A vida nunca esteve tão insuportável: reflexões sobre o tédio contemporâneo e as músicas de rock da década de 80

Pós-graduação em Psicologia - FCLAS

Modulação da proliferação, apoptose e autofagia de linfocitos T por RAGE

Pós-graduação em Odontologia - FOAR

Judaização da Palestina ocupada: colonização, desapropriação e deslocamento em Jerusalém Oriental, Cisjordânia e Faixa de Gaza entre 1967 e 2013

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

Sistemas agroflorestais em assentamentos rurais: uma contribuição para a construção de sistemas produtivos sustentáveis? Uma visão a partir dos agricultores

Pós-graduação em Agronomia - FEIS

Efeito de um curcumin modificado quimicamente sobre a reabsorção óssea inflamatória e apoptose: estudos in vivo e in vitro

Pós-graduação em Odontologia - FOAR

Polymorphisms in candidate genes and their association with carcass traits and meat quality in Nellore cattle

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

O movimento interdisciplinar em Ciência da Informação: uma reflexão epistemológica

The complexity of interdisciplinarity as a category of analysis in contemporary discourses gain evidence. In information science, the practice of integration of scientific discourse aims, among others, the establishment and consolidation of their identity as a scientific field. Thus, the study aims to reflect on the epistemological status of information science as an interdisciplinary scientific field. To this end, we discuss the interdisciplinarity in the sciences and, under this understanding, address the interdisciplinary movement in Information Science and the real fruits of this process nowadays. The reflections undertaken in this study indicate the need to forward the discussions on interdisciplinarity as a focal point with the configuration of the related fields and their real benefits for Information Science.

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.

Incríveis legados da 'reforma universitária' de 1968

This article examines aspects of policies for higher education during the Brazilian civil-military dictatorship (1964-1985) and some of its legacies that persist in the decades of 1990 and 2000. The text was divided into two parts: the first one analyses the "university reform" of 1968 and its historical context; the second discusses how some features configure certain trend in policies for higher education, with traces maintained until today. Finally, this amazing continuity is evaluated through four axes of analysis – 1) Fragmentation of education and different access to the levels and stages of teaching; 2) Deformation of the inseparability of teaching, research and extension; 3) Privatization as official policy for higher education; 4) Authoritarianism and systematic repression in institutions of higher education – and it is supported the need to resist and be opposed to the dominant project of policy for higher education in Brazil.

Características qualitativas e quantitativas do músculo Longissimus de bubalinos e bovinos terminados em confinamento

Pós-graduação em Zootecnia - FCAV

Estudo lipidômico em folhas de cultivares de cana-de-açúcar e avaliação do papel desses metabólicos na ferrugem alaranjada

Pós-graduação em Química - IQ

Estudo de estirilpironas de Cryptocarya mandioccana por espectrometria de massas e análise configuracional por ressonância magnética nuclear e dicroísmo circular

Pós-graduação em Química - IQ

Uso de sêmen liofilizado de gatos domésticos (Felis silvestris catus) para produção in vitro de embriões através da técnica de injeção intracitoplasmática de espermatozóide (ICSI)

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

Centro de Educação Ambiental do município de Araraquara (CEAMA): propostas, ações, limites e impasses

Pós-graduação em Educação Escolar - FCLAR

Análise da dinâmica de fragmentos florestais: estudo de caso de Sorocaba-SP

Pós-graduação em Engenharia Civil e Ambiental - FEB