Navegando por Data de Publicação, começando com "2024-10-08"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 3 de 3

Relato da minha experiência no curso de medicina
(Universidade Federal de São Carlos, 2024-10-08) Castilho, Gabriela Pereira Gil; Roscani, Meliza Goi; lattes.cnpq.br/1298051150234135; lattes.cnpq.br/7794669618962615
This Final Course Work (TCC) is part of the Pedagogical Project of the UFSCar Medical Course. It is a Critical-Reflective Narrative based on my experience reports as a student of this Undergraduate Course from 2019 to 2024, covering everything from the beginning of the course to the completion of the 3 cycles that make up the course curriculum, highlighting how each stage contributed to my academic, personal and professional development. The narrative also addresses the difficulties faced during the COVID-19 pandemic, the active participation in extracurricular activities, such as athletics, and the enriching experiences in practical internships. In addition, I explore how the active problem-based teaching method influenced my development and overcoming common insecurities at the beginning of the journey.
Educação Financeira: uma proposta de ensino com alunos do ensino médio
(Universidade Federal de São Carlos, 2024-10-08) Rodrigues, Murilo Augusto; Pires, Rogério Fernando; https://lattes.cnpq.br/2795801064535157; https://lattes.cnpq.br/0257146933015714
This study evaluated the implementation of a sequence of activities on financial education. The aim was to investigate the importance of structured financial education within the High School curriculum, in accordance with Brazilian educational guidelines such as the Law of Guidelines and Bases of National Education (LDB), the National Common Curricular Base (BNCC), and the Paulista Curriculum. The research sought to analyze how financial education, integrated with practical experiences and active methodologies, contributes to the development of significant financial competencies for the students, preparing them to make informed and conscious financial decisions. The study was conducted at a State School of the Integral Education Program, located in São Miguel Arcanjo, São Paulo, with a class of 25 students, 17 of whom participated in the research. Based on the theories of Freire, Ausubel, Vygotsky, and Kolb, which advocate for education as a process of emancipation, critical reflection, and contextualization, the research integrated financial education into the curriculum as an elective subject. Active methodologies such as flipped classroom, gamification, and simulations were used to promote engaged and meaningful learning. These strategies allowed students to apply theoretical knowledge in practical situations, such as simulating a bank agency, resulting in increased engagement and understanding of financial concepts. Data collection occurred over 11 sessions, each lasting 90 minutes, recorded through logbooks where students expressed their perceptions and interactions with the activities. Data analysis, through categorization, revealed recurring themes such as the importance of a personalized approach to financial education, adjusted to the socioeconomic profile of students. The research was divided into two stages: the first, exploratory, analyzed students' prior knowledge to identify their initial perceptions and starting points, ensuring that teaching was aligned with their realities. The second stage aimed to broaden students' horizons through awareness-raising education in the proposed activities, empowering them to use education as a means to achieve social advancement. The results indicated that the combination of active and reflective methodologies, coupled with a Freirean approach, promoted the development of financial competencies and critical thinking in students. Practical activities, such as field trips and financial simulations, were highly valued by the students. The integration of the school community in activities, such as simulating bank service, reinforced the practical importance of financial knowledge and contributed to meaningful learning. In conclusion, the study demonstrated that financial education should be considered an essential component of the school curriculum, playing a fundamental role in the comprehensive development of students. The inclusion of this content goes beyond technical training, contributing to the development of socio-emotional competencies and preparing young people to face financial challenges in an informed and responsible manner. The elective "The Building of Your Dream Starts Here!" proved to be effective in empowering students, providing them with tools to become agents of change in their communities and contribute to a fairer society.
Dinâmica da produção imobiliária em Sorocaba
(Universidade Federal de São Carlos, 2024-10-08) Cruz, Talita Anunciação; Silva, Carlos Henrique Costa da; https://lattes.cnpq.br/5444248390841543; https://orcid.org/0000-0002-4441-7268; https://lattes.cnpq.br/8445374687650083; https://orcid.org/0009-0004-3501-3888
The primary objective of the research is to analyze real estate development in Sorocaba, focusing on the vertical residential segment and how it influences the city's urban space organization. The study covers the period from 2010 to 2023, extending to August 2024, and centers on the actions of key real estate market players, such as developers and construction companies. The investigation uses the theory of urban space production, emphasizing that space not only reflects social needs but is a product of capitalist production relations. In this context, urban land becomes a valued commodity, and housing becomes a financial asset, which shapes the city in an unequal way. The study demonstrates that the verticalization of the most valued areas, or those undergoing a valuation process, contributes to socio-spatial segregation, as higher-income classes occupy these areas while low-income populations are pushed to peripheral regions. Additionally, it is observed that urban infrastructure, such as transportation and public services, is directed toward areas undergoing valuation, reinforcing inequality in the distribution of resources. The results indicate that the real estate market in Sorocaba, specifically in the vertical segment, has been a significant driver of urban transformation, with profound impacts on the production and reproduction of urban space. In conclusion, the research reveals that real estate development in Sorocaba follows a capitalist logic of accumulation, organizing urban space in an unequal and exclusionary manner, with significant consequences for the city's socio-spatial structure.