50 anos de produção acadêmica brasileira sobre alfabetização: avanços, contradições e desafios

Aiming to contribute to understanding the Brazilian academic production on literacy, theses and dissertations on the subject, completed between 1965 and 2011, are analyzed. Situating them in the historical process of constitution of literacy as an object of study, since the 19th. century, beyond the political and historical context of origin in the 1960s, the following contexts are focused, especially from the 1980s, when begins the process of expansion in terms of amount of this academic production and geographic diversity as well as areas of expertise of the graduate programs in which they were defended. While these advances confirm the importance of approaches that consider the interdisciplinary and multifaceted character of literacy, there are contradictions that present significant challenges to researchers seeking both understand the permanence of motivations and pragmatic purposes as to proposing new themes, objects, theoretical and methodological aspects for the development of new research that are lacking, as diagnosed needs and desired progress, scientifically and socially.

Do catálogo impresso ao cátalogo on-line: algumas considerações e desafios ao bibliotecário

In relation to the changes that mark the trajectory of libraries catalogs, this paper aims to describe the challenges that go beyond the current status of librarians, in relation to use of the on-line catalog as the main tool storage and retrieval of documentary information. Using literature specialized is intended to contribute to the discussion of the topic, in order to understand the challenges and prospects of using this important tool for search and information retrieval.

Entre a escola e a vida: desafios da ética de si para a experiência formativa

This essay aims to analyze the relationship between life and school. In opposition to theoretical perspectives longed for a possible reconciliation between life and school, we look for to show to existing tension between these two spheres, making an analysis of the themes of the experience with birth, death and the difference, and highlight that this reflection invites the subjects of the educational practice to an ethical attitude of care for the other, for oneself and so that the other one takes care of the care of the self. Having the thoughts of Arendt’s and Foucault’s as reference, we understand that life goes beyond school knowledge and practices, offering us what we think about educational practice and making the subjects of that practice learn how to place themselves between life and school, looking for new senses for themselves and resistance to the existent while they transform themselves. Thus, we wait to offer the educators some life problems that pervade the educational practice, reverberate in their experience and make them think about what they have left.

Filosofia da Educação no Brasil: concepções, impasses e desafios para a sua constituição como campo de pesquisa e o seu ensino nasduas últimas décadas

This article analyses the constitutions of the Philosophy of Education’s field in Brazil, from 1990 to the present day, with the purpose of analyzing the genealogy of his “crisis” as a discipline, discussing the dilemmas of its development and to indicate their main challenges today. For such purposes, by means of a genealogical method, we analyze the conceptions of philosophy of education drawn from the theoretical perspective, as well as rebuild historically the clashes caused about certain topics and, particularly, about the human formation. We conclude that the thematic shifts produced and the proliferation of those perspectives were responsible for producing lands to the dialogue between them, however, this strategy does not alleviate some problems of Philosophy of Education in Brazil, demonstrating the presence of two philosophical traditions in the current debate and demanding position of those who work in this field of research and teaching in relation to them.

Desafios da formação docente no curso de Pedagogia: aligeiramento e pragmatismo

This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.

Os desafios e as possibilidades de ensinar ciências nos anos iniciais do ensino fundamental: uma investigação com professores

Pós-graduação em Educação para a Ciência - FC

O movimento negro mineiro e a esfera pública: desafios e perspectivas para um Fórum Intergovernamental de promoção da igualdade racial

Pós-graduação em Ciências Sociais - FCLAR

Entre improvisos e desafios: do cururu como cosmovisão de grupos caipiras do Médio Tietê, SP

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Os efeitos dos programas de desenvolvimento rural para o apoio à agricultura familiar no Noroeste Paulista: limites, desafios e perspectivas

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Ações sociais de ressocialização na Fundação Casa em regime de semiliberdade: avanços e desafios

Pós-graduação em Ciências Sociais - FCLAR

Sistemas de gestão da qualidade ISO 9001: survey sobre os desafios da implantação

Pós-graduação em Engenharia de Produção - FEB

Estudo da distribuição e do potencial de metilação do mercúrio em solos e sedimentos de áreas a serem inundadas para aproveitamento hidrelétrico: Vinicius Marques Gomes. -

Pós-graduação em Química - IQ

Relações de Trabalho no Assentamento Contestado (PR): Contradições de Classe e Desafios analíticos

Pós-graduação em Geografia - FCT

Análise de corrosão, dureza e fratura de conjuntos implantes / componentes protético de Titânio c.p., após serem submetidos a ciclos de fadiga em um meio fluoretado com diferentes PH

Atualmente o titânio é empregado como biomaterial devido à sua biocompatibilidade e resistência à corrosão. Entretanto, íons fluoretos, freqüentemente empregados em dentifrícios bucais, podem interferir no processo de corrosão. O objetivo deste estudo foi analisar a influência de um meio fluoretado com diferentes pH nas propriedades mecânicas e na resistência à corrosão dos conjuntos implantes/componentes protéticos à base de Ti c.p., a partir dos testes de fadiga, microscopia eletrônica de varredura (MEV) e dureza. Foram simulados cinco anos de uso regular de meios de higiene oral com conteúdo de 1500 ppm de NaF, com dois diferentes pH, 7,4 e 5,3, mediante imersão das amostras nesses meios durante 184 horas e também em água destilada, grupo controle. As amostras foram testadas num durômetro Micromet 2001 (500gf/30s). Os dados dos testes de dureza foram analisados pelo teste de Wilcoxon, demonstrando que as amostras sofreram influência negativa na dureza após a ação dos íons fluoreto. Entretanto, essa influência não ocorreu nos testes de fadiga realizados em uma máquina de ensaios mecânicos MTS-810, fixada a 100.000 ciclos, 15Hz e programada com força de fadiga a 150 N. Pela análise de MEV foram constatadas evidências de corrosão na superfície das amostras após ação de íons fluoretos, entretanto pelo EDS não se verificou incorporação de íons fluoretos sobre a superfície dos conjuntos. Concluiu-se que a concentração de flúor e o pH das soluções não exerceram influência nas propriedades mecânicas.