Explanations and Representations of Violence by School-age Brazilian Youths

The violence staged by young people has often been subjected to scientific analysis. The way youths speak, in their role as aggressors or as victims, is examined to determine how they experience violence in a number of different spheres. Repeated group interviews are used to analyze how violence is explained and depicted within the family, at school and in the neighbourhood by two groups of young people (14-17 years old) attending the same school on the outskirts of Rio Claro, Sao Paulo, Brazil. One of the groups involved is identified by the school as violent, and the other, as non-violent. Discourse analysis leads to two conclusions. First, the different contexts of violence infuse a mistrust of institutions, the environment and personal relationships into the subjects' experience, forming a fabric that clouds future prospects. Second, the group of youths identified as violent have a more simplistic, pessimistic view of reality: They see the world in black and white, and they lay no stock in the possibility that violence can be avoided. Consequently, they use violence and understand violence as a defensive strategy that gives one identity. On the other hand, the group identified as nonviolent feels it possible to intervene in situations with nonviolent tools like words. For the young subjects, violence is a context that they assume; it cancels their ability to identify rules and institutions, but it does not generate an effective interaction strategy. Violence causes their social microcontext (in which action prevails over meaning or meaning equals action) to assume overblown dimensions. Any intervention strategy must take into account this indissoluble unity between meaning and action.

Evaluation of indexed language used in collective catalogues of university libraries: a socio-cognitive study using verbal protocol

The use of indexing language in university libraries collective catalogs and the socio-cognitive context of indexing and users were evaluated. The methodology consisted of a diagnostic study elaboration of the functioning and treatment procedures of the indexing information from nine libraries of the UNESP Network, representing the Civil Engineering, Pedagogy and Dentistry areas from a data collection using the Verbal Protocol introspective technique in the Individual and Group forms. The study conducted a reflection upon the statements issued by the seventy-two participating individuals whose the results revealed unsatisfactory results about the use of the Subject Headings List of the BIBLIODATA Network, indexing language utilizing by the UNESP Libraries Network, Brazil, in the representation and in the information retrieval process in the ATHENA catalog, about the sequent aspects of the language: lack of specialized vocabulary as well as updated; lack of remissives and of specific headings, and others. We have concluded that the adequate use of indexing languages of specialized scientific areas becomes by means of evaluation as to updating, specificity and compatibility in order to meet the needs of indexing and information retrieval.

Egocentric speech in the works of Vygotsky and Piaget: educational implications and representations by teachers

This paper presents an applied qualitative and quantitative study and seeks to understand egocentric speech according to Vygotsky and Piaget and, through a literature review, the educational implications of Vygotsky and Piaget’s ideas. Additionally, the representations of these ideas by fifteen teachers of basic education are investigated. It is important to understand egocentric speech in Vygotsky and Piaget. Despite the differences in how they conceive its nature, functions and implications, for both, egocentric speech is intrinsically linked to and facilitates our understanding of child development. Regarding the representation of teachers who criticized children who used egocentric language, when teachers established any negative consequences of such language, they attributed it to the affective and moral aspects as well as to cognition. However, their approach was more practically oriented than those found in the psychological theories addressed. Therefore, this study aids in understanding the limits and scope of teacher-training courses.

As interfaces entre linguagens audiovisuais e práticas pedagógicas em História e Geografia: experiências, possibilidades e limites no curta metragem como uma outra compreensão do local e do vivido

Specifically in the teaching practices of History and Geography notes a concern with the construction of school knowledge based on observance of categories such as 'everyday' and 'place', which emphasize a look intensively focused on the local context of the students - element (res) significance, situated in time and space, the representations and actions of individuals, the (re) defining their identities (individual and / or collective) and rights to citizenship. However, both educators in history, as in geography, should be alert to some limits of a strictly pedagogical 'localist'. When it comes to use of language technology audiovisual in line with the pedagogical existing in “PCN's” history and geography, one must keep in mind that not just resize the movie to local level (whether in the classroom or outside), or elect the 'localism' as the new panacea of a certain 'pedagogy' of audiovisual language. With the desire to promote the development of new methods of teaching history and geography is that we designed a research project. This is creating opportunity with the possibility of graduating videos reflect on the teaching of history and geography, according to the use of a new technological language and art (cinema), the association with the reality of the students (hence the site survey and urban) as well as the promotion of an active and critical dialogue with the PCNs’s recommendations.

Qualidade da educação escolar: discursos, práticas e representações sociais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Gestão da atividade física no SUS: o processo de inserção do Programa de Exercícios Físicos em Unidades de Saúde no município de Rio Claro-SP : um estudo de caso

Pós-graduação em Ciências da Motricidade - IBRC

Collective screening tools for early identification of dyslexia

Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2. Nonresponders to Tier 2 are given still more intensive, individual intervention in Tier 3. Limited time, personnel and financial resources derail RTI's implementation in Brazilian schools because this approach involves procedures that require extra time and extra personnel in all three tiers, including screening tools which normally consist of tasks administered individually. We explored the accuracy of collectively and easily administered screening tools for the early identification of second graders at risk for dyslexia in a two-stage screening model. A first-stage universal screening based on collectively administered curriculum-based measurements was used in 45 7 years old early Portuguese readers from 4 second-grade classrooms at the beginning of the school year and identified an at-risk group of 13 academic low-achievers. Collectively administered tasks based on phonological judgments by matching figures and figures to spoken words [alternative tools for educators (ATE)] and a comprehensive cognitive-linguistic battery of collective and individual assessments were both administered to all children and constituted the second-stage screening. Low-achievement on ATE tasks and on collectively administered writing tasks (scores at the 25th percentile) showed good sensitivity (true positives) and specificity (true negatives) to poor literacy status defined as scores <= 1 SD below the mean on literacy abilities at the end of fifth grade. These results provide implications for the use of a collectively administered screening tool for the early identification of children at risk for dyslexia in a classroom setting.

Evidence for collective multiparticle correlations in p-pb collisions

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Avaliação do significado social, econômico e cultural do tabagismo em mulheres profissionais do sexo

Pós-graduação em Enfermagem - FMB

Significações das metodologias de ensino aprendizagem para professores e alunos do curso de graduação em enfermagem

Pós-graduação em Enfermagem - FMB

Orthogonality relations and supercharacter formulas of U(m vertical bar n) representations

In this paper we obtain the orthogonality relations for the supergroup U(m|n), which are remarkably different from the ones for the U(N) case. We extend our results for ordinary representations, obtained some time ago, to the case of complex conjugated and mixed representations. Our results are expressed in terms of the Young tableaux notation for irreducible representations. We use the supersymmetric Harish-Chandra-Itzykson-Zuber integral and the character expansion technique as mathematical tools for deriving these relations. As a byproduct we also obtain closed expressions for the supercharacters and dimensions of some particular irreducible U(m|n) representations. A new way of labeling the U(m|n) irreducible representations in terms of m + n numbers is proposed. Finally, as a corollary of our results, new identities among the dimensions of the irreducible representations of the unitary group U(N) are presented. © 1997 American Institute of Physics.

Identidade e cooperação: os governos Kirchner e Lula e a construção de uma identidade coletiva em defesa (2003-2010)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Redes de atenção à saúde para gestantes usuárias de álcool e/ou outras drogas

Pós-graduação em Saúde Coletiva - FMB

Justificativas para o ensino de Astronomia: o que dizem os pesquisadores brasileiros?

We present here a qualitative analysis of a sample of papers published in Brazilian science education journals, which expresses researchers discourses related to Astronomy Education. Within this analytical universe, we sought for discursive excerpts about their justifications for the teaching of this subject, which made the basis for the production of a collective discourse, which identity is socially represented by the researchers authors set. Setting up articulations with discourse analysis, the procedures of the collective subject discourse show to be an important methodological tool to answer to the central question of this study: what do the Brazilian researchers assert as justifications for teaching Astronomy? In other words: why teach Astronomy? Outcomes point to the retaking of reflections about the importance of matters like as Astronomy in formal education, catalyzing teachers work innovative articulations.