112 resultados para Mecanismos transnacionais


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Our main concern was to investigate the forms and rationalities implicit in the social regulation/autonomy of the management processes of learning, historically established in the 1971 through 2002 educational reforms, via assessment guidelines of school performance in the state of São Paulo. We used a socio-historical approach, relying on speeches and official documents as our primary source and on studies and research work about teacher assessment and performance as secondary sources. As central categories we considered continuity and rupture in the patterns and mechanisms of social regulation/autonomy of educational work. The results help to clarify how educational policies, instituted in contexts of social reproduction/transformation, influence the management of educational processes within the school.

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The present work attempts a comparative perspective of the apparel industry that make use of foreign workers in the São Paulo City and New York City. We have among the central hypothesis the increase of sector based in the use of illegal immigrants workforce and precarious work relations. Seek to understand the phenomenon from their own mechanisms cultures immigration historically established in these cities and in the productive sector. For such, we use a literature review about the transnational migration of workers and the sector productive organization. We expect to constitute theoretical instrumental that contributes for the understanding of the thematic and allow establishing links between the Brazilian and the U.S experience.

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Pós-graduação em Ciência e Tecnologia Animal - FEIS

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Written language is a form of communication between humans and, as is not acquired naturally, needs educational interventions systematized to be learned. However, the teaching of writing is still mechanically imposed on the student, and could make use of other features such as games and plays. As a result, this research we analyze the writing development of phases, the psychic functions present in its development and the construction of a paradigm games and games that can be used as auxiliary tools in the teaching of writing. We describe the operation of each and identify how they can be used in the classroom. The survey was conducted through a qualitative approach of empirical type. The data concluded that these instruments are not used in class and often writing has no social relevance for the child. We also conclude that some usage scenarios of play occurred among children, are not used for didactic purposes as an example of sign-symbol relationship by teachers to teach writing

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

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Pós-graduação em Engenharia Mecânica - FEG

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

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Pós-graduação em Ciência e Tecnologia Animal - FEIS

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)