A voz inicial dos professores sobre o processo de inclusão escolar num curso de formação continuada em EAD

The inclusive classroom, focused on individual differences, it is becoming more frequent and constant within mainstream schools. For this practice to be successful, there must be a different work by teachers, methodology, teaching procedures, adapted equipment and materials. Thus, the teacher who works directly with students with disabilities, find factors that facilitate and hinder this practice, making it essential to study of such factors, so we can understand and contribute to assessment and implementation of strategies to minimize the need that this pedagogical practice imposes. This varying needs, from the simple as using different materials to work in the classroom to the broader and more complex, as the reform in schools. Thus, these aimed to survey and analyze the conceptions of teachers on facilitating and hindering aspects of the schooling of students with disabilities in the regular classroom as well as check their training needs. The method used was ruled a quantitative approach to data collection was through a closed questionnaire containing 35 questions with Likert scale. The study included 904 teachers who underwent a course of Improvement in Inclusive Educational Practices, the same was applied when students entered the course, but had not had contact with the course content. The result showed that most teachers agree that all students with disabilities have behavior problem, dividing the assertion that the disabled student disrupts the class of the colleague who has a disability. It is also believed that in the view of most participants, students with disabilities are not able to study and that the inclusion of students with disabilities is hampered by...

Assessment of fungi in soils of sugarcane crops and their potential for production of biomass-degrading enzymes

Soil management practices are konwn to affect the biomass and enzyme activities of microbial soil communities. To assess whether burning of sugarcane prior to harvesting affects the community of soilborne fungi, we collected soil simples in two sites: burned sugarcane culture prior harvesting (BS) and non-burned sugarcane culture (NBS). A total of 75 filamentous fungal isolates were recovered from soils in both sites. Trichoderma was the most prevalent genus in both sites, followed by Fusarium, Cunninghamella and Aspergillus. The Sorensen's index (0.60) suggested a slight difference in fungi associated with both areas, with high number of fungal isolates found on BB soil. The abundance of Trichoderma isolates in NBS soil was higher than BS soil; however, the abundance of Fusarium, Aspergillus and Cunninghamella was higher in the latter type of soil. In addition, fungi isolated from BS soil showed the highest production of xylanase and laccase in comparision with fungi isolated form NBS soil. Our results indicate that the different types of sugarcane harvesting apparently did not interfere with the diversity of fungal communnities as revealed by culture-dependent methods. In addition, our data indicates the potencial of fungi from soils of sugarcane crops to produce relevant enzymes related to biomass conversion.

A abordagem CCS na formação de professores para uma escola inclusiva

Pós-graduação em Educação - FCT

Concepções e práticas do ensino de leitura em inglês no ensino médio

Pós-graduação em Educação Escolar - FCLAR

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

O impacto dos termos competências e habilidades na prática docente de uma professora paulista

The article aims at discussing how the official documents of the curricula of the state of São Paulo, as well as the state's in service teacher training initiatives, provide to teachers guidance towards the development of competencies and skills, with the ultimate objective of guaranteeing successful student performance. The study used semi-structured interviews with a public school teacher in the state of São Paulo, which took place during six meetings. The findings show how the Curriculum of the State of São Paulo, which is part of the System of Assessment of Scholastic Performance in the State of São Paulo (SARESP), when asking elementary school teachers to fulfill the task of affording students the development of competencies and skills, is not effective in its guidance as for the ways of carrying out and modifying teaching practices.

Statistical detection of spurious variations in daily raingauge data caused by changes in observation practices, as applied to records from various parts of the world

In the instrumental records of daily precipitation, we often encounter one or more periods in which values below some threshold were not registered. Such periods, besides lacking small values, also have a large number of dry days. Their cumulative distribution function is shifted to the right in relation to that for other portions of the record having more reliable observations. Such problems are examined in this work, based mostly on the two-sample Kolmogorov–Smirnov (KS) test, where the portion of the series with more number of dry days is compared with the portion with less number of dry days. Another relatively common problem in daily rainfall data is the prevalence of integers either throughout the period of record or in some part of it, likely resulting from truncation during data compilation prior to archiving or by coarse rounding of daily readings by observers. This problem is identified by simple calculation of the proportion of integers in the series, taking the expected proportion as 10%. The above two procedures were applied to the daily rainfall data sets from the European Climate Assessment (ECA), Southeast Asian Climate Assessment (SACA), and Brazilian Water Resources Agency (BRA). Taking the statistic D of the KS test >0.15 and the corresponding p-value <0.001 as the condition to classify a given series as suspicious, the proportions of the ECA, SACA, and BRA series falling into this category are, respectively, 34.5%, 54.3%, and 62.5%. With relation to coarse rounding problem, the proportions of series exceeding twice the 10% reference level are 3%, 60%, and 43% for the ECA, SACA, and BRA data sets, respectively. A simple way to visualize the two problems addressed here is by plotting the time series of daily rainfall for a limited range, for instance, 0–10 mm day−1.

Assessment of the effects of a parental intervention with mothers of children with internalizing problems

The present study assesses the effects of a semi-structured intervention held exclusively with mothers and its effects on internalizing problems, social skills of children, and positive and negative parenting practices. The single subject experimental design with three participants was adopted. The three mothers had, in baseline, children diagnosed with internalizing and externalizing problems. The instruments used were CBCL, RE-HSE-P, QRSH-Pais and PHQ-9, they were performed in baseline, pre-test, post-test, and follow-up assessments. The intervention held is characterized as semi-structured for it promotes the development of parental practices that are considered positive by the literature on behavior problems, however, contingently to the difficulties and demands of each case. The number of sessions performed for each case was 14, 15 and 17, which lasted about two hours each. The data were analyzed according to the instruments' norms and under the perspective of each singular case. The results found include remission of internalizing problems, increase in frequency of the children's social skills, increase in frequency of positive parental practices, and decrease in variability of negative parental practices. All the improvements were maintained on the six months follow-up, with the exception of variability on the negative parental practices of one client. Results are discussed in a context of mental health promotion and indicate the need for strategies to prevent internalizing problems in children.

Ética, justiça e democracia em sala de aula: o desenvolvimento e a experiência de um novo método de discussão de dilemas morais para a educação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O curso Normal Superior do Instituto Superior de Educação de Garça e aspectos da história da formação de professores no Brasil (2003-2007)

Pós-graduação em Educação - FFC

How Student Self-Assessment Influences Mastery Of Objectives

In this action research study of my classroom of 7th grade students, enrolled in Pre- Algebra (an 8th grade course), I investigated: rate of homework completion when not taken as part of the academic grade, cognizant self-assessment and its affect on mastery of objectives, and use of self-assessment to guide instruction and re-teaching of classroom objectives. I learned that without sufficient accountability homework completion rates drop with time. Similarly, students can be overconfident in their abilities but unmoved when their summative reports do not match their initial perceived formative benchmarks. Finally, due in part to our society’s reactive nature; students find it more practical to play catch-up rather than staying caught up. As a result of this research, I plan to create, with the help of the students, an accountability statute to help students stay caught up with their understanding of the objectives, as well as allow additional time and energy spent by both student and teacher to react in a timely manner to complete student knowledge within a day or two rather than a week or two later.

Reasonable or Not? A Study of the Use of Teacher Questioning to Promote Reasonable Mathematical Answers from Sixth Grade Students

In this action research study of my sixth grade mathematics class, I investigated the influence a change in my questioning tactics would have on students’ ability to determine answer reasonability to mathematics problems. During the course of my research, students were asked to explain their problem solving and solutions. Students, amongst themselves, discussed solutions given by their peers and the reasonability of those solutions. They also completed daily questionnaires that inquired about my questioning practices, and 10 students were randomly chosen to be interviewed regarding their problem solving strategies. I discovered that by placing more emphasis on the process rather than the product, students became used to questioning problem solving strategies and explaining their reasoning. I plan to maintain this practice in the future while incorporating more visual and textual explanations to support verbal explanations.

Trends, drivers and impacts of changes in swidden cultivation in tropical forest-agriculture frontiers: A global assessment

This meta-analysis of land-cover transformations of the past 10-15 years in tropical forest-agriculture frontiers world-wide shows that swidden agriculture decreases in landscapes with access to local, national and international markets that encourage cattle production and cash cropping, including biofuels. Conservation policies and practices also accelerate changes in swidden by restricting forest clearing and encouraging commercial agriculture. However, swidden remains important in many frontier areas where farmers have unequal or insecure access to investment and market opportunities, or where multi-functionality of land uses has been preserved as a strategy to adapt to current ecological, economic and political circumstances. In some areas swidden remains important simply because intensification is not a viable choice, for example when population densities and/or food market demands are low. The transformation of swidden landscapes into more intensive land uses has generally increased household incomes, but has also led to negative effects on the social and human capital of local communities to varying degrees. From an environmental perspective, the transition from swidden to other land uses often contributes to permanent deforestation, loss of biodiversity, increased weed pressure, declines in soil fertility, and accelerated soil erosion. Our prognosis is that, despite the global trend towards land use intensification, in many areas swidden will remain part of rural landscapes as the safety component of diversified systems, particularly in response to risks and uncertainties associated with more intensive land use systems. (C) 2011 Elsevier Ltd. All rights reserved.

Bridging innovation, nature and tradition: assessment of strategies for rural tourism development in Maramureş (Romania)

In the frame of EU rural policy, always more oriented towards environmental concerns and green livelihoods, Romania stands out for the predominance of rural areas and high nature value farming. The country has to face the challenge of joining the modernization process of rural farming systems with the valorization of local assets. Tourism has emerged as one of the main drivers of change and contributors for a sustainable exploitation of local resources. Rural tourism (RT) can foster the enhancement of the territorial capital (TC), the preservation of public goods (PGs) and the promotion of a more environmental oriented livelihood. The research focuses on a case study area, two valleys from Maramureş, where environmental approaches as diversification strategies are partially explored. The work investigates the role of tourism initiatives for the promotion of green oriented practices. The first part of the work is based on a literature review and interdisciplinary analysis of secondary data to identify the key issues: from rural development policy, to the concept of TC, of PGs and RT. The Romanian development programmes and related strategies are investigated; afterwards the characteristics of the County and the role of RT as diversification and valorisation policies is considered. The second part is based on the collection of primary data through interviews to different local stakeholders (farmers owners of rural guesthouses, local administrators, networks and artisans). The main frequencies are analyzed, a cluster analysis is computed to evaluate the similarities within the most representative groups and a comparative analysis is carried out between the two Valleys. The frame of the analysis is based on a set of indicators following the dimensions of the TC, to assess the characteristics of the local stakeholders and to outline the perception about the local PGs and on the adopted strategies to manage the territory. Final considerations are elaborated and few scenarios are outlined, giving relevance to the importance of improving awareness and creating embeddedness among public-private local stakeholders and resources as a tool for a socio-economic and environmental development of the area.

The school environment as a teacher. The role of space and place in enhancing ecological literacy and social competence development in children and young people

Can space and place foster child development, and in particular social competence and ecological literacy? If yes, how can space and place do that? This study shows that the answer to the first question is positive and then tries to explain the way space and place can make a difference. The thesis begins with the review of literature from different disciplines – child development and child psychology, education, environmental psychology, architecture and landscape architecture. Some bridges among such disciplines are created and in some cases the ideas from the different areas of research merge: thus, this is an interdisciplinary study. The interdisciplinary knowledge from these disciplines is translated into a range of design suggestions that can foster the development of social competence and ecological literacy. Using scientific knowledge from different disciplines is a way of introducing forms of evidence into the development of design criteria. However, the definition of design criteria also has to pass through the study of a series of school buildings and un-built projects: case studies can give a positive contribution to the criteria because examples and good practices can help “translating” the theoretical knowledge into design ideas and illustrations. To do that, the different case studies have to be assessed in relation to the various themes that emerged in the literature review. Finally, research by design can be used to help define the illustrated design criteria: based on all the background knowledge that has been built, the role of the architect is to provide a series of different design solutions that can give answers to the different “questions” emerged in the literature review.