Measurement of Inclusive W and Z Boson Production Cross Sections in pp Collisions at root s=8 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Retextualização da escrita por alunos com surdez usuários da LIBRAS: em foco a mediação do professor

The way teachers will coordinate the writing appropriation process assumes an especial importance, sharing their knowledge with the deaf student, assigning importance and meaning for what this student was capable to produce, even if his production isn’t resembled to the idealized pattern of an adult writing. This study is proposed to investigate the mediation in rewriting activities, along with deaf students, held by eight trainee students of a Pedagogy course, with ages between 20 and 28 years old. Thereunto, this activities were recorded on video, for later transcription and descriptive analysis, subsided by a new model proposed in the literature. The results indicate: the importance of the rewriting in the understanding of write contents produce by deaf students, the participants’ attitudinal change about their role like coordinator and interlocutor in such activities and the greater teacher’s comprehension about notational and discursive aspects involved in the deaf student write production. These results allowed to conclude the future teachers’ need that will work in inclusive classes or in multifunctional classes, understand and use rewriting activities in their daily pedagogical practice for the appropriation for the promotion of the Portuguese write by the deaf student, user of LIBRAS. It should be noted these teachers’ need to know the LIBRAS’ grammar and have access to linguistic knowledge enabling them to comprehend the nature of the occurrences present in the texts produced by deaf students.

A formação de professores para o trabalho com deficientes visuais: uma experiência inicial de colaboração a partir do desenvolvimento de materiais didáticos

Pós-graduação em Educação Escolar - FCLAR

Measurement of the inclusive Z cross section via decays to tau pairs in pp collisions at root s=7 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Measurement of the muon charge asymmetry in inclusive pp -> W plus X production at root s=7 TeV and an improved determination of light parton distribution functions

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Search for jet extinction in the inclusive jet-p(T) spectrum from proton-proton collisions at root s=8 TeV

The first search at the LHC for the extinction of QCD jet production is presented, using data collected with the CMS detector corresponding to an integrated luminosity of 10.7 fb-1 of proton-proton collisions at a center-of-mass energy of 8 TeV. The extinction model studied in this analysis is motivated by the search for signatures of strong gravity at the TeV scale (terascale gravity) and assumes the existence of string couplings in the strong-coupling limit. In this limit, the string model predicts the suppression of all high-transverse-momentum standard model processes, including jet production, beyond a certain energy scale. To test this prediction, the measured transverse-momentum spectrum is compared to the theoretical prediction of the standard model. No significant deficit of events is found at high transverse momentum. A 95% confidence level lower limit of 3.3 TeV is set on the extinction mass scale.

Measurement of the ratio of inclusive jet cross sections using the anti-k(T) algorithm with radius parameters R=0.5 and 0.7 in pp collisions at root s=7 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A abordagem CCS na formação de professores para uma escola inclusiva

Pós-graduação em Educação - FCT

Self-perception, complaints and vocal quality among undergraduate students enrolled in a Pedagogy course

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

Measurement of the inclusive 3-jet production differential cross section in proton-proton collisions at 7 TeV and determination of the strong coupling constant in the TeV range

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Constraints on parton distribution functions and extraction of the strong coupling constant from the inclusive jet cross section in pp collisions at root s=7TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Contribuições da pedagogia histórico-crítica para o ensino da geometria no ciclo de alfabetização

Pós-graduação em Docência para a Educação Básica - FC

A teoria, a prática, o professor e a educação ambiental: algumas reflexões

The acceleration of economic and scientific development caused by the production system and mechanistic science, have created new power structures and new political and social problems, including environmental ones, consolidating a period of widespread crisis in different spheres of society. In this context, reflection about the major causes of environmental problems is necessary in the field of environmental education. Therefore, considering that the current environmental crisis is directly related to the mode and the devices of production of the capitalist system, initiatives on environmental education should reflect, from a historical and dialectical process, on what is advocated by capitalist society. Considering the various theoretical-practical concepts and approaches in environmental education, the principles of Critical Environmental Education can provide conditions to confront the structural crisis that we are facing, through the educational process. It is a political process of reflection and critical appropriation of knowledge, attitudes, values and behaviors that aims to contribute to build a sustainable society from the social and environmental points of view. We intend to articulate it through the theoretical formulations of Historical-Critical Pedagogy with the purpose of presenting a reflection that may contribute to a pedagogic response to environmental issues, especially regarding the formation of teachers who develop projects in schools. Thus, this present study intends to highlight the contributions of the philosophy of praxis in the formation of environmental educators, grounded in theoretical aspects of Critical Environmental Education.

As contribuições da Pedagogia Waldorf no atendimento a diversidade e na valorização das diferenças

The ideal of Waldorf Education, since the opening of the first school in 1919, was based on innovative principles for a humanized society. Among those principles, there was the attendance of all children without distinction, which is exactly the main idea of the inclusive school. Waldorf pedagogy defends that under the right pedagogical action and care with the individual development, anyone can develop, regardless of their disability. This statem ent highlights the main objective of this methodology, that is the human development, aligned to another fundamental guideline of inclusive education. Accordingly, the hypothesis of this work is that Waldorf education promotes inclusive schooling contexts, attending diversity and valuing differences. The general objective of this study is: analyze Waldorf Education to verify if it promotes inclusive contexts. And the specific objetives were: identify elements in this practice that favors diversity attend; analyze the practice of a Waldorf school, considering documentation, structure, and conception of managers, teachers and parents. The study was based on quantitative and qualitative research approach, and the data was collected trough observation of teaching practices in a classroom where a disabled student was present, as well as through documentation and observation of the school environment. Furthermore, in order to verify the understanding of parents (71 individuals) and teachers (18 individuals) on inclusion, a specific questionnaire was developed for each of these two groups. For the records, a diary and an observation script were used. It was concluded that Waldorf methodology provides all the necessary conditions to inclusion, mainly due to it's enhancement of individuality, didactic organization and it's roots in social relations