Estudo da padronização visando à interoperabilidade: o caso das organizações de saúde na cidade de Marília- São Paulo

Pós-graduação em Ciência da Informação - FFC

O perdão como componente moral em crianças do primeiro ano do ensino fundamental

Forgiveness may be considered a moral component to be developed along with the development of moral autonomy of individuals. This study aims to verify how 10 (ten) children from the first year of elementary school conceive the pardon and its possible relationship with their moral autonomy development. As theoretical research we have taken Piaget´s studies on human´s morality (1930; 1932) and Rique (2007, 2008, 2011) and Enright (1991, 1998) studies about forgiveness. This study was based on a qualitative research and the adopted method was the Piaget's Experimental Clinical Method. The results have shown that children perform moral reasoning when facing situations which involve the decision of forgiving someone and tend to comprehend forgiveness as forgiving someone for some performed act. We conclude by emphasizing the importance of the teacher’s mediation and intervention in moral discussions involving forgiveness, for the construction of the learners ´moral autonomy.

Educação de jovens e adultos: entre o 'velho' e o 'novo' Plano Nacional de Educação

The aim of this article is to discuss and compare the goals and objectives for the youth and adult education (EJA) present in the National Education Plan (Law No. 10.17201), whose term ended in January 2011, with the new proposal for a National Education Plan, produced by the brazilian Ministry of Education (MEC), which is in course in Congress. Our discussion if run through by the comparison between what the goals that, in general, were reached, which were partially reached and which ones were not reached, this analysis will result, in a certain way, in a “portrait” of the current situation of youth and adult education (EJA) in Brazil.

Contribuições da epistemologia genética para a construção do conhecimento na educação infantil

The kindergarten has as main objective the development of the child from zero to five years in their physical, emotional, cognitive and social domains. This is also the goal of the Centers for Children Living from the Universidade Estadual Paulista (UNESP) that caters to children of teachers, technical and administrative staff and students. In this work we report some of the action of the Technical Commission of the CCIs with reflections on the construction of children's knowledge through observations of the CCIs in different campuses of Unesp, conducted through technical visits. As a theoretical contribution we adopt the Genetic Epistemology of Jean Piaget. Partial results show that, although there are efforts to understand and assist the process of constructing knowledge of children, many challenges remain to be overcome in the realization of an excellent service to children.

Indisciplina no ensino técnico: representações sociais de professores

The present study is a result of a Master’s degree’s research in Psychology, which has been developed with the objective of identifying the social representations of teachers about indiscipline in the classroom. We adopted a qualitative and quantitative approach and also the theory of Social Representations. Data were collected through individual semi-structured interviews. There were three high school teachers, three technical teachers and three teachers from both types of education, resulting in nine teachers from a technical school in São Paulo countryside. We defined three themes to process data through a content analysis, which are: indiscipline causes, alternatives to deal with this issue and conception of indiscipline. This division into themes allowed us to identify categories and we were able to measure frequency and percentage of answers. So far, we analyzed data of interviews corresponding to technical teachers. We noted that most of the answers related to the indiscipline were due to individual and family factors of students. Regarding the alternatives to deal with indiscipline, the answers were mostly related to the relationship of teachers and students. In general, we can say these pre-results show us a difference between the indiscipline causes and the alternatives to deal with them: teachers tend to blame the students themselves and their family problems, but they also say the alternatives are centered on the interaction teacherstudent.

O dever moral e o valor das ações humanas segundo Kant

The study aims at approaching the duty concept (Sollen) within Kant´s moral philosophy. Taking into account the notion of moral duty as one of the central concepts in (and to) Kant's practical thought, and in an attempt to offer an elucidation of Kant’s quest (and development) by the supreme principle of moral – the fundaments of the moral value´s detaining action, we will investigate: i) what characterizes one action for duty, in Kant’s moral thought and, ii) why exactly, according to Kant, just the action, precisely for duty, is the only action with the genuine value, namely, the moral value.

Equívocos na leitura da teoria de Jean Piaget

Dans cet article, nous présentons l'analyse des erreurs commises par rapport à l'épistémologie génétique et la psychologie de Jean Piaget. Nous nous appuyons sur un essai publié dans un périodique brésilien concernant la constitution du sujet d’enfance et la théorie de Piaget. Nous avons comme but d’aider à reprendre la «vraie» théorie de Piaget et de donner un aperçu aux lecteurs à fin de ne pas reproduire de telles erreurs ou être confrontés à de différents sens donnés à la même théorie. En ce qui concerne l'analyse, les auteurs du rapport disent que l'homme est le résultat de différents stades de développement et de ses phases. Cependant, en cherchant à expliquer comment les structures logiques deviennent nécessaires, Piaget a affirmé de ne pas rien avoir inventé. Il a conclu que la constitution des structures opératoires est le résultat de l'interaction du sujet avec le milieu, à condition qu'il dispose de certaines conditions prealables et qu’il soit capable d' établir ses rapports De cette manière, s'il a identifié des moments de la psychogenèse cognitive, il l’a fait grace à la constatation de que les sujets, dans cette interaction avec le milieu, finissaient par construire des manières qualitativement différentes de comprendre et gérer la réalité. Ainsi, Piaget n'a pas cherché de mettre les individus dans des phases ou périodes, artificiellement. Une autre erreur est celui de considérer que Piaget soit adepte de la dicotomie normalité/ anormalité. Ses préoccupations sont de nature épistémologique, et s'il est parvenu à formuler une psychologie, cela avait comme but de donner une base scientifique à sa théorie de la connaissance. Encore une autre confusion a lieu quand on affirme que Piaget a identifié les enfants aux peuples primitifs. Il a seulement dit que la nécessité d’entrer en relation avec le milieu est égale pour l'homme primitif comme pour celui d'aujourd'hui; par conséquent, le fonctionnement est le seul élément biologique considéré par Piaget, vu que tous les êtres vivants cherchent à s’adapter à la réalité. D’après cet angle, on constate que, de la même manière que l’homme primitif a été un enfant - comme ceux d’aujourd'hui - il a cherché à interagir avec le milieu à fin d'assurer sa survie. Il arrive que ses demandes étaient élémentaires du point de vue logico-mathématique, contrairement à nos jours. Une autre erreur consiste à dire qu'il a soupçonné ou admis que les processus de pensée reconnaissaient une organisation logique. Il ne s’agit pas de soupçon ni d'admission, mais d´une nécéssité. Faute de cette fondation, tout le bâtiment piagétien s’effondrerait. Nous concluons que le concept de progrès et l'état de l'intelligence sous-entendent la critique des auteurs. Malgré cela, et même pas sans admettre les explications formulées par Piaget, c’est le fait de que les censeurs doivent faire face à une vérité: indépendamment de la culture ou du moment historique, les enfants agissent toujours de la même manière, en cherchant à donner un sens à la réalité. Nous pouvons donc être d’accord ou en désaccord avec l'explication de Piaget. Cependant, il y a quelque chose qui ne doit pas être ignorée: la contribution apportée par Piaget vers la compréhension de la logique du fonctionnement mental.

Análise do sistema de avaliação do rendimento escolar de Marília

Pós-graduação em Educação - FFC

Relações de gênero e sexualidade na educação infantil: interfaces que envolvem as práticas pedagógicas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Giro lamo Savonarola and forms of government.

The work presents an analytical study of the theme of the forms of government in the political thought of Girolamo Savonarola, based on his Thatawo circa il regimento e governo dela cimi. di Firenze (1498). Using Bobbio's methodology, the theme is analyzed from three simultaneous perspectives: the systematical, the axiological, and the teleological.

Dexmedetomidine on renal ischemia-reperfusion injury in rats: assessment by means of NGAL and histology

Background: Ischemic acute kidney injury is a common occurrence in the perioperative period and in critical patients admitted to intensive care units. The reestablishment of blood supply may worsen injury through the ischemia-reperfusion (I/R) mechanism. We investigated the effect of dexmedetomidine on the kidneys of rats subjected to an experimental I/R model. Methods: 34 rats anesthetized with isoflurane was undergone right nephrectomy and randomly assigned to four groups: Control C (saline solution); Dexmedetomidine D (dexmedetomidine); Sham S (saline solution); Sham with Dexmedetomidine SD (dexmedetomidine). The serum levels of neutrophil gelatinase-associated lipocalin (NGAL) were measured at time-points T1 (following stabilization), T2 (ischemia), T3 (reperfusion), T4 (12 h after of I/R). The kidneys were subjected to histological examination. Results: The NGAL levels were significantly higher at T4 compared with T1. Upon histological examination, the left kidneys in groups C and D exhibited a similar extent of cell injury. Conclusion: The levels of NGAL did not indicate either protection against or worsening of kidney injury. Histological examination for acute tubular necrosis showed that dexmedetomidine did not protect the kidneys from I/R.

Metalloproteomic profile determination of muscle samples from nile Tilapia (Oreochromis niloticus) using AAS and ESI-MS/MS after 2D-PAGE separation

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

Pyridinic analog of the natural product (-)-spectaline as potential adjuvant for the treatment of central nervous system disorders

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

Ruthenium(II) complexes with hydroxypyridinecarboxylates: screening potential metallodrugs against Mycobacterium tuberculosis

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

The effect of polymerization mode on monomer conversion, free radical entrapment, and interaction with hydroxyapatite of commercial self-adhesive cements

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)