A imprensa em Lins: análise das dinâmicas sociais e urbanas em O Progresso, 1925-1927 O Linense, 1928-1929

O trabalho de conclusão de curso, que tem por tema “A imprensa interiorana: análise das dinâmicas sociais e urbanas em O Progresso, 1925-1927 e O Linense, 1928-1929”, visa analisar os periódicos aqui apontados, enquanto representativos dos jornais circulantes no interior paulista do início do século XX, inseridos dentro de um contexto de urbanização das cidades do noroeste do estado de São Paulo, mais especificamente, Lins. Esses periódicos serão, portanto, objeto de estudo e, concomitantemente, as principais ferramentas de pesquisa sobre a cidade aqui estudada e de identificação das temáticas relativas ao assunto cidade/urbano. Este trabalho serve como um complemento à pesquisa de iniciação científica “A Imprensa em Lins: temas da cidade e do urbano em O Progresso, 1925-1927 e O Linense, 1928-1929”, que teve como proposta fazer o levantamento de temas sobre a vida, as transformações e as dinâmicas urbanas de Lins, município do oeste paulista, mapeando diversas dimensões da cidade publicadas nos jornais O Progresso, do período de 1925 a 1927 e O Linense, de 1928 a 1929. Dessa maneira, o trabalho visa contribuir para os estudos sobre as cidades da Zona Noroeste paulista e, a partir da análise dos jornais, realizar uma leitura da imprensa interiorana do início do século XX em São Paulo. Cabe salientar que a pesquisa está vinculada ao Projeto Temático “Saberes Eruditos e Técnicos na Configuração e Reconfiguração do Espaço Urbano – Estado de São Paulo, séculos XIX e XX (processo 05/55338-0)”, com coordenação do grupo de professores da Faculdade de Arquitetura, Artes e Comunicação da UNESP-Bauru. O subtema desse projeto, sob a responsabilidade específica do orientador Célio José Losnak, chama-se “As dimensões política e cultural da circulação dos saberes nas cidades do oeste paulista: legislação, processos decisórios... (Resumo completo, clicar acesso eletrônico abaixo)

Segunda Chance: as etapas da construção de roteiro de narrativa seriada com colaboração temática

Não disponível

O Paraguai na agenda externa brasileira e a temática de Itaipu: 2003-2010

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

O Moderno no progresso de uma cultura urbana, escolar e religiosa e a Educação Secundária do Instituto Presbiteriano Gammon (1892-1942)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Quinze Anos de Progressão Continuada: a percepção dos professores

Pós-graduação em Educação - FCT

Impactos da progressão continuada na educação do estado de São Paulo

The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at São Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG, from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to evaluations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It’s primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the São Paulo State.

A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

Caracterização dos mecanismos de ação da imunoterapia intravesical com P-MAPA envolvendo as vias de sinalização dor receptores Toll-like (TLR) 2 e 4 na progressão do câncer de bexiga não-músculo invasivo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Sangria aberta ou artéria do progresso: a emigração ibérica oitocentista nos debates sobre a colonização do além-mar

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A temática afro brasileira no contexto da Educação Física escolar

The choice Brazilian african study theme in the general education, and particularly in physical education has not advanced as to be themed with the subject matter. Even open to this issue, in 2003 a law was passed introducing an obligation of racial ethnic correlations in Brazil. Law 10.639, changed the LDB (Guidelines and Framework Act, 1996) and establishing the obligation both in elementary school as high school, public and private, the teaching of history and African Culture and African Brazilian. As the main objective of disseminating the importance of valuing the African culture and its legacy, expanding the looks and the knowledge about the culture and history of a people who often are discriminated against and excluded by society. The questions that arise are the following: The physical education teacher know that prerogative? Incorporates the Brazilian african discussion in their classes? Discusses with students these subjects related to corporal practices? Have difficulty in dealing with this issue? What? Thus the aim of this study was to detect whether and how a group of physical education teachers is the Brazilian african theme in their classes, for the fulfillment of the Law 10.639 / 03. The methodology of this study was qualitative descriptive type. Were used for data collection semi-structured interviews and non-participant observation. The data obtained through interviews with teachers were transcribed, reviewed and classified according to the content analysis. It is concluded that the racial ethnic theme is not systematically addressed in physical education classes when they are treated, is superficially when proposed by the curriculum of

Multiculturalismo, diversidade cultural e cotidiano escolar: uma análise da temática em filmes de escola

This work has as its theme the multiculturalism, cultural diversity and their reflections in school everyday, more specifically on the interactions between the various subjects and social groups that make up a school and the teacher as mediator of the relationship between these guys. The theme Multiculturalism refers in the first instance, to the theoretical movement beginning in the mid-20th century in the United States and that spreads in the Western world as a way of tackling the conflicts generated depending on the economic issues, policies, and, in particular, cultural-ethnic, in an attempt to combat discrimination and prejudice, given the difficulties of individuals and groups to welcome and socialize with the plurality and cultural differences (SILVA; BRANDIM, 2008).At the same time, multiculturalism refers to cultural studies, through the Centre for Contemporary cultural studies, founded by em1964 Hoggart, and connected to the English language Department of the University of Birmingham in England.In contemporary times, due to the phenomenon of globalization and public policy to challenge prejudice and discrimination the subjects and social groups, regardless of color, creed, ethnicity, sexual orientation and nationality, this theme has been recurring in order to recognize plural identities and ensure and directly affects the school as a place of cultural diversity and conflicts generated by the very diversity.The present work aims to analyze and understand how the issue of multiculturalism and cultural diversity in school films. Our study will be based theoretically in Cultural Studies authors and uses the qualitative approach, working with movie content analysis of school, seeking to seize on the same relations of coexistence, conflicts and the mediations of teachers

Efeitos das formulações nanoestruturadas de doxorrubicina e cisplatina em dispersão de óxido de grafeno reduzido no tratamento da progressão do câncer de bexiga Não-músculo invasivo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O processo constitutivo da Resolução de Problemas como uma temática da pesquisa em Educação Matemática: um inventário a partir de documentos dos ICMEs

Pós-graduação em Educação Matemática - IGCE

Avaliação de polimorfismos genéticos na progressão da infecção de pacientes monoinfectados e coinfectados com os Vírus da Imunodeficiência Humana (HIV) e Vírus da Hepatite C (VHC)

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

O Brasil entre a história narrativa e a história analítica (1840-1870): civilização, progresso e desenvolvimento

Pós-graduação em História - FCHS