the sociology of religion by addressing these complex issues, suggesting the potential for significant progress toward a more inclusive and equitable society.
A docência compartilhada: um olhar para a ação de professores dos anos iniciais do ensino fundamental e sua relação com o trabalho coletivo
(Universidade Federal de São Carlos, 2024-08-26) Mazer, Inês Maria Silva Barros; Tedeschi, Wania; https://lattes.cnpq.br/5743322664981581; https://orcid.org/0000-0001-7188-3574; https://lattes.cnpq.br/7667044099178453; https://orcid.org/0009-0002-7154-1974
The present work was inspired by the Historical-Cultural theory and its general objective is to understand how the development of Shared Teaching occurs in the "Todos Juntos" Project and its relationship with Collective Work. To this end, the main question of this research is: "how can the development of pedagogical actions in Shared Teaching be related to Collective Work?". As specific objectives, we seek to identify the constituent characteristics of Shared Teaching and compare them with the elements of Collective Work. The object of study, therefore, is collective work in shared teaching. According to Hochnadel and Conte (2019), Shared Teaching consists of a shared action between two teachers in the classroom. Collective Work, for Makarenko (1977), occurs through the development of coordinated and organized actions with responsibility for the common benefit. In this sense, the collective is understood as a living organism of a society. In addition to these concepts, "dialogue" in this research is understood as in the Freirean perspective, as the force that drives critical and problematizing thinking, together with what Bohm (2005) establishes about the purpose of dialogue in going through the thought process to change the way it happens collectively. In relation to the instrument for constructing information, the Focus Group technique was used as a vehicle that provided opportunities for discussions relevant to the subjects studied here. This technique, in qualitative research, allowed group analysis, considering the group of participants, making it possible to obtain information on the proposed topic. The results of this research show that there are movements in the development of pedagogical actions in Shared Teaching that can lead to collective teaching work, although we conclude that we were unable to determine full support of the collective work in the "Todos Juntos" project, due to its duration. duration and other limitations such as the subjects, their activities and material conditions. Thus, after completing this research, we considered the construction of an educational product that would bring the relationships established between the characteristics of Shared Teaching and the elements of Collective Work with the aim of explaining a path for the construction of collective teaching work. This product is intended for everyone interested in the topic, especially teachers and other professionals who consider humanization as the key to their actions and propose to join efforts to build the collective as the strength, union and transformation necessary for education.
Efeitos do ensino de movimentos orofaciais sobre a acurácia do ecoico em crianças com TEA
(Universidade Federal de São Carlos, 2024-08-26) Corrêa, Karina Faraco; Goyos, Antônio Celso de Noronha; https://lattes.cnpq.br/3407008711535651; https://lattes.cnpq.br/8531096025857966; Gil, Maria Stella Coutinho de Alcantara; Neves, Anderson Jonas das; https://lattes.cnpq.br/1673770301699940; https://lattes.cnpq.br/5369424025807508
Applied Behavior Analysis (ABA) is a science dedicated to the assessment and modification of behaviors based on the principles of operant conditioning. Behaviors are understood as the results of the interaction between the individual and the physical and social environment in which they are embedded. The echoic is a type of verbal operant that involves emitting a vocal response identical to a previous auditory stimulus, establishing an identity relation between the antecedent and the response. The effectiveness of the echoic depends on the accuracy of the response, with accuracy defined as the extent to which the results approximate the true value or established standard. In Autism Spectrum Disorder (ASD), the lack of functional verbal behavior is common, and these deficits can be addressed through behavioral interventions such as Discrete Trial Training (DTT). This approach involves structuring the environment with simple instructions and focusing on the essential characteristics needed for successful task execution. Imitation, a fundamental operant for language and communication learning, is considered a prerequisite for the development of the echoic, but it is not sufficient by itself to guarantee the learning of the echoic. Therefore, it is crucial to ensure that children with ASD demonstrate imitation skills and that their oral movements are appropriate and well-executed to facilitate speech learning. It is important that the development and coordination of the orofacial structures are intact, including articulatory, laryngeal, and respiratory movements, for effective speech production. In this regard, the adequacy of the stomatognathic structures involved in speech significantly contributes to the improvement of this skill. To provide the community with a tested teaching method, the aim of this study is to examine the effect of teaching orofacial movements on the accuracy of the echoic in children with ASD. The study involved four children diagnosed with Autism Spectrum Disorder, levels 1 and 2, aged 2, 3, and 5 years, from both genders. The baseline of the Generalized Echoic Test was applied, which was used as a comparison base for tracking progress during subsequent teaching sessions. The errors identified in the mentioned protocol were taught one by one, demonstrating the model for executing the oral movement from the articulatory point, using only visual cues without the auditory component. In the initial test applications, the participants did not show good results regarding speech accuracy. However, after teaching orofacial movements related to the articulatory points of the identified errors, there was an improvement in the behavior, aiding in the precise execution of speech. Given the data found and presented in this work, it can be concluded that teaching orofacial movements helped the research participants achieve 100% speech accuracy in the requested echoic tasks.