Movimento jogo e brincadeira na educação infantil: as expectativas das famílias

Childhood is a theme that has attracted many controversies and discussions, and winning approaches to the increasingly large over time: biological, psychological, educational, welfare and, more recently, sociological. It is known that the movement, play and game activities are important recurrent and integral development of children, and should be present prominently in early childhood institutions. Based on these assumptions is that this study aimed to analyze the didactic-pedagogical principles postulated by the law, official guidelines didactic teaching and literature, with regard to meeting the needs of children in early childhood education. Unveiling the expectations of the families responsible for children in relation to early childhood education, especially with regard to movement, and play games and compare to what extent these expectations turn away or close to the guidelines on teaching and pedagogical movement, games and postulated in official documents, legislation and literature. To this end, we carried out literature search, selection and analysis of texts relevant to the understanding of the theme. Fieldwork was conducted in a Municipal School of Early Childhood Education Full-time (Emei) of Bauru/SP, and involved the analysis of the Political-Pedagogical Project of the institution, semi-structured interviews with five teachers and five children in the family responsible for Garden II (ages 5 to 6 years). Data were analyzed using thematic content analysis of Bardin and triangulated by the confrontation of literature/legislation, the Pedagogical Political Project of the institution and the expectations of families/guardians. We also realize that the Pedagogical Political Project of EMEI is in routine activities with the children, movement, and play the game are covered and are worked. According to teachers interviewed they assist in learning other areas of work (Oral and Written Language, Nature and Society, etc.) learning of moral...

A contribuição do PIBID no processo de formação do pedagógico

This paper seeks to understand the importance of Pibid (Institutional Scholarship Program for Teacher Initiation) in initial formation, more specifically in the pedagogue's formation. The interest for research was motivated by my inclusion in this program, through the interdisciplinary subproject called University and school thinking of interdisciplinary teacher formation: research, reflection and action in which I participated from August 2011 to December 2013. I developed a qualitative survey of bibliographic character, which aims to analyze the theoretical productions in the field of education and that has the focus the Pibid's contribution as well as its potential. For this purpose, I considered the articles located in the Annals of the XVI ENDIPE (National Meeting of Didactic and Teaching Practice) in 2012, in all its themes (Educational policies and impacts at school and in the classroom, Policies of initial formation and continuing formation of teachers and Didactics and teaching practices in contemporary school reality: findings, analysis and propositions). I believe that the research can contribute to rethink the initial formation practices by providing subsidies to the graduated on the teaching career, raising the quality of basic education

A pedagogia do jogo no contexto escolar

As the ludic taking the second place at school environment, on account of logical and rational activities and the excessive charge of a professional achievement of children by society and, also, the own family, the school doesn't become a pleasant ambient of frequenting. This study wants to understand, in a better way, the utilization of ludic activities as a pedagogic support into the learning and the development of the cognitive, emotional and creative potentiality of children in different education system (public and private) of Ibitinga-SP. It also investigates the docent attitude and practice during the ludic activities and its repercussion in the students' performances when introduced. The bibliographic researches present that the utilization of games, as a pedagogic resource, contributes to the learning process and to the human development of the students from the first cycle of the Elementary School. The School has to rescue the desire of learning, which is playing, the most natural way. The research's target audience are teachers from the Ciclo I of the elementary school and the focus is the utilization of the ludic into the different areas of teaching, considering the context that the schools are embedded. The reality observation, which enables a straight contact with the researcher and the study object, helped out with the issue comprehension. It was possible to identify that the utilization of ludic activities as a pedagogic strategy does not happen just because of knowledge absent, but also because of the submission to many goals imposed by the education system and/or by the didactic materials used, which don't have any worry to valorize the period of develop that the students are living, filtering out some characteristics from the phase that contributed to the learning. The responsibility to create a new signification to their social function is from the education system and the school that works with it. To the...

Stress distribution in delayed replanted teeth splinted with different orthodontic wires: a three-dimensional finite element analysis

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

Notes on competencies in engineering education

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Influence of occlusal contact area on cusp defection and stress distribution

The purpose of this study was to evaluate the effect of occlusal contact area for loading on the cuspal defection and stress distribution in a first premolar restored with a high elastic modulus restorative material. The Rhinoceros 4.0 software was used for modeling the three-dimensional geometries of dental and periodontal structures and the inlay restoration. Thus, two different models, intact and restored teeth with three occlusal contact areas, 0.1, 0.5 and 0.75 mm(2), on enamel at the occlusal surface of buccal and lingual cusps. Finite element analysis (FEA) was performed with the program ANSYS (Workbench 13.0), which generated a mesh with tetrahedral elements with greater refinement in the regions of interest, and was constrained at the bases of cortical and trabecular bone in all axis and loaded with 100 N normal to each contact area. To analysis of maximum principal stress, the smaller occlusal contact area showed greater compressive stress in region of load application for both the intact and inlay restored tooth. However, tensile stresses at the occlusal isthmus were similar for all three tested occlusal contact areas (60 MPa). To displacement of the cusps was higher for teeth with inlay (0.46-0.48 mm). For intact teeth, the smaller contact area showed greater displacement (0.10 mm). For teeth with inlays, the displacement of the cusps were similar in all types of occlusal area. Cuspal displacement was higher in the restored tooth when compared to the intact tooth, but there were no significant variations even with changes in the occlusal contact area. RELEVANCE CLINICAL: Occlusal contacts have a great influence on the positioning of teeth being able to maintain the position and stability of the mandible. Axial loads would be able to generate more uniform stress at the root presenting a greater concentration of load application in the point and the occlusal surface. Thus, is necessary to analyze the relationship between these occlusal contacts as dental wear and subsequent occlusal interferences.

Zirconia-based dental crown to support a removable partial denture: a three-dimensional finite element analysis using contact elements and micro-CT data

Veneer fracture is the most common complication in zirconia-based restorations. The aim of this study was to evaluate the mechanical behavior of a zirconia-based crown in a lower canine tooth supporting removable partial denture (RPD) prosthesis, varying the bond quality of the veneer/coping interface. Microtomography (μCT) data of an extracted left lower canine were used to build the finite element model (M) varying the core material (gold core - MAu; zirconia core - MZi) and the quality of the veneer/core interface (complete bonded - MZi; incomplete bonded - MZi-NL). The incomplete bonding condition was only applied for zirconia coping by using contact elements (Target/Contact) with 0.3 frictional coefficients. Stress fields were obtained using Ansys Workbench 10.0. The loading condition (L = 1 N) was vertically applied at the base of the RPD prosthesis metallic support towards the dental apex. Maximum principal (σmax) and von Mises equivalent (σvM) stresses were obtained. The σmax (MPa) for the bonded condition was similar between gold and zirconia cores (MAu, 0.42; MZi, 0.40). The incomplete bonded condition (MZi-NL) raised σmax in the veneer up to 800% (3.23 MPa) in contrast to the bonded condition. The peak of σvM increased up to 270% in the MZi-NL. The incomplete bond condition increasing the stress in the veneer/zirconia interface.

Construção de telescópio didático para divulgação científica

This research is dedicated at those who think about the importance of science teatching as a way to contribute to the transformation and innovation of science, attracting people and demystifying concepts, the main objective of this research is the demonstratation step by step the complete process to manufacture of didactic Newtonian telescope, discussing in detail all the processes involved .Adittionally, it has been shown that the proposed instrument it can be aplied in and promote the popular access to scientific knowledge

Ensino de física e energia: estudo de possibilidades didáticas na educação básica

This monograph has the inspiring theme of the Energy education, concept of extreme importance to physics, but that is rarely addressed in Brazilian schools. We bring a discussion of the problems faced in teaching this subject and present this analysis of how this issue is addressed in some textbooks that are part of the material available to students of basic education in our country. We also discuss a didactic proposal to the Physics Teaching using for this experiment. The proposal considers the student protagonist of the learning process being the builder of his own knowledge. For this proposal selected three experiments (solar plate, looping and looping coffee cups) analyzed from the point of view of energy that have the intention to leave this clearer content and close to the students. Here is the end of this work the application of the examination of this proposal in a public school in full-time education in the municipality of Rio Claro - SP

Física e música: o uso de canções como ferramenta auxiliar no ensino de física

In this work we present a didactic proposal to use song lyrics for Physics Teaching aimed to High School level. Based on the work proposed by Zanetic (1990) that Physics is also Culture, we understand that its influence extends beyond the scientific boundaries, reaching spheres of knowledge where its presence is less obvious, such as the arts, especially Music. Based on proposals for Ramos and Gomes (2013), activities were conducted in two groups of second year of high school in the city of Rio Claro, each with an approach. In one of the classes the students received as material the lyrics of the songs printed and the other students were given a table along with the lyrics. In these materials the students identified physical concepts present in the songs Nuclear Shelter of the São Paulo band Premeditando the Breque and Manhattan Project of the Canadian band Rush. We observed during activities an improvement in the participation of students in theoretical discussions, probably due to a more favorable context for students to express themselves assigned by us to the activities with the songs. After performing the activities we demonstrated that you can enter the Music in the classroom not only as entertainment but as an aid in research and understanding of physical concepts

O ensino de física e a curiosidade epistemológica: o uso de experimentos de eletricidade em atividades educacionais

We analyzed with this work the importance of using experiments in the classroom, especially the low-cost experiments for better learning of Physics, discussing the context where this discipline is inserted, which in general, has been presented to students in a traditional, mechanistic way. We worked with the electrostatic theme and low cost didactic experiments, focusing on the pizza electrophorus. About the handling of this experiment, we can see the surprise and curiosity in students, depending on how it is used in didactic activities in order to make it meaningful to the student. We discussed how the curiosity can be harnessed in the classroom, the types of curiosity according to Freire, how to overcome the curiosity to become epistemological, the physics involved in the experiment and the teacher's role in this context

Uma abordagem didático-pedagógica do cálculo diferencial e integral I na formação de professores de matemática

Pós-graduação em Educação Matemática - IGCE

Lógica Fuzzy aplicada à geologia

Pós-graduação em Matemática em Rede Nacional - IBILCE

Concepções e práticas do ensino de leitura em inglês no ensino médio

Pós-graduação em Educação Escolar - FCLAR

O livro didático e o ensino de História em uma escola pública situada no interior paulista

Pós-graduação em Docência para a Educação Básica - FC