Entre o sistema e o mundo da vida: possibilidades de ação comunicativa na trajetória formativa de professores de Ciências

This study aimed at both identifying possibilities of communicative action that occur in the formative trajectory of Science teachers, and therefore collaborate in the discussion on the rationality approach that supports teacher education. Therefore, we hope to contribute for the construction of a formative model that encourages human emancipation. For this purpose, we draw concepts from Communicative Action Theory proposed by Jürgen Habermas. Data were obtained by half-structuralized interviews. Although strategic actions predominate among those used by teachers during their education period, we observed some tension focus could be identified, better recognized and built up in order to enlarge possibilities of increasing communicative actions in teacher education. We identified political and epistemological factors as obstacles for these possibilities to materialize.

Os sentidos de compreensão nas teorias de Weber e Habermas

Partindo do pressuposto de que a teoria social elaborada por Habermas em muito se assemelha àquela construída por M. Weber, procedeu-se a um estudo comparativo com a intenção de identificar as formas pelas quais Weber e Habermas elaboraram o conceito de compreensão, ao mesmo tempo em que e o elegeram, cada um a seu modo, como instrumento metodológico adequado às dificuldades da produção de conhecimento científico nas Ciências Sociais. Tanto para Weber, como para Habermas, o conhecimento nas Ciências Sociais não consegue escapar das influências diretas da subjetividade do cientista, como também não é capaz de se proteger das contingências histórico-culturais aos quais inevitavelmente toda ação humana está vinculada. Por isso, fundamentados em suas próprias razões, tanto Weber quanto Habermas apontam a compreensão como a forma possível de conhecimento, o que implica a renúncia às pretensões explicativas e à produção de teorias gerais de fundamentação última, que são típicas das ciências convencionais.

Crown and crown-root fractures: an evaluation of the treatment plans for management proposed by 154 specialists in restorative dentistry

Traumatic tooth injuries involve function and aesthetics and cause damage that range from minimal enamel loss to complex fractures involving the pulp tissue and even loss of the tooth crown. Technical knowledge and clinical experience are essential to establish an accurate diagnosis and provide a rational treatment. The purpose of this study was to evaluate the knowledge of Restorative Dentistry specialists about the management of crown and crown-root fractures based on treatment plans proposed by these professionals for these cases. A descriptive questionnaire was mailed to 245 Restorative Dentistry specialists with questions referring to their professional profile and the treatment plans they would propose for the management of crown and crow-root fractures resulting from dental trauma. One hundred and fifty-four questionnaires were returned properly filled. The data were subjected to descriptive statistics and the chi-square test was used to determine the frequency and the level of the significance among the variables. The analysis of data showed that in spite of having a specialist title, all interviewees had great difficulty in planning the treatments. As much as 42.8% of the participants were unable to treat all types of dental trauma. Complicated and uncomplicated crown-root fractures posed the greatest difficulties for the dentists to establish adequate treatment plans because these fractures require multidisciplinary knowledge and approach for a correct case planning and prognosis.

Conflito, reconhecimento e justiça: uma nova forma à teoria crítica

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

Silvio Romero e os contos populares brasileiros de origem indígena: uma proposta de análise

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desenvolvimento de tecnologia educacional para o uso racional de energia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A clínica dos casos difíceis no imaginário de estudantes de psicologia

The conducts that occur in the context of intersubjectivity are arranged from unconscious psychological fields which influence individual and collective practices. Therefore, it becomes important to consider the collective imagination of psychology students as this may interfere about the exercise of their clinical practice. The aim of this study was to investigate the collective imaginary of psychology students about the clinical practice with patients considered difficult in the analytic setting. Based on the psychoanalytic method, this research utilized the Procedure of Drawings-Stories with Theme in group interview, for the purpose of discuss on the vicissitudes of contemporary clinical work with these patients. In the present study, participated eight undergraduates of the eighth semester of a psychology course.The resulting material of the interview constituted by drawings-stories and the narrative was psychoanalytically analyzed, in the light of the Multiple Fields Theory proposed by Herrmann and in dialogue with the winnicottian thought, allowing to apprehend the follows fields of affective-emotional meaning: “Insecurity”, “Perfect Therapist”, “Mutuality”, “Experience”, “Negation of Madness” and “Madness as tal”. In general the imaginary manifestations of psychology students constitute the analytic relationship with the difficult patients by mobilizing feelings of insecurity, distress, anxiety, incapacity and helplessness.

O problema da relação mente-corpo e a consciência como sua manifestação

Pós-graduação em Filosofia - FFC

Alguns aspectos da transposição de uma sequencia didática sobre o comportamento de partículas e ondas

This work presents a partial analysis of the implementation of a didactic sequence aimed at undergraduate students of quantum chemistry. The sequence develops on some fundamental concepts to understand the behavior of the objects particles and waves in the doubleslit experiment. The analysis is based on the didactic transposition theory, proposed by Yves Chevallard, which allows reflection upon the scientific knowledge reorganized to be used in teaching contexts. Our interest in this study lays on the dynamics of transposition of knowledge-to-be-taught into knowledge-taught, particularly the importance of making concepts more comprehensible. Results showed that the communication of knowledge by the students is presented with interruptions, gaps and colloquial language. The analysis allowed the identification of needs and possibilities of learning, as well as a turn in the teacher practice, through a dynamic process of action and reflection.

A contextualização da Física aplicada em situações de mobilidade urbana

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Propostas Curriculares Para o Ensino Médio (1998/2013): uma análise sob a ótica de Jürgen Habermas

Pós-graduação em Educação Escolar - FCLAR

Design of concrete platforms offshore using the three-layer shell theory

The concrete offshore platforms, which are subjected a several loading combinations and, thus, requires an analysis more generic possible, can be designed using the concepts adopted to shell elements, but the resistance must be verify in particular cross-sections to shear forces. This work about design of shell elements will be make using the three-layer shell theory. The elements are subject to combined loading of membrane and plate, totalizing eight components of internal forces, which are three membrane forces, three moments (two out-of-plane bending moments and one in-plane, or torsion, moment) and two shear forces. The design method adopted, utilizing the iterative process proposed by Lourenco & Figueiras (1993) obtained from equations of equilibrium developed by Gupta (1896) , will be compared to results of experimentally tested shell elements found in the literature using the program DIANA.

Dynamic scale theory for characterizing surface morphology of layer-by-layer films of poly(o-methoxyaniline)

The dynamic scale theory and fractal concepts are employed in the characterization of surface morphological properties of layer-by-layer (LBL) films from poly(o-methoxyaniline) (POMA) alternated with poly(vinyl sulfonic acid) (PVS). The fractal dimensions are found to depend on the procedures to fabricate the POMA/PVS multilayers, particularly with regard to the drying procedures. LBL films obtained via drying in ambient air show a more homogeneous surface, compared to films dried under vacuum or a flow of nitrogen, due to a uniform rearrangement of polymer molecules during solvent evaporation.

Conservative power theory discussion and evaluation by means of virtual instrumentation

Considering different single and multiphase circuits feeding linear and non-linear loads, this paper presents theoretical discussions and experimental evaluation of the recent Conservative Power Theory (CPT), by means of Virtual Instrumentation concepts. The main goal is to analyze the results of such power theory definitions under nonsinusoidal and unbalanced conditions, pointing out its major advantages, possible drawbacks or relevant aspects for discussion. © 2009 IEEE.