Formação Inicial de Professores em cursos de Pedagogia a distância: indicadores do modelo formativo da UAB/UFSCar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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.

O tutor nos cursos de Pedagogia da Universidade Aberta do Brasil: características da tutoria e aspectos da profissionalização

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino a distância: limites e possibilidades na formação de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O tutor no ensino a distância: considerações sobre o elemento humano da mediação educativa com tecnologia

Pós-graduação em Educação Escolar - FCLAR

Gênero e diversidade na escola: reflexões acerca da formação continuada sobre assuntos da diversidade sexual

This article aims to discuss reports brought by the teacher the early years of public school in the training course in Gender and Diversity in School (GDS), with regard to the prejudices of gender and sexual diversity. The GDS training course was offered in 2009 and 2010, by the Open University of Brazil (UAB), in cooperation agreement with the Universidade Estadual Paulista (Unesp). In São Paulo the training centers were distributed in 09 municipalities. The course GDS was inserted in the modality teacher continuing education elementary education from the public schools, in the semipresencial way, and it was divided into five thematic modules: diversity, gender, sexuality and sexual orientation, race / ethnicity. In this article, we present the analysis of the memorials written by / the teacher / participants of the 1st GDE course, polo Jau, in the state of São Paulo, that link the learning which was experienced in the course. Were obtained reports about conflicts arising from the dissonance of personal beliefs and professional responsibilities; involvement of the life’s history of the teacher in his performance in the school (subjectivities); transposition of conceptual errors built out of school, between other aspects. It could be observed that the course has destabilized these teachers with some questions about their certainties. The difficulty in changing and transforming concepts and prejudices about sexual and gender diversity was clarified during the course. The course enabled the educators the contact with contemporary questions, reflect on their attitudes and conceptions of education, which can help to transform their practices in school, providing new perspectives on the issue of sexuality

O papel das tecnologias digitais em disciplinas de álgebra linear a distância: possibilidades, limites e desafios

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A inserção da educação a distância no ensino superior do Brasil: diretrizes e marcos regulatórios

This article aims to critically review the regulatory frameworks that guided the institutionalization of distance education (DE) course offerings in higher education institutions in Brazil, taking as a reference 50 (fifty) documents which were analyzed for the research titled Expansion of Higher Education pos-LDB 96. The need for systematization of DE, legitimated by this Act (LDB-96), proved to be part of the guidelines of international agencies as a strategy for expansion of higher education and that the first initiatives of the Brazilian government were associated with the use of technology in education. A contextualized analysis of regulatory frameworks showed, initially, the quantitative and massified explosion of DE, without the state having proper instruments for its effective regulation. From 2005, new regulatory acts and the creation of the Open University of Brazil seek to maintain this expansion without losing quality.

Docência online na educação superior

Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-graduação em Educação, 2015.

University of São Paulo, Brazil: open access movement

USP scientific production. USP journals. USP Open Access Movement.

Myxomycetes collection preserved in the herbarium of the Federal University of Roraima (Brazil)

First records of myxomycetes in the North region of Brazil go back to the 19th century. Nevertheless, the myxobiota of this region is still largely unexplored, with only 42 species recorded, distributed in 20 genera and seven families. The objectives of this paper were to characterize the Myxomycetes collection of the Herbarium of the Federal University of Roraima (UFRR) and to add new records for the myxobiota of this State. The collection holds specimens collected in fragments of Open Ombrophilous Forest, Seasonal Semi-deciduous Forest, Riparian Forest, deforested areas and urban home gardens in the state of Roraima. The 157 exsiccates were analyzed and identified or redetermined based on identification keys, descriptions and illustrations. The collection is in good conditions of preservation and includes all subclasses of Myxomycetes, 83% of its orders, 50% of its families, and 20 species. Trichiales, with one family, three genera and six species, represents 62% of all exsiccates. Cribraria aff. splendens, Metatrichia vesparia, Physarella oblonga, Stemonaria longa and Stemonitis splendens are new records for Roraima and Arcyria obvelata, Comatricha pulchella, Stemonitis pallida and Stemonitopsis aequalis are referred for the first time in the Northern Region, enlarging the knowledge of the Brazilian geographic distribution of these species.

Science publication workshops as a strategy to improve the visibility of scholarly production: the experience of the University of Sao Paulo (USP) - Brazil

The objective of this work is to present the experience of workshops that have been developed at the University of Sao Paulo by the Integrated Library System in partnership with Research Commission. The poster presents the main results of workshops that were made in 2011, in two knowledge areas: life science and engineering, about science publication processes, and directed to graduates, pos-doctorates, researchers, professors and library staff. The realization of workshops made possible identifies gaps in different aspects of scholarly communication such as research planning, search information strategy, information organization, submission process, identification of journals with high impact, and so on, areas where professors and librarians can help. Besides, workshops reveal that the majority of participants believe in its importance. Despite the ubiquity of digital technology that transversely impacts all academic activities, it is imperative to promote efforts to find a convergence between information and media literacy in higher education and university research activities. This is particularly important when we talk about how science is produced, communicated and preserved for future use. In this scenario, libraries and librarians assume a new, more active and committed role.

Accessibility and visibility of academic and scientific production of the University of São Paulo (USP), Brazil

ACADEMIC CONTENTS: Digital Library of Theses and Dissertations, eAULAS, Open Educational Resources. SCIENTIFIC CONTENTS: Digital Library of USP Intellectual Production, Scientific Journals Portal. OTHER CONTENTS: Rare books, Maps, Images.

Results of Heinrich event 1 simulation from the University of Victoria Earth System-Climate Model (UVic ESCM) and the Community Climate System Model (CCSM3)

We investigated changes in tropical climate and vegetation cover associated with abrupt climate change during Heinrich Event 1 (HE1, ca. 17.5 ka BP) using two different global climate models: the University of Victoria Earth System-Climate Model (UVic ESCM) and the Community Climate System Model version 3 (CCSM3). Tropical South American and African pollen records suggest that the cooling of the North Atlantic Ocean during HE1 influenced the tropics through a southward shift of the rain belt. In this study, we simulated the HE1 by applying a freshwater perturbation to the North Atlantic Ocean. The resulting slowdown of the Atlantic Meridional Overturning Circulation was followed by a temperature seesaw between the Northern and Southern Hemispheres, as well as a southward shift of the tropical rain belt. The shift and the response pattern of the tropical vegetation around the Atlantic Ocean were more pronounced in the CCSM3 than in the UVic ESCM simulation. For tropical South America, opposite changes in tree and grass cover were modeled around 10° S in the CCSM3 but not in the UVic ESCM. In tropical Africa, the grass cover increased and the tree cover decreased around 15° N in the UVic ESCM and around 10° N in the CCSM3. In the CCSM3 model, the tree and grass cover in tropical Southeast Asia responded to the abrupt climate change during the HE1, which could not be found in the UVic ESCM. The biome distributions derived from both models corroborate findings from pollen records in southwestern and equatorial western Africa as well as northeastern Brazil.