Autoridade e autoritarismo em Max Horkheimer

A presente dissertação se concentra na análise do estudo de Max Horkheimer sobre o problema da autoridade e do autoritarismo presente no ensaio Autoridade e família de 1936. A presença constante deste fenômeno no convívio social é tratada por Horkheimer dentro de uma visão dialética e totalizante da história da sociedade ocidental. A visão do pensador frankfurtiano possui forte influência do pensamento de Hegel, Marx e Freud na compreensão da relação entre indivíduo e sociedade. Para elucidar melhor estes conceitos, fez-se necessário um estudo sobre a questão econômica como forte elo de ligação nas relações humanas, assim como, um estudo sobre o caráter coercitivo inerente à formação do ser social. A tomada de consciência sobre a presença da autoridade e do caráter autoritário é uma das exigências que leva o homem a saber enfrentá-las, visto que jamais serão extintas.

Methods of inducing conditioned food aversion to Baccharis coridifolia (mio-mio) in cattle

Foram realizados três experimentos para determinar a eficácia de vários métodos de aversão a Baccharis coridifolia em bovinos: administração oral forçada de 0,5g kg^-1 de peso vivo de B. coridifolia fresca; inalação forçada da fumaça proveniente da queima de B. coridifolia e esfregação da planta no focinho e na boca dos animais; e introdução dos animais em pastagens com baixa infestação por B. coridifolia. Os resultados demonstraram que os animais forçados a ingerir pequenas doses tornaram-se fortemente avertidos, quando introduzidos nos piquetes entre 23 a 26 horas após a aversão. Entretanto, bovinos introduzidos nos piquetes após 1 a 10 horas não foram totalmente avertidos. Inalação da fumaça de B. coridifolia e esfregação da planta no focinho e boca dos animais não foram eficientes para produzir aversão. A introdução de bovinos em piquetes com aproximadamente 1% de B. coridifolia foi eficiente quando os animais permaneceram cinco meses na área, mas não quando ficaram apenas 60 horas, pois os bovinos precisam de tempo para aprender a evitar a planta.

O processo de ensino - aprendizado - avaliação de matemática através da resolução de problemas no contexto da formação inicial do professor de matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Genetic diversity among volunteer donors of bone marrow in southeastern Brazil, according to the HLA system

CONTEXTO E OBJETIVO:Para a realização de transplantes de medula óssea com material alogênico, é necessária a verificação de histocompatibilidade das moléculas do sistema HLA (human leukocyte antigen), fundamental para o sucesso desses transplantes. O objetivo desta pesquisa foi caracterizar os doadores de medula óssea segundo gênero, idade, etnia e grupos HLA de um centro regional de hemoterapia brasileiro.TIPO DE ESTUDO E LOCAL:Estudo descritivo dos doadores cadastrados em um centro regional de hemoterapia de um hospital público universitário da região Sudeste do Brasil.MÉTODOS:Foram consultadas as fichas dos 66.780 doadores cadastrados entre 2005 e junho de 2011 e tabuladas as variáveis estudadas.RESULTADOS:Encontrou-se distribuição equilibrada entre os gêneros, e 82,8% dos doadores tinham até 45 anos de idade. Quanto à etnia auto-referida, 77,3% se apresentaram como brancos, 15,0% como pardos, 5,7% como negros, os 2% restantes dividindo-se em outras etnias. Quanto à caracterização imunogenética, no grupo alélico HLA-A, o mais frequente foi o HLA-A*02, com 39,20%; no grupo alélico HLA-B, o mais comum foi o HLA-B*35, com 14,18%; no grupo alélico HLA-DRB1, o mais frequente foi o HLA-DRB1*03, com 17,03% do total de doadores. Quando esses resultados são comparados com os dados do cadastro nacional de doadores (REDOME), observam-se diferenças demográficas e imunogenéticas, que se explicam pelo histórico de imigração da região de Ribeirão Preto, no Sudeste brasileiro.CONCLUSÕES:Os resultados encontrados reforçam a importância de conhecer o perfil demográfico e imunogenético das regiões do Brasil, para reduzir o tempo de espera por um doador histocompatível.

Estratégias de leitura e o ensino do ato de ler

Pós-graduação em Educação - FFC

Reinventando o Brasil : Manoel Bomfim e a crítica à historiografia brasileira

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Genealogia de uma operação historiográfica: as apropriações dos pensamentos de Edward Palmer Thompson e de Michel Foucault pelos historiadores brasileiros na década de 1980

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

Práticas pedagógicas na educação infantil: a construção do sentido da escola para as crianças

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura

Dyslexia is specific learning disabilities, of neurological origin, resulted from a phonological deficit of language. This study aims to verify the performance of students with dyslexia in phonological intervention program, reading program, and phonological and reading remediation program in students with dyslexia. The participants of this study were 60 students who were divided as follows: GI (ten students with dyslexia submitted to phonological remediation program and ten students with dyslexia not submitted to phonological remediation program), GII (ten students with dyslexia submitted to reading program and ten students with dyslexia not submitted to reading program), GIII (ten students with dyslexia submitted to phonological and reading program and ten students with dyslexia not submitted to phonological and reading program). The phonological and reading remediation was applied in three phases: pretest, training, post-testing. The results showed significant statistical difference between two evaluation moments, revealed better performance in the cognitive-linguistic skills in post-test situation comparing to the pretest, showing the efficacy of the three remediation programs for students with dyslexia. The better performance of the students with dyslexia submitted to the remediation programs shows the necessity of phonological instruction or phonological instruction with reading to be offered in the literacy context, once this will help students to develop cognitive-linguistic skills to learn the alphabetic basis of the Brazilian Portuguese writing system.

O Antimil: o Setor Militar origens de uma organização

The objective of this essay is to examine the trajectory of a clandestine organization that, despite being rather active and frequently cited by the academic literature, has not been very visible in Brazilian history: the Military Sector of the PCB, or Antimil. The particularity of this project is to learn about Antimil’s organizational structure in the process of intervening in the Armed Forces between 1929 and 1945. It does not pretend to evaluate its revolutionary efficacy or all the situations in which it was involved, due to the lack of documentation and specific studies. The revelation of its historical configuration, as an organization in the party structure, is the result of exhaustive research and the narratives of some of its members.

Não aprender na visão de crianças e adolescentes brasileiros: um estudo evolutivo na perspectiva piagetiana

This article aims to present dada from a research about the construction of social knowledge under the Piagetian perspective. Beliefs of children and adolescents about not to learn were investigated. 80 individuals aged 6 to 16 years participated of this study. They had to answer to three methodological tools: a drawing, the analysis of a history and the analysis of a film which involved situations of not learning. It will be presented here the main results of the drawing task. Among other results, data indicate that a significant part of the participants blame the students themselves for not learning, by factors such as indiscipline and lack of motivation. Results also show that Brazilian individuals are not in advanced levels of understanding of social reality, even at older ages.

Filme O Jardim Secreto: uma experiência com a leitura das legendas cinematográficas

By analyzing the pedagogical practices in respect of acts of reading in the current context of school education institutions vital, it is clear that they are linked to decipher. But it is believed that for the student to learn to read is necessary dialogue with the text, attribute meaning to writing and comprehension. When thinking about the use of technologies such as film subtitles, it is believed that they allow readers to form since they require a quick read without using the decryption with the attribution of meaning to follow the entire course of the film. This paper aims to present and analyze a film session the project subtitled and dubbed films in public schools and training of the reader, which investigates the contributions of cinematic legends in training readers in elementary school. In this paper we present data on the session of the film The Secret Garden, with students between six and ten years old in a public school in Marilia, SP. The session took place in film school, in a room adapted. When analyzing the results, we observed that reading subtitles contributes to children are not attached to decipher, because we used reading strategies to understand the plot and tried to dialogue with the text. This approach not only contributes reader for reading the screens, but also in fixed supports, for developing specific tactics for the scrolling text which can be applied to the texts on the immobilized support.

Dificuldades e/ou problemas de aprendizagem: concepções e práticas docentes

It is known that some children fail to learn in school and among them are those that present difficulties and / or learning problems. At this difficulty and / or problems are attributed to various causes neurological problems, environmental or both. The areas most likely to be affected are: reading, writing and mathematics. This situation happens frequently in the daily life of schools and teachers should be prepared to work with diversity and enable the development of all, this includes having this particular part of the school population has a significant learning and an appropriate social relationship. It is therefore aim of this study, to investigate the conceptions of teachers in relation to the theme and possible practices of those in public elementary schools in Bauru city, a medium-sized city in the state of Sao Paulo, with those children who can not learn. Because it is a fact that often occurs in schools, it is necessary to investigate how teachers are working with these students since the school should ensure quality education for all and pedagogical efficiency. To obtain the data we used a questionnaire with multiple choice and essay questions, this tool was applied to a municipal school. It was noted that there is confusion between the terms learning difficulties and problems which affect the performance of teachers with these students and the working conditions of educators hinder their practices

A leitura promovendo o uso adequado da variação linguística e do letramento

This Work focuses the importance of children‟s literature with the insertion of authors‟ like Aesopo, La Fontaine and Monteiro Lobato in the early years of elementary school, so that children could develop their reading that could bring reflections about the use of the language. It entends to show that books can give kids maturity to notice that when it comes to language there‟s not righ or wrong, but contexts that they should fit, in so that they can communicate and decrease the language prejudice. The authors studied in this study are the ones who study the language, the importance of children‟s literature and language prejudice at schools. This work was done through quantitative and qualitative approach, divided into 2 parts, observation and interventions, the research could be in touch with the observed class and get information about the students. Later the researcher could act by telling stories and get data. A third-grade class in a public school in the year of 2010, was observed during the internship in the early years of elementary school compared to another fourth grade class of another public school. The results and analisis oh the data show kids‟ lack of contact with an appropriate children‟s literature, like the fables which are short tales with moral and romance like Emília no País da Gramática by Monteiro Lobato, would make it difficult to learn the production of consistent texts and appropriate language in different contexts. Schools play an important role for kids to be in touch with these good books, so they should have the main role in the children‟s development and background, making them able to be aware of the importance of reading and writing in their lives. Most of the children found it difficult to write texts, but in the end they reached a god level of language related to the proposed context, writing consistent texts, but the part of children still mistake and in literacy and language adaptation

Análise do contexto histórico-social e das marcas deixadas no discurso pelo enunciador em diferentes versões do conto de fadas cinderela

Bettelheim (2007), analyzing the infant psyche concluded that for the child to gain self-esteem and develop a balanced sense of self, need to learn to take certain decisions on a daily basis, which will be facilitated by identifying their problems, designed in the stories that are told (or read). Thus, it could find solutions and feel safer. Based on the reading of fairy tales, we dealt with this research, the resumption of fairy tales in homes and schools, in order to help parents and teachers to get parameters to work thinking of their children and students, from such stories, awakening the taste of children by reading and text production. The proposal considered different versions of the fairy tale Cinderella, noting as the moralizing process the messages each approach, and explores the plot and determines which versions would be appropriate for the psycho-cognitive development of children. We also investigated aspects pertinent to the narrative structure, based on literary theory, in order to work in comparative literature. From the discourse analysis, sought to address the marks left by the utterer, capable of denoting its cargo and its ideological worldview projected in the story, although he re-create the history and environment on real facts of a particular period (MARTINS, 2007)