Dotação e talento: comparação das modalidades presencial e a distância de um programa de formação continuada para professores

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

Inclusão escolar no período de 2009 a 2013 sob a perspectiva das matrículas no censo escolar no Brasil

Pós-graduação em Educação Escolar - FCLAR

Formação continuada do professor de educação física em tecnologia assistiva visando a inclusão

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

Inclusão de alunos com deficiência em escolas do campo: desafios da docência em contextos multisseriados

The challenges of dealing with diversity in the school, in a society that values standards, which homogenizes subjects, have been one of the main issues raised, both by researchers in the field of education as the segments that produce the policies in our country. The teatchers transformations, in the new needs prevailing in the era of postmodernity have inspired improvements in the teaching- -learning process and provide conditions to seek training professionals aware and critical in the process of being on social diversity. The present study aimed to investigate the challenges of teaching practice in the process of inclusion of students with disabilities in public schools in the Field of Concordia-SC. Such institutions have structures in their multigrade classes and organizations – with one teatcher for all. The methodological approach was qualitative in nature, with the instruments to collect data, semi-structured interviews and non-participant observation. We research subjects, two teachers of multigrade classes, Azucena and Dalia, which have enrollment of disabled students and the schools that comprise the Concordia Field. It was observed that as a result the main themes emerged from the interviews were: 1) Valuing and respecting the characteristics and capabilities of each student, 2) Design of classroom space as heterogeneous, rich in human diversity, 3) Cooperative work as a potentiator rhythms and different styles of learning, 4) continuing training of teachers: ensuring a “know-how”. It is hoped that the results of this study contribute to the formation and performance of the teacher in the process of inclusion of students with disabilities in school areas, especially in schools field.

Utility of inline milk fat and protein ratio to diagnose subclinical ketosis and to assign propylene glycol treatment in lactating dairy cows

The objective was to identify a fat-to-protein ratio (FPR) cut-off to diagnose subclinical ketosis (SCK) and to evaluate the effect of propylene glycol (PPG) treatment of cows with high FPR. The optimized cut-off was > 1.42; sensitivity (Se) = 92%; specificity (Sp) = 65%. A cut-off > 1.5 was selected for the PPG trial for balanced Se-Sp. Fat-to-protein ratio cut-offs > 1.25, 1.35, 1.50, 1.60, and 1.70 resulted in Se-Sp of 100% to 49%, 96% to 59%, 75% to 78%, 33% to 90%, and 8% to 96%, respectively. The proportions of cows with FPR > 1.25, 1.35, 1.42, 1.50, 1.60, and 1.70 were 60%, 50%, 44%, 30%, 14%, and 6%, respectively. Incidences of clinical ketosis and milk yield were similar between cows that received 400 mL of PPG (n = 34) and control cows (n = 38). Prevalence of SCK at enrollment was 29.2%; therefore, FPR > 1.5 is not indicated for treatment. Lower cut-offs should be used for screening.

A presença feminina dos estudos secundários no estado de São Paulo (1930-1947)

Pós-graduação em Educação Escolar - FCLAR

Trajetórias escolares no ensino fundamental: estudo de uma escola pública

Pós-graduação em Educação Escolar - FCLAR

Dental students familiarity with the implications of using local anesthetics and dental materials

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O Projeto Logos II em Rondônia: a implantação do projeto-piloto e as mudanças em sua organização político-pedagógica

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

Estudantes com deficiência na universidade: contribuições da psicologia para as ações do núcleo de acessibilidade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O pós FUNDEB no oferecimento de matrículas para a educação infantil no estado de São Paulo

Pós-graduação em Educação - IBRC