Análise das diretrizes curriculares dos cursos de licenciatura em relação à formação de professores para inclusão de alunos com necessidades especiais

As políticas educacionais inclusivas, difundidas a partir dos anos 1990, vêm favorecendo o aumento do número de alunos com necessidades educacionais especiais (NEE) matriculados em classe comum, no entanto, os professores que os recebem, em sua maioria, estão despreparados para atendê-los. Tomando como base essa situação, o presente estudo teve o objetivo de analisar as orientações contidas nas diretrizes curriculares dos cursos de licenciatura em relação à preparação dos futuros professores para inclusão de alunos com NEE. Para tanto, realizou-se uma pesquisa documental. Foram selecionados recortes temáticos nos textos das referidas diretrizes de maneira a identificar os extratos que contemplavam recomendações ou comentários referentes ao processo de formação dos professores em relação à inclusão de alunos com NEE. Pelos resultados obtidos nos documentos analisados, constata-se, com raras exceções, uma significativa carência de orientações claras e amplas a respeito do tema em questão. Portanto, considera-se que as referidas diretrizes precisam ser aprimoradas em relação à questão em pauta. Com base nos conhecimentos desenvolvidos na área, sugere-se que as mesmas orientem a inserção de pelo menos uma disciplina sobre o tema inclusão de alunos com NEE; a inserção de conteúdos afins nas demais disciplinas dos cursos de licenciatura; a disponibilização de estágios em salas de aulas inclusivas, bem como a indicação dos conteúdos a serem trabalhados. Avalia-se que a efetividade do processo de inclusão dos alunos com NEE assenta-se na articulação entre as políticas educacionais e as políticas de formação dos professores.

Análise e reflexão sobre a educação especial inclusiva em Maringá/BR e em Guadalajara /ES

The purpose of this study is to know the route of Special Education in different contexts, the city of Maringa/Brazil and Guadalajara/Spain and analyze the bases underlying the organization, structure and operation of this mode of education having as starting point the process inclusive school. This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Vygotsky. He argues that the existence of fundamental principles underlying the development of children with disabilities. If, on the one hand, the disability imposes limitations on the individual, hindering its development, on the other, just by causing difficulties, enables the movement to compensate, increasing the development of other capabilities. The deficit itself is less. Therefore, it is a field research carried out by means of observations, literature search and document analysis in early childhood education institutions visited in the cities mentioned above. The results showed that there are peculiarities of its path, organization and functioning of Special Education in each of the contexts analyzed. Referentemente the inclusive education movement, it is clear that Spain is a precursor of this process therefore has the right conditions in different ways to conduct the service children with special needs, and on the other hand, schools have the resources and specialized materials they need. While in Brazil the operationalization of these measures occurs more slowly. Thus, we can say that this process of inclusive education does not happen in a linear fashion within mainstream schools and so little action in the different forms of special education in two contexts analyzed.

Formação inicial de professores e educação de jovens e adultos: possibilidades da extensão universitária

The present work aimed at investigating the possibilities and limits of academic extension programs as an environment for initial teacher learning and training. It also focused on investigating the main difficulties identified by Pedagogy and Social Science students about this initial training regarding its use in actual teaching activities. It focused on undergraduate students’ perceptions concerning their involvement in an academic extension project which enabled them to interact with students as teachers in a Youth and Adult Education program, during a whole academic year. Semi-structured interviews were done with nine participants. The content of these interviews was analyzed and divided into four thematic categories. The results show that, for these students, what makes this kind of project unique is the possibility of acting in real situations, under supervision, which provided a moment for reflection. Focusing on supervision, the students point out that this resource is not usually there in traditional internship situations – and that they consider it an important and necessary aspect. It was also indicated the relevance of practice, self-awareness and teaching activity experiences. In conclusion, it was perceived that academic extension programs must be more intensively appreciated, given the coordinating role it can play between investigative and didactic activities, both key to initial training.

Inclusão escolar com apoio: uma análise do serviço do ensino itinerante

We investigated the process of inclusion in the school common areas, tracking the performance of a traveling school teacher (teaching support service specialist), type of service in Special Education, as a support to the school's educational proposal. Objectives: To identify, describe and analyze the performance of itinerant school teacher in a school of mainstream school, with students and their teachers, to analyze the perception of two teachers of the common teaching about the process of integration of pupils with special educational needs in their classes; examine the roles and responsibilities of itinerant school teacher through an exploratory qualitative approach. Participants: an itinerant school teacher, two teachers and two of the common teaching students with special educational needs included in mainstream school. Observations were made weekly at the school over a period of six months, semi-structured interviews with teachers and document analysis. The results showed different facets of roaming at the intersection with the common teaching among them may be noted that acts as a parallel system in the common school, creating a gap between them which may compromise or disadvantage of the dynamic performance of service support, but this gap is overcome at critical times facing the mainstream school, where this service benefit the child's learning process and promotes their inclusive education policy.

Mediação como base de estratégias pedagógicas voltadas a alunos com deficiência mental severa: indicadores para a prática docente

The paper talks about the education of persons with disabilities severe mental retardation based on the idea of Reuven Feuerstein mediation. The collected data were analysed mainly under the focus quantitative, allowing extraction of details of everyday life investigated. Aims to describe and analyze the implementation process their educational, focusing on teaching strategies used by Special Education teachers in the Araraquara’s city. In addition, seeks to address the educational process of a population slightly investigated by uniting two strands of thread in an innovative way: the Theory of Structural Cognitive Modifiability (SCM) and Reuven Feuerstein education of students with severe cognitive impairment. The methodology initiated by the establishment of the teacher’s profile, their mapping and location. Data collection was achieved through three instruments: interviews with teachers, observation protocol and field diary for registration. Our results describe the work of a teacher, showing their practice, and enlist the pedagogical strategies used, mainly those related to the criteria medication. According to the Theory of Structural Cognitive Modifiability (SCM) and the idea of Mediated Learning Experience (MLE), the teacher acts as mediator, interposing themselves between stimuli the environment and the student. The work of the teacher observed indicates that the environment and the student. The work of the teacher observed indicates that she exerts her functions in teaching using pedagogical strategies which are found in her heart, precepts essential to mediation. This shows it is possible to associate the ideas of Feuerstein practices aimed at teaching students with severe mental disabilities.

Otimização do meio de transporte de oócitos bovinos destinados à produção in vitro de embriões

Pós-graduação em Medicina Veterinária - FCAV

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.

A construção do conhecimento em crianças do período sensório-motor: relato de uma experiência com educadoras de creche

Cet article présente un rapport d'expérience qui visait à la formation continuée des enseignants du « Centro de Vivência Infantil » de l'Universidade Estadual Paulista. À partir des notions de l’Épistémologie Génétique comme: l’action, le scheme de l’action, l’adaptation, l’accommodation et l’assimilation, nous cherchons un fondement épistémologique pour le travail d’enseignant avec les enfants entre 0 et 24 mois. Nous présentons, comme résultat pratique de l’application de la connaissance des définitions en Épistémologie Génétique, le travail de formation continuée avec les enseignantes du « Centro de Convivência Infantil » de l’UNESP et la prise de conscience résultant pour adopter la perspective épistémologique piagetienne dans leur travail quotidien avec les enfants du période sensori-moteur.

Characterization and application of nanostructured films containing Au and TiO2 nanoparticles supported in bacterial cellulose

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Combined measurement of the Higgs Boson Mass in pp collisions at root s=7 and 8 TeV with the ATLAS and CMS experiments

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

School inclusion: analyzing the establishment and organization of a special needs education service in a brazilian municipality

The present research integrates a network of studies called National Monitoring Center for Special Education (NMCSE) which studies the Multi-purpose Feature Rooms (MFRs) in regular schools. We aim to investigate whether the service offered by such rooms, maintained by the Department of Education of the Municipality of Araraquara, in São Paulo State, Brazil, is being successful at supporting the education of children and youth with special needs, pervasive developmental disorders and high skilled/gifted individuals. We have also investigated the limits and possibilities of such rooms concerning the set of services offered to their participants. In order to conduct the present research, we have performed: an interview with the Special Education Program manager from the abovementioned Department of Education; and the analysis of a Training Program that MFRs teachers must take. The training program consists of ten morning and afternoon shift meetings. The analyzed data leads us to conclude that the policy of implementation of MFRs, even in this relatively restricted universe is seen from different perspectives. Some interpretations are still permeated by the clinical model, considering individual action. The challenges observed in the classrooms show that the cooperation among teachers still occur randomly and, among other difficulties raised by them, is the selection of the right placement methods to identify eligible students who will benefit from the Specialized Educational Service (SES). In addition, teaching evaluation was considered fragile, as well as the training and the general requirements demanded in order to achieve the expected results.

Resin tag length of one-step and self-etching adhesives bonded to unground enamel

Length of resin tags yielded by utilization of an one-step conventional adhesive system and self-etching adhesive system on unground enamel was observed. In study Groups I and III, the enamel surface was etched for 60 seconds with 35% phosphoric acid gel and adhesive systems PQ1 (Ultradent Products, Inc) and Adper Prompt L Pop (3M/ESPE) were applied. Adper Prompt L Pop (3M/ESPE) was also applied in Group II in accordance with the manufacturer's recommendations. After application of these adhesive systems to dental enamel, specimens were prepared for light microscopy analysis to ascertain degree of penetration (x400). The results were submitted to an analysis of variance at the 5% level; whenever there was significance, the Tukey test was applied at the 5% level. It was found that acid etching prior to application of conventional and self-etching adhesive materials provided higher penetration of the adhesive into the unground enamel surface compared to that achieved solely by application of self-etching adhesive.

Crise da esquerda comunista: políticas do PCI e do PCP sobre a união europeia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Sitios Assistenciais em Unidade de Terapia Intensiva e Relação do Nursing Activities Score com a Infecção Hospitalar

The Patient Classification System has become essential concerning to the practice in management and care from a nurse. This study analyzed the implementation of Assistance Sites in an intensive care unit for adults as a way of organization and classification of patients, as well as the impact of this process on the quality of care according to the Nursing Activities Score and the relation with the Hospital Infection. This is a quantitative, prospective, descriptive and transversal study. The data collection was realized from July until October 2010. The sample was consisted of 214 patients, mostly male, neurosurgical and with a mid age of 57 years. The NAS was on the average of 71.72%. Regarding the Hospital Infection before and after implantation, there was a reduction in the rates of pneumonia. However, the nursing workload remained the same. Moreover, It was evident the importance of using the Nursing Activities Score and the implementation of new ways for classification of patients to improve the organization of the care.