A concepção de linguagem de professoras alfabetizadoras e sua influência no ensino do ato de ler

This article aims to analyze literacy teachers’ conception of language from the classroom scenes that demonstrate the teaching of the act of reading. For the realization of the objective was carried out research in education like ethnography with two teachers in the 2nd year of elementary school a school of the Municipal located in the city of Sao Luis in Maranhão State, whose main instrument for data generation was participant observation. Also, I was guided by microgenetic analysis in order to focus our gaze to the particular aspect of the situation with attention to the “clues” to extract meaningful data. Authors such as Mikhail Bakhtin (1995, 2003) and scholars in the fi eld of reading, Josette Jolibert (1994), Elie Bajard (2007), among others, were considered core to grasp the meaning assigned by the subjects to teaching the act of reading. The fi ndings reveal that the design language of the teacher infl uences the direction of your practice, determining how to teach reading.

Visuomotor processing and hand force coordination in dyslexic children during a visually guided manipulation task

Developmental Dyslexia negatively affects children's reading and writing ability and, in most cases, performance in sensorimotor tasks. These deficits have been associated with structural and functional alterations in the cerebellum and the posterior parietal cortex (PPC). Both neural structures are active during visually guided force control and in the coordination of load force (LF) and grip force (GF) during manipulation tasks. Surprisingly, both phenomena have not been investigated in dyslexic children. Therefore, the aim of this study was to compare dyslexic and non-dyslexic children regarding their visuomotor processing ability and GF-LF coordination during a static manipulation task. Thirteen dyslexic (8-14YO) and 13 age- and sex-matched non-dyslexic (control) children participated in the study. They were asked to grasp a fixed instrumented handle using the tip of all digits and pull the handle upward exerting isometric force to match a ramp-and-hold force profile displayed in a computer monitor. Task performance (i.e., visuomotor coordination) was assessed by RMSE calculated in both ramp and hold phases. GF-LF coordination was assessed by the ratio between GF and LF (GF/LF) calculated at both phases and the maximum value of a cross-correlation function (r(max)) and its respective time lag calculated at ramp phase. The results revealed that the RMSE at both phases was larger in dyslexic than in control children. However, we found that GF/LF, rmax, and time lags were similar between groups. Those findings indicate that dyslexic children have a mild deficit in visuomotor processing but preserved GF-LF coordination. Altogether, these findings suggested that dyslexic children could present mild structural and functional alterations in specific PPC or cerebellum areas that are directly related to visuomotor processing. (C) 2014 Elsevier Ltd. All rights reserved.

A democratização do ensino fundamental de 06 a 14 anos: que concepção de democracia tem sido adotada nas leis federais?

Pós-graduação em Educação - IBRC

A presença das TIC no curso de licenciatura em matemática da UNESP - campus Guaratinguetá

This research shows an investigation on teaching formation in regards to the TICs. Our interest in this subject is due to the fact that new generations of students who attend school require that the classes make use of technology in the classroom environment. By following the phenomenological orientation we have carried out a study which involved a field research at the College of Engineering in Guaratinguetá using the graduate as well as senior students of the Bachelor's Degree in Mathematics of this university. We have analyzed the data under the light of texts of the following authors: Filho (2007), Valente (1993), Miskulin (2006), Borba and Penteado (2001) among others in order to understand the teacher`s formation process to act using technologies in the classroom and its relevance. The data that has been analyzed was obtained in interviews which were conducted with the students of this university. The interviews were transcribed and analyzed according to the rigor of phenomenological research procedures involving ideographic and nomothetic analysis. This analysis has led us to three open categories: 1) Mathematics learning through TICs; 2) Technologies that have been used; 3) Teacher`s role. By understanding the open categories we have been able to grasp that the students -future teachers- admit feeling capable of using technology in their classes, however their testimonies in regards to the TIC`s have led us to believe that there would be a reproduction of the content studied at their time at college without using further reflection upon the subject or autonomy in order to create new projects for teaching Mathmatics using these TICs

Construindo laços entre o serviço social e a educação: acesso e permanência na educação de jovens e adultos

Pós-graduação em Serviço Social - FCHS

As condições de vida dos assentados da região de Andradina: a realidade e os indicadores de avaliação da política pública de reforma agrária

Pós-graduação em Serviço Social - FCHS

Heurística especializada aplicada na alocação ótima de bancos de capacitores em sistemas de distribuição radial

Pós-graduação em Engenharia Elétrica - FEIS

A região do Médio Tietê e os primeiros acordes paulistas: o Cururu

Pós-graduação em Geografia - IGCE

De uma cultura política à Teologia da Liberação: as cartas do cárcere de Frei Betto e a ditadura civil-militar no Brasil

Pós-graduação em História - FCLAS

Alocação ótima de chaves de interconexão nas redes de distribuição de energia elétrica

Pós-graduação em Engenharia Elétrica - FEIS

Aplicação de técnicas metaheurísticas para resolver o problema de coordenação de carregamento de veículos elétricos em sistemas de distribuição

Pós-graduação em Engenharia Elétrica - FEIS

Efeitos das condições neuromotoras da paralisia cerebral no sentido háptico durante tarefas de controle postural

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Efeitos de pontos de contato corporal e orientação segmentar na sensibilidade háptica durante o uso do sistema âncora em tarefas de controle postural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A questão da colonização no Brasil: historiografia e documentos

In this article we draw attention to the fact that the documentation relating to the decision to colonize Brazil, as well as the early stages of colonization, comprising two interpretations about the reasons to occupy, populate and organize the production on American soil. The Brazilian historiography joined the explanation of that pressure from European nations led to the Portuguese crown decided on an occupation more effectively. But without ignoring this reason, the documentation allows to take into account their own historical circumstances created by the development of trade. These are essential conditions for the emergence and effectiveness of the proposal to colonize Brazil. Thus, when considering only the pressure of European nations the Brazilian historiography remained on the surface of events. It’s necessary to take into account the documentation on what it allows to grasp the colonial process as a historical phenomenon and not just as an act of will.

Memória, História e Patrimônio: perspectivas comtemporâneas da pesquisa histórica

It should be noted that the studies for some time been considering the historical importance of objects and space as components of memory - or “places of memory” in the words of Pierre Nora. The memory would thus be defi ned as an imaginary dimension of society, a mental universe that acquires and social substance that creates the individual with a “social whole” in an open line of work by M. Halbwachs. And this notion of memory allows us to grasp the question sheet. This cult of memory had its place also rise through the delimitation of national heritage - as Françoise Choay, since the establishment of categories of historical monuments in France in 1837. The discussion on equity has progressed in recent decades, as it is conceived as objects, spaces, knowledge and events become “intangible heritage” because it has reference value to the community. It is considered that the references are the property constituting the objects of memory formation, forms of work-life past or present. Anyway, heritage presents itself as the embodiment of a discourse about the past.