Centro de Educação e Ciências Humanas - CECHhttps://repositorio.ufscar.br/handle/ufscar/81792024-03-28T22:35:05Z2024-03-28T22:35:05ZOrganização e estrutura do sistema educacional no Brasil e na Alemanha com foco na Educação EspecialNeuhaus, Maiara Klafkehttps://repositorio.ufscar.br/handle/ufscar/196202024-03-11T12:08:13Z2024-02-07T00:00:00ZOrganização e estrutura do sistema educacional no Brasil e na Alemanha com foco na Educação Especial
Neuhaus, Maiara Klafke
The organization and structure of the educational system, as well as the processes through which special education, both in Brazil and around the world, is systematized is a widely discussed topic in universities and society in general. In this way, this research report follows the precepts of a documentary analysis with the general objective of describing and analyzing the structure of the Brazilian and German educational systems, seeking to understand similarities and distances from the regulations through which special education is articulated, based on of the Salamanca Declaration and as specific objectives: a) map the state, in both countries, with the highest number of overall enrollments; b) analyze legislative proposals on the educational system: Declaration of Salamanca; Federal Constitutions, Law of Guidelines and Bases of Education and Special Education Policy, of the two countries, in addition to the documents released by the State Department of Education and State Council of Education of the chosen federative entity and c) characterize and contextualize the perspective of the right to schooling of people with disabilities in Brazil and Germany. To this end, an analysis was carried out on documentary, public archive and written sources. As results, we can summarize that, although both countries claim to ensure the right to education for all, it is possible to observe that an educational system strongly focused on professional and economic training, such as the German one, may present disadvantages in terms of equal access. . On the other hand, in Brazil, the educational situation faces substantial challenges, including poor infrastructure, lack of teacher training and marked inequalities between public and private schools. These factors contribute to an environment where many students face difficulties in accessing quality education for all, exacerbating existing disparities.
2024-02-07T00:00:00ZPercepções de professoras de creche sobre formação, saberes e reconhecimento profissionalNonato, Giovana Reginahttps://repositorio.ufscar.br/handle/ufscar/196162024-03-11T11:53:52Z2023-08-28T00:00:00ZPercepções de professoras de creche sobre formação, saberes e reconhecimento profissional
Nonato, Giovana Regina
This qualitative research aimed to understand, through the perceptions of preschool eachers, the processes related to training, knowledge, and professional recognition.Starting from the following research question: What are the perceptions of preschoolteachers regarding their formative processes, teaching knowledge, and professionalrecognition? In this sense, a survey of research in the area on the topic was conductedinitially, followed by the application of questionnaires and interviews with 10 earlychildhood education teachers working with children aged 0 to 3 years old, at a CEMEIin the municipality of São Carlos-SP. As a backdrop for the analysis, authors from thetheoretical perspective of the epistemology of practice (Alarcão (1996); Freire (1996);Gauthier (2006); Goodson (2015); Nóvoa (1995); Pimenta (2000); Tardif (2012)); andfrom the field of early childhood education were used: Arce (2001); Assis (2007);Oliveira (2014); Onofre, Tomazzetti, and Martins (2017), among others. We believethat the results of the study contributed to strengthening the professionalizationmovement of teachers working at this level of education and to the importance of theprotagonism of their knowledge. The relevance of this study was also justified inpersonal relevance, contributing directly to teaching practice and the school unit of theresearch proponent; in political-pedagogical relevance, considering the possibility oflistening to teachers, pointing out the need for an effective policy of valorization andrecognition of these professionals; in academic relevance, for the perspective ofstrengthening the movement of teacher professionalization. The study showed thatinitial training courses were not sufficient for work in the field, as they did not addressthe specificities of early childhood education; it pointed out that the participants in theresearch are not socially and professionally valued; it reinforced the lack of theirparticipation in political decisions and, finally, it noted the absence of speech andlistening from various instances, promoting silence and the proletarianization of thecategory.
2023-08-28T00:00:00ZNomes corpos e lugares na etnografia PirahãFelizes, Pedro Vazhttps://repositorio.ufscar.br/handle/ufscar/196142024-03-11T11:43:15Z2022-01-10T00:00:00ZNomes corpos e lugares na etnografia Pirahã
Felizes, Pedro Vaz
This research proposal proposes a set of possibilities through the conceptions of place, body and person among the Pirahã, a group who speak the Mura language of the Maici river basin in central Amazonia. The project was developed around the way Pirahã conceptualize their own world in confrontation with other worlds, and how these specific create very different living places. It takes as its starting point the anthropological debate about the Amerindian world in the Amazon, particularly about the practical-cognitive regimes in its result obtained thought the relationships of distance and differential proximity between men, animals, plants, spirits, minerals, objects and phenomena. As a general hypothesis, the research seeks to update the specific problem through which the Pirahã think and act in the territory, in the possibilities of the dynamics of social life and the dynamics of the cosmos to be translated into a code of bodies, names, places and actions endowed with a co- extensive mode of existence of their own. In this sense, an analysis seeks to use the conceptual imagination about the Pirahã, both from ethnographic and historical linguistic works, among others, and to articulate them with the classic themes of Amazonian anthropology, with a view to improving their research instruments. Thus, we intend to highlight the so-called "native" concepts and theories with regard to their classification systems and the conceptions about the environment, fauna, flora and other "entities", in order to qualify what modern sciences usually opposed in the form of watertight dualisms: Nature / Society; Man / Animal; Subject / Object; Body / Spirit; Village / City.
2022-01-10T00:00:00ZLevantamento da realização do sujeito pronominal em entrevistas televisionadas: resultados iniciaisSilva, Mariana Frugerihttps://repositorio.ufscar.br/handle/ufscar/196112024-03-08T14:05:07Z2024-02-16T00:00:00ZLevantamento da realização do sujeito pronominal em entrevistas televisionadas: resultados iniciais
Silva, Mariana Frugeri
This final paper aims to survey the number of occurrences and frequencies of
expressed pronominal subject and null pronominal subject in texts of the television
interview genre, produced in the year 2009. To achieve this, we present the
phenomenon of the realization of the pronominal subject, based on studies that have
already discussed it, considering it from the ideas of Chomsky (1981) and, above all,
from the assumptions of the Theory of Linguistic Variation and Change (Weinreich;
Labov; Herzog, 2006 [1968]). The initial results of this quantitative research point to
the confirmation of the preference for the use of the expressed subject, more with the
first and second persons of discourse than with the third. We hope with this work to
contribute to the understanding of the phenomenon in Brazilian Portuguese, as well as
to increase researchers' interest in the subject so that new investigations can be
developed.
2024-02-16T00:00:00Z