Inteligência: representações do cenário internacional e seus reflexos no Brasil (1935-1941)

Pós-graduação em História - FCLAS

Instrumentos de ensino de valor histórico e seu papel no ensino secundário no Brasil (1931-1961)

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

A emergência da necessidade formativa docente no campo discursivo da formação de professores no Brasil

Pós-graduação em Educação - FCT

Reestruturação recente da indústria petroquímica: análise Brasil-Mundo do processo de integração vertical

Este estudo analisa o desenvolvimento do processo de integração vertical na indústria petroquímica brasileira a partir da década de 90, focando nos determinantes para este movimento e confrontando com o mesmo processo adotado em grandes empresas mundiais da indústria

O comércio internacional de resíduos rerigosos entre países OCDE e não OCDE: uma análise empírica com destaque para o Brasil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Pesquisa de genomas virais em primatas não humanos do novo mundo por metagenômica

Pós-graduação em Medicina Veterinária - FMVZ

Nitrato, nitrito e sorbato em produtos cárneos consumidos no Brasil

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

Relações exteriores da Guiné-Bissau: um estudo das relações bilaterais Guiné-Bissau/Brasil (1974-2014)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Precarização do trabalho e saúde dos magistrados trabalhistas no Brasil (2003 - 2014)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Resistência a fungicidas estrobilurinas em populações de Pyricularia oryzae de áreas de trigo no Brasil

Pós-graduação em Agronomia - FEIS

Aspectos da regulação sobre o ensino a distância no Brasil

This article presents a reflection on the historical aspects and legislation on Distance Learning (DL). For this, a bibliographic and documentary research was performed with the goal of raising the necessary notes for discussion. The text begins with the characterization of the current society, the Information Society, which supports the modern distance education, which uses information and communication technologies (ICTs) to establish the process of learning teaching. Five stages of the EAD are identified. Later, the Brazilian legislation concerning the DL is punctuated, starting with the passage by Article 80 of the Guidelines and Bases Law-LBD (Law 9394/96) along with the critical analysis of Decree 5,622/05. Finally, in the final considerations is discussed the negative image that the DL carries by the Brazilian population and obstacles in the existing rules that hinder the democratization of access to education that aims DL.

Institucionalização da Gestão Escolar no Brasil: em foco as primeiras décadas do século XX (1911-1950)

This work aims to investigate the institutionalization of management processes in the legislation of the Brazilian education. For this study was considered the first decades of the twentieth century (1911-1950). The laws of Brazil in the early Republic were derived from tradition or forged by the great legislators. In turn, the tradition is inserted in the power of social organization that is preserved, in a more forceful manner, through the norms and rules. With this assumption, the study chose the Rivadávia and Carlos Maximiliano Reforms, both of the beginning of the century, and the Organic Laws of Teaching, granted by the government in this period, to understand how legislation institutionalized the role of the director in basic education in this context history. The reflections presented introduce historical elements that demonstrate actions and relationships that remain in the form of habits in the school managements. These institutionalized elements contribute to the debate about the political and pedagogical difficulties pointed out by scholars and professionals, related to the promotion of democratic management in the public school.

O trabalho docente na rede pública do estado de São Paulo: apontamentos iniciais para a discussão da jornada de trabalho

The changes in the world of work that, in turn, directly affect the teaching work, have expanded the processes of precariousness and intensification, contributing for deteriorating conditions which teachers use to labor. Considering that the time designated for teaching activities is an important part of work conditions, we look for, in this article, to analyze the work shift of teachers in São Paulo state educational public system. Regarding that teachers are a very heterogeneous group, we have chosen to discuss the workday those professionals who dedicate themselves in the last years of elementary and high school. Through a literature review and a research about the legislation related to the topic, in Brazil and São Paulo state, we have highlighted that the teachers’ work shifts should include not only the time for classroom activities, but also for other extra activities. Moreover, we emphasize that the state of São Paulo government has promoted, since 2012, a reformulation of the teachers’ work shift that has not properly include the appropriate length of time for extra educational activities, contrasting the parameters founded in the national legislation. Besides the legal non-compliance, that fact has accentuated the process of intensification of teaching work, contributing for the embrittlement of the collective activities.

Economia solidária e mundo do trabalho: possibilidades, limitações e contradições para o processo de desenvolvimento econômico

Pós-graduação em Geografia - FCT

Ergonomia e design de vestimentas ocupacionais no Brasil: foco em equipamentos de proteção individual no setor de petróleo e gás

Pós-graduação em Design - FAAC