Segunda tela: interatividade, conteúdo extra e socialização

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Avaliação do processo de reparação tecidual após Exérese realizada com bisturi convencional e bisturi harmônico Harmonic® de necrose induzida em língua de rato: estudo macroscópico e histológico

Pós-graduação em Biopatologia Bucal - ICT

Televisão digital interativa na educação: desenvolvimento de um conteúdo. complementar ao ensino

This work had as objective the development of a prototype of educational content, as an experimental process, making use of resources from Interactive Digital TV. The characteristics of interactive digital terrestrial television are presented, in the form of a media mode capable of performing as a complementary source to education. The methodology used is composed of four phases: deduction, analysis, induction and synthesis. Its conception takes as issue the expressed need stated by UNESCO to use ICT (Information and Communications Technology) towards education, as well as the possibility of applying digital television in an educational process. The content is structured in the form of a quiz, a type of question-answer game as an informal way of education for high school students. The prototype developed in this work is presented as a structural script and map, taking into account the necessary activities and routines to put it into operation in the tested environments, eclipse, virtual set-top-box and Developer Box. The practice of prototyping was carried out in NCLua, based on middleware Ginga. As a result, we concluded that Ginga offers enough support to carry out the task, providing characteristics of interaction to publish the proposed content, at the moment of the actual practice.

Forma e conteúdo do ensino na educação infantil: o papel do jogo protagonizado e as contribuições da literatura infantil

This paper approaches the relation between school education and psychic development in the light of cultural-historical theory and critical-historical pedagogy, discussing the triad form-content-receiver of teaching in the context of early childhood education. Considering the goal of developing the bases of theoretical thinking in children, the paper analyses role-play as leading activity in preschool and explores the contributions of child literature, highlighting the importance of providing access to artistic works which depict reality in an imaginative form as multisided and in permanent movement.

Avaliação da fosforilação da Akt e do conteúdo da proteína transportadora de glicose GLUT4 em músculo esquelético de ratos adultos com lesão periapical

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

Avaliação da fosforilação da AKT e do conteúdo da proteína transportadora de glicose GLUT4 em tecido muscular esquelético de ratos adultos, proles de ratas com doença periodontal

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

Validade de conteúdo e processos de respostas de um instrumento de rastreio para disfagia orofaríngea no Acidente Vascular Encefálico

Pós-graduação em Fonoaudiologia - FFC

Avaliação proteômica do conteúdo vaginal em resposta ao tratamento da vaginose bacteriana

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Conteúdo de fósforo de alimentos consumidos por pacientes em hemodiálise crônica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Etnobotânica, agroecologia e modelos alternativos em horticultura: análise de conteúdo da mídia impressa

Pós-graduação em Agronomia (Horticultura) - FCA

Etnobotânica, agroecologia e modelos alternativos em horticultura: análise de conteúdo da mídia impressa

Pós-graduação em Agronomia (Horticultura) - FCA

Television violence and young adults in Brazil: a content analysis of the popular telenovella, Malhação = Violência na televisão brasileira e jovens : uma análise de conteúdo da telenovela popular, Malahção

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Quantificação de citocinas no conteúdo abomasal de bovinos de corte na presença ou ausência de ulceração gástrica

Pós-graduação em Ciência Animal - FMVA

Com que conteúdo eu vou ao currículo que você me convidou? Geografia e história no ensino fundamental

This paper intends to reflect on the search, in the process of teaching formation, of pre-defined contents for the teaching of Geography and History in the series of primary school. This desire for clarity about the appropriated contents for the various series often overshadows the real need to clarify what is the goal of teaching this or that content. It is necessary, in the teacher training, resume and historically contextualize this search for curriculum contents. The risk of prioritizing the discussion about contents is transforming the contents itself into the content goals of education. Reifying the contents contributes to the common process of disconnect teaching from learning. In this case, the educational process becomes a contest of teaching contents, not bothering if these contents were or not learned by the students, which makes education extremely conservative. This phenomenon has it origins in the 1970s, during the curriculum discussions of the various areas of school knowledge. Since then, the concept of didactic transposition has been questioned progressively, in which the curricula were designed as adapted teaching to lower levels of scientific knowledge produced in universities – the place for higher education. The school knowledge, since the 1970s, is considered as autonomous. In other words, knowledge in dialogue with university science, but with typical characteristics of education in school systems. If the curriculum of primary and secondary educations is not the result of the didactic transposition, what content it should be made of? The current paper touches this issue, but subordinates it to most relevant questions about the purposes of learning in inseparable connection with teaching.