Retextualização da escrita por alunos com surdez usuários da LIBRAS: em foco a mediação do professor

The way teachers will coordinate the writing appropriation process assumes an especial importance, sharing their knowledge with the deaf student, assigning importance and meaning for what this student was capable to produce, even if his production isn’t resembled to the idealized pattern of an adult writing. This study is proposed to investigate the mediation in rewriting activities, along with deaf students, held by eight trainee students of a Pedagogy course, with ages between 20 and 28 years old. Thereunto, this activities were recorded on video, for later transcription and descriptive analysis, subsided by a new model proposed in the literature. The results indicate: the importance of the rewriting in the understanding of write contents produce by deaf students, the participants’ attitudinal change about their role like coordinator and interlocutor in such activities and the greater teacher’s comprehension about notational and discursive aspects involved in the deaf student write production. These results allowed to conclude the future teachers’ need that will work in inclusive classes or in multifunctional classes, understand and use rewriting activities in their daily pedagogical practice for the appropriation for the promotion of the Portuguese write by the deaf student, user of LIBRAS. It should be noted these teachers’ need to know the LIBRAS’ grammar and have access to linguistic knowledge enabling them to comprehend the nature of the occurrences present in the texts produced by deaf students.

Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Perfil dos professores participantes da 2ª edição do curso de LIBRAS a distância: uma propsota de formação continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course “Libras by distance: a proposal for continuing education of teachers in inclusive educational settings”, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Marília, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.

Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.

Análise do curso de extensão em Libras, na modalidade a distância, para formação continuada de professores no contexto educacional inclusivo

The inclusive education policy implemented by state and municipal educational systems of Brazil, contemplates that students with hearing loss can study in regular education classes. In this context, the use and knowledge of the Brazilian sign language is essential. Therefore, in 2009, an extension course of Libras of 120 hours in distance mode was developed in partnership with the FFC / UNESP, funded by the Program for Continuing Education of Teachers, the SEESP - MEC for Brazilian public school teachers. In the presence of this reality, this research sought to examine the course content, the evaluation of teachers about it and also verify the impression of teachers on a course offered in distance mode. We analyzed: the course design, the scientific report and the evaluation sheets filled in by pupils. It was found that the course had three modules: introduction to distance education; theoretical reflection on the use of Libras in inclusive education, practical activities and the use of Libras. 548 public school teachers linked to 19 departments and/ or boards of education in various regions of Brazil participated in the study. The analysis showed that teachers evaluated the course satisfactorily, pointing out that they favored the interaction with deaf students. Regarding the use of the modality of distance learning, the teacher students had difficulties with the Internet, which hampered access to the materials. However, the teachers considered distance learning interesting, because they learned to tinker with previously unknown tools, and had the opportunity to hone their technology skills.

A formação de professores para a educação Inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da Educação Infantil

To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.

The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language

Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled “Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education”. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers’ actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.

Metabolic syndrome reduces bone mineral density in overweight adolescents

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

Excess body fat negatively affects bone mass in adolescents

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

Botanical extracts: alternative control for silverleaf whitefly management in tomato

Bemisia tabaci (Hemiptera: Aleyrodidae) biotype B is one of the most limiting pests of tomato crops in the world. Tomato yield is currently dependent on the use of pesticides, which are problematic to farmers, consumers and the environment. A promising alternative to reduce the harmful effects caused by the indiscriminated use of synthetic insecticides is the use of insecticides of botanical origin. This study aimed to evaluate the effect of 3% (w/v) aqueous extracts from different structures of thirteen botanical species on the behavior of B. tabaci biotype B adults, as well as insecticidal activity of such aqueous extracts on B. tabaci eggs, nymphs, and adults infesting tomato plants. A distilled water solution was used as a negative control, and thiamethoxam insecticide (18 g/100 L of water) as a positive control. Leaf extract of Toona ciliata was observed to have the most efficient inhibitory effect in tests of extracts on whitefly behavior. Furthermore, the use of leaf extract of Toona ciliata led to the most drastic reduction in the number of adults and eggs on tomato leaflets. Leaf extract of Piper aduncum led to the greatest observed ovicidal effect (78.00% of non-hatched nymphs); however it was not effective against nymphs and adults. The leaf extracts of Trichilia pallida, Trichilia casaretti, and Toona ciliata showed the highest control indexes (67.9, 60.3, and 55.1%, respectively). For adults mortality, T. pallida was the most effective (72.8%). Our results indicate that application of extracts of T. pallida, T. ciliata, and T. casaretti are promising strategies to manage B. tabaci biotype B on tomato.

Desenvolvimento de Zaprionus indianus Gupta, 1970 (Diptera: Drosophilidae) em diferentes dietas

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

Ecologia de insetos e bioinseticidas: efeito de óleo de Nim sobre o ciclo de vida de Zaprionus indianus Gupta, 1970 (Diptera: Drosophilidae)

O manejo integrado de pragas vem ganhando cada vez mais espaço no agronegócio brasileiro, sendo importante em métodos de controle que visam a sustentabilidade na agricultura. Atualmente tem-se aumentado cada vez mais a demanda por defensivos agrícolas naturais, que sejam economicamente e ecologicamente viáveis. Analisando-se as espécies pragas recentemente introduzidas no Brasil, encontra-se Zaprionus indianus Gupta, 1970, popularmente conhecida como mosca-do-figo. Este drosofilídeo tem apresentado um alto potencial de infestação, sendo um organismo limitante à ficicultura e que causa grandes prejuízos econômicos a seus produtores. Dentre as diversas formas de controle de pragas, podem ser citados os bioinseticidas como o Nim (Azadirachta indica), o qual apresenta baixa toxicidade em relação aos inseticidas químicos, e que vem despertando interesse devido as suas propriedades e seu potencial como inseticida natural. Sabendo-se da urgente necessidade em controlar essa praga, o presente trabalho estudou os efeitos da interação de óleo de Nim, da marca comercial Próneem Plus sobre o desenvolvimento populacional de Z. indianus. Os testes foram realizados com indivíduos da F1 - adultos e imaturos - oriundos da criação de Z. indianus, no Laboratório de Entomologia I do Departamento de Zoologia, UNESP – campus de Rio Claro. Foram realizados quatro diferentes experimentos, considerando o potencial bioinseticida e de repelência do produto, testando-se as concentrações de 0,5; 1,0; 1,5 e 2% sob condições de laboratório e as concentrações de 0,35; 0,5 e 0,75% em monocultura de figo. O óleo de Nim apresentou atividade inseticida para a fase larval de Z. indianus, nas concentrações de 0,5; 1; 1,5 e 2%, causando elevada mortalidade e retardando o desenvolvimento da espécie, porém, não apresentou toxicidade significativa... (Resumo completo, clicar acesso eletrônico abaixo)

Dinâmica populacional de Zaprionus indianus Gupta 1970 (Diptera: Drosophilidae) e caracterização de alguns aspectos biológicos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Caracterização de resistência de genótipos de soja a Bemisia tabaci biótipo B (hemiptera: aleyrodidae)

Pós-graduação em Agronomia (Proteção de Plantas) - FCA

Alunos com surdez e o processo de inclusão: uma análise dos discursos sobre língua de sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.