Neural networks training using the constructivism paradigms

The Backpropagation Algorithm (BA) is the standard method for training multilayer Artificial Neural Networks (ANN), although it converges very slowly and can stop in a local minimum. We present a new method for neural network training using the BA inspired on constructivism, an alphabetization method proposed by Emilia Ferreiro based on Piaget philosophy. Simulation results show that the proposed configuration usually obtains a lower final mean square error, when compared with the standard BA and with the BA with momentum factor.

Show da fé e de sentido(s): o universo eclesial como mediação sociocultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A construção do conhecimento matemático de uma turma de alunos do ensino médio num espaço sociocultural: uma postura etnomatemática

Pós-graduação em Educação Matemática - IGCE

A formação docente numa perspectiva sociocultural e interventiva para além dos muros da escola: busca de novas práticas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A articulação das culturas humanísticas e científica por meio do estudo histórico-sociocultural dos trabalhos de James Prescott Joule: contribuições para a formação de professores universitários em uma perspectiva transformadora

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os artefatos e mentefatos nos ritos e cerimônias do Danhono: por dentro do octógono sociocultural A'uwẽ/Xavante

Pós-graduação em Educação Matemática - IGCE

O tratamento temático da informação em abordagem sociocultural: diretrizes para definição de política de indexação em bibliotecas universitárias

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estudo sociocultural da comunidade discursiva do tratamento temático da informação em bibliotecas universitárias

It is assumed as a sociocultural approach to contemporary theories necessary to scientific Information Science, considering that information should be treated from the observance of its context of enunciation, situations and purposes, involving all social actors. In this sense, it is the prerogative of the individual knowledge is socially conditioned and therefore it becomes necessary to investigate the knowledge of professionals who directly or indirectly influence the products generated in the thematic treatment of information in context of university libraries. To do so, it explores the discursive community of thematic treatment information from the institutional and social interaction through structured interview. The results revealed the need of Information Science advance the establishment of studies that surround issues involving human action from the social reality in order to enhance the theoretical concepts and methodological thematic treatment of information in context of university libraries.

A formação do Professor de Línguas de uma Perspectiva Sociocultural

With the development of cognition studies and the awareness that teachers’ previous experiences, knowledge acquired in language teacher education programs and classroom experiences in different contexts shape the ways teachers think and construct their teaching practices, teacher education programs start to understand, from a sociocultural perspective, teachers’ learning as a dialogic process of knowledge co-construction, which is situated and emerges from practices and sociocultural contexts. Considering the relevance of this new perception, this article aims at presenting such theoretical perspective as well as its contributions to language teacher education research and teaching.

A perspectiva sociocultural e a formação de professores de línguas

This article aims to trace a historical development of language teacher education in Brazil and abroad, as well as to discuss the tenets of Vygotsky’s sociocultural perspective as a theoretical basis on which teacher development can be anchored in the contemporary world. Since learning to teach is now understood as a complex and long process of development, which results from the participation in social practices and contexts associated with teaching and learning, we intend to discuss how such a theory is in line with an interpretive view of reality and provides elements for the (re)construction and transformation of teaching practices. In this view, knowledge is understood as intimate and dynamically linked to experience, highlighting the role of human agency in our own development.

Comunicação e moda: o reflexo sociocultural visto pela Vogue Brasil

Pós-graduação em Comunicação - FAAC

O uso das tecnologias no cotidiano, na educação e no ensino musical sob uma perspectiva educacional e sociocultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)