Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

PURPOSE: The aim of this study was to characterize and to compare the visual-motor perception of students with Attention Deficit with Hyperactivity Disorder (ADHD) with students with good academic performance. METHODS: Forty students from 2nd to 5th grades of an elementary public school, male gender (100%), aged between 7 and 10 years and 8 months old participated, divided into: GI (20 students with ADHD) and GII (20 students with good academic performance), paired according to age, schooling and gender with GI. The students were submitted to Developmental Test of Visual Perception (DTVP-2). RESULTS: The students of GI presented low performance in spatial position and visual closure (reduced motor) and inferior age equivalent in reduced motor perception, when compared to GII. CONCLUSION: The difficulties in visual-motor perception presented by students of GI cannot be attributed to a primary deficit, but to a secondary phenomenon of inattention that interferes directly in their visual-motor performance.

Lugares da memória: a vivência da migração nordestina no interior paulista entre avós e netos

Pós-graduação em Ciências Sociais - FFC

Tradução e adaptação transcultural do Minnesota Handwriting Assessment para aplicação no Brasil

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Segmentações não-convencionais de palavra nos quatro últimos anos do ensino fundamental: um estudo longitudinal

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

Hesitações em início de enunciados de crianças em aquisição de linguagem

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

A educação matemática nos anos iniciais: análise de necessidades de formação profissional de docentes no contexto do SARESP

Pós-graduação em Educação para a Ciência - FC

Geosynthetic-Reinforced Soil Structure Built to Restore Original Geometry of a 12 m High Slope After Failure Using Local Soil

This paper presents a study case in which a geosynthetic-reinforced soil (GRS) structure was used to rebuild a 12 m high slope after its failure. The failed slope is located between the parking lot of a private company and a public school. Due to surrounding structures restrictions, this project required a solution with rapidity in execution. In addition, as a requirement established by its owner, this structure should recover the original geometry of the slope. Besides the importance regarding surrounding constructions, an interesting aspect of this study case relies on the versatility of geosynthetic materials. A woven geotextile was used as reinforcement. Five other geosynthetic materials were used in this study case. Facing comprised a geocell filled with local soil cover and grass mats, resulting in a green facing. A geonet was used to hold the grass mats in place before grass roots development. Regarding the drainage system, geocomposite drains and geopipes were installed to drain subsurface water. A nonwoven geotextile was used as filter in drainage trenches, which were placed near the structure toe. Additionally to the GRS structure, the lower portion of the slope was reinforced with soil nailing technique. The face of the nailed soil portion was covered with sandbags and shotcrete. It emphasizes the flexibility of GRS structures regarding their application with other technical options in Geotechnical Engineering. The economic aspect of this study case also deserves attention. It did not require soil transportation and other design and construction steps, e.g. concrete structures design and construction.

Education for Energy Efficiency through an Educational Game

This paper presents an assessment of an educational game for teaching the efficient use of electricity. Developed with Adobe Flash (R), it is a virtual board game where participants choose a car that starts the path and reaches the same final goal, going through a number of track steps defined in terms of a dice that each player rolls in turn. The car moves if the participant is able to correctly answer a question that is randomly generated by the software. The objective of the game is to answer questions related to energy efficiency promoting a healthy and attractive learning process for participants on concepts related to energy efficiency such as: the rational use of energy, the basic concepts of forms of energy generation, among others. The main objective of this paper is to assess the impact of the application of this virtual game in the teaching and learning process of high school students. Therefore, the game was applied in the discipline of physics in a class of junior high public school in the state of Sao Paulo. Initially, the class that had 43 students was divided into 10 groups of 4 students, and 1 group of 3 students. Each student group competed with one another. The idea was that each of them should indicate a student who was the representative of this group until only 4 group leaders were selected for the finals. At this stage, each student could interact with a group of up to ten students that acted as advisers. The adopted assessment process is based on the model proposed by Savi [7]. Then, at the end of the game, the students answered a prepared questionnaire based on the model proposed by Savi. According to Savi, although there are significant studies that show the importance of educational games for the process of cognitive development and learning concepts of students, there are few papers that present forms of assessing the potential of these resources. Thus, the assessment criteria proposed by Savi are based on the model of training evaluation by Kirkpatrick [3], taken as a reference to measure the efficiency of processes of continuing education courses for professionals. The authors assert that the metric of the evaluation proposed to assess the game is based on the first level of the model proposed by Kirkpatrick.

Headache Associated With Temporomandibular Disorders Among Young Brazilian Adolescents

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

Educação ambiental escolar, formação humana e formação de professores: articulações necessárias

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

Tutoria em leitura e escrita baseado no modelo de RTI – resposta à intervenção em crianças com dislexia do desenvolvimento

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

Televisão e desenvolvimento moral: análise de conteúdos sociomorais presentes nos desenhos animados

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

Ensino e aprendizagem da leitura e da escrita na educação de jovens e adultos: diálogos com a educação infantil

This article aims to present a discussion of the methodological aspects of teaching and learning to read and write in adult education, in an attempt to seek a dialogue with the Early Childhood Education by pointing convergent elements between these two instances. And, therefore, it proposes a reflection on the construction of human nature and ownership of reading and writing as a humanizing process from the perspective of historical-cultural theory advocated by Vygotsky and his collaborators. In this context it is presented a pedagogical situation in a public school for kindergarten in the state of Sao Paulo, followed by analysis from the perspective of Bakhtin in order to make some approximations in the teaching and learning of the mother tongue with adults and children.

Avaliação sensorial de adolescentes com desenvolvimento normal na faixa etária de 11 a 18 anos

Tactile sensibility allows for adequate neuropsychomotor development. In addition, it enables the understanding of the subject’s own body, actions and explorations of objects, people and the environment. Previous studies have evaluated 3 to 10 year-old children. Herein, we evaluate the tactile sensibility in adolescents. The aim of this study was to verify whether the rapid growth of the body changes the normal pattern of tactile sensibility in adolescents. Furthermore, we provide evaluation material that is easy to use, simple, and secure to handle, designed to attend the specific age range studied. Thirty-two young participants between 11 and 18 years old, sixteen males and sixteen females, were evaluated. The adolescents go to public school and present normal development patterns. Graphesthesia, stereognosia, and Semmes-Weinstein monofilament tests were performed to evaluate the sensibility on the ventral and dorsal sides of the right and left hands. A questionnaire was used to identify the relevant activities performed with the hands during the studied period. The adolescents tested were collaborative during the research and presented curiosity regarding the boxes used in the experiment. Results indicated alterations in the tactile sensibility on the dorsal side of the hands from 13-year- old males. The major activities indicated by the adolescents were writing and sports for males and writing and cleaning for females. First evidences of possible changes in the normal tactile sensibility during adolescence were observed in this study.

Transgressões de grafia em produções textuais de escolares do programa educacional de resistência às drogas e à violência (PROERD)

Presence of the orthographic mistakes on the writting of the students with or without learning difficulties still is a concern. The focus of these study is the classification of orthographic mistakes on the writting of the students who had participated of the Educational Program of Resistance to the Drugs and the Violence (Proerd). Sixty four grade children from a public school were individually analyzed in this study. The aim of this study was to verify the frequency and characterization of the orthographic mistakes on the texts production these students. We had as base for this analysis the studies of Zorzi (1998). The most frequent mistakes made by students were: irregular phonographemic relation (24%), letters omission (18%), similar letters (13%) and hypo-segmentation and hyper-segmentation (11,0%), amongst others. The characterization of the mistakes writing makes possible the planning of the interventions, as well as, the use of the prevention strategies.