Contribuições ao desenvolvimento curricular da Faculdade de Medicina de Botucatu: descrição e análise dos cursos de Pediatria e Saúde Coletiva como iniciativas de mudança pedagógica no terceiro ano médico

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

As associações de alunos das escolas normais do Brasil e de Portugal: apropriação e representação (1906-1927)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise do desenvolvimento de competências gerenciais na construção civil através do modelo da Aprendizagem Baseada em Problemas adaptado ao contexto organizacional

As mudanças no cenário da engenharia civil e consequentemente da gestão da produção das obras exigem um engenheiro com perfil diferente, resultando na necessidade novas competências, relacionadas a inovação, foco no cliente, planejamento e controle, sistemas de gestão da qualidade, sustentabilidade e uma visão humanista. O objetivo principal deste artigo é identificar as competências desenvolvidas em uma empresa construtora com o processo de implantação da Aprendizagem Baseada em Problemas adaptado ao contexto organizacional. A estratégia de pesquisa adotada foi a pesquisa-ação, na qual a equipe de pesquisa atua com profissionais para melhorar a forma como estes entendem e resolvem problemas. Os resultados alcançados envolveram o desenvolvimento de competências relacionadas ao contexto organizacional, à aprendizagem individual, coletiva e organizacional, apontando problemas e possíveis soluções de gestão na empresa. Através do desenvolvimento de competências gerenciais, foi estimulada uma visão humanística, sustentável, com foco no cliente, além de um melhor sistema de gestão da qualidade. Identificaram-se problemas no sistema de gestão organizacional, ficando evidente a necessidade da criação de um ambiente propício para troca de informações entre diferentes setores da empresa.

Energia, meio ambiente e sustentabilidade: proposta de um modelo educacional para o ensino básico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Projeto colaborativo em ambientes digitais de atividades de aprendizagem e avaliação para aquisição de competências em informação e documentação

The search for international impact and the need to create formal or informal networks of academic cooperation are some of the most common features of the current training offered by many universities. Aware of this difficulty and the desirability of creating synergies to enrich teaching and academic collaboration networks between universities, an experience is presented, in the context of the teaching of Information and Documentation, of inter-university collaboration for the joint design of learning activities and skills assessment, developed by teachers in the public universities of Zaragoza and Salamanca (Spain) and the São Paulo Universidade Estadual Paulista Júlio de Mesquita Filho (São Paulo, Brazil). The experience is developed using models that facilitate the structuring of learning activities aimed at the acquisition of common skills. Each activity that is proposed and developed is recorded in a spreadsheet which collects the information arranged in various fields such as: description, skills, objectives, expected learning outcomes, tools, required resources and materials, evaluation criteria, amongst others, so that the student can see what he is asked to do, how to do it and how useful it will be. This way of designing skills-based learning activities is possible, in geographically diverse academic settings through the use of Information Technology and Communication, enabling both remote cooperation between teachers and also materials offered on the platforms of each of the universities.

Education for Energy Efficiency through an Educational Game

This paper presents an assessment of an educational game for teaching the efficient use of electricity. Developed with Adobe Flash (R), it is a virtual board game where participants choose a car that starts the path and reaches the same final goal, going through a number of track steps defined in terms of a dice that each player rolls in turn. The car moves if the participant is able to correctly answer a question that is randomly generated by the software. The objective of the game is to answer questions related to energy efficiency promoting a healthy and attractive learning process for participants on concepts related to energy efficiency such as: the rational use of energy, the basic concepts of forms of energy generation, among others. The main objective of this paper is to assess the impact of the application of this virtual game in the teaching and learning process of high school students. Therefore, the game was applied in the discipline of physics in a class of junior high public school in the state of Sao Paulo. Initially, the class that had 43 students was divided into 10 groups of 4 students, and 1 group of 3 students. Each student group competed with one another. The idea was that each of them should indicate a student who was the representative of this group until only 4 group leaders were selected for the finals. At this stage, each student could interact with a group of up to ten students that acted as advisers. The adopted assessment process is based on the model proposed by Savi [7]. Then, at the end of the game, the students answered a prepared questionnaire based on the model proposed by Savi. According to Savi, although there are significant studies that show the importance of educational games for the process of cognitive development and learning concepts of students, there are few papers that present forms of assessing the potential of these resources. Thus, the assessment criteria proposed by Savi are based on the model of training evaluation by Kirkpatrick [3], taken as a reference to measure the efficiency of processes of continuing education courses for professionals. The authors assert that the metric of the evaluation proposed to assess the game is based on the first level of the model proposed by Kirkpatrick.

A simulação de Monte Carlo como instrumento fundamental para a análise de viabilidade econômica: a implementação de uma fundição de ferro em uma empresa metalúrgica

In uncertainly economic scenarios, an economic feasibility analysis must be done to accept a project based on investment criteria, such as NPV and IRR, mainly because the shareholders tend to invest their budget in a project if it has a great chance to return their investments. The studied company outsources all of its foundry services, what makes it very dependent of its suppliers, because the products have a lower quality level, long delivery periods and high prices. Therefore, this work will analyze the project of building an iron-casting foundry to decrease the dependence of its suppliers. In order to develop this research, all needed data related to the construction of the foundry and sales were collected to create deterministic and probabilistic (Monte Carlo Simulation) cash flows using MsExcel® and Oracle's Crystal Ball® software. As a result, the project was found to be risky by the NPV and IRR in the case of this new production line supplying only the internal needs. However, when the company offers its services to the foundry market, the project turns to be feasible

PARFOR e a formação inicial dos professores: um estudo sobre a confiança, as atitudes e as estratégias em relação à resolução de problemas

The mathematical problem solving is very important in the student's school career, leading him to develop his creativity and self-confidence. The way the teacher explains specific content may interfere in the student learning. Some researches show that the teacher trust and his problem solving rapport lead to a more satisfying job. This research focused on students of the course PARFOR at UNESP Bauru. This work was performed in order to investigate the affinity, trust and attitudes toward mathematical problem solving, the performance from who have positive and negative attitudes and the results that may be generated during class

A demonização da alma indígena: jesuítas e caraíbas na Terra de Santa Cruz

Pós-graduação em História - FCHS

O uso da aprendizagem baseada em problemas e a atuação docente

Recent national education policy documents have emphasized the importance of methodologies and problem-centered learning processes. The purpose of this article is to promote reflection on the problem-based learning (PBL) understood as a methodology that favors learning processes and the active role of students. PBL emerged in undergraduate medical and has been gaining ground not only in higher education but also in basic education. This conception of teaching-learning breaks with the traditional relationship teacher-student- knowledge, introducing new dynamics of relationships between subjects and those with knowledge. From this perspective the educational performance turns and brings new challenges to the teacher.

Os efeitos do Game Design no processo de criação de jogos digitais utilizados no ensino de Química e Ciências: o que devemos considerar?

Pós-graduação em Educação para a Ciência - FC

Comparação do desenvolvimento neurológico entre os gêneros em alunos ingressantes no ensino fundamental em uma escola municipal em Bauru

Human beings' motor capacity development is essential, because it facilitates movement, enabling the performance of motor activities and others. In pre-school, boys and girls acquire the motor capacity development considered basic that, through several factors such as neurological maturation, which is in charge of providing more complete movements, and body growth, which has the goal of a better body domain, makes them improve individually the performance of motor abilities, but it can minimize them if laterality does not develop spontaneously. There by, this study focused on assessing the neurological development between genders of students engaging in fundamental school. Forty-three children of both genders at age six took part in this study. The evaluation occurred through the LEFÉVRE protocol (1976), which aims at assessing the maturity and development of the Nervous System through tests of the Evolutionary Neurological Exam (ENE), which comprises a series of tests involving specific tasks, regarding age in the static balance items, dynamic balance, appendicular coordination, trunk-member coordination, motor persistency, sensibility and synkinesis. Neurological development comparisons were performed between boys and girls for each item of the battery of tests. The results of the motor persistency and sensitiveness and sensorial activity tests were below the average for six-year-old children, but there was not any difference in gender comparison for each item of the battery of tests, only a small tendency for one of the genders, but meaningless, having a variance in only two tests of the synkinesis exam (Foot-hand and paper ball with the dominant hand), in which boys had a bigger percentage of synkinesis presence than girls did. The results also showed that the majority of the children assessed, both boys and girls have a right manual and pedal preference and the ocular laterality is approximately the same for left and right-handers. It was..

How to progress from discourse to practice? a new agenda for change in medical schools into the next decade

In the context of medical school instruction, the segmented approach of a focus on specialties and excessive use of technology seem to hamper the development of the professional-patient relationship and an understanding of the ethics of this relationship. The real world presents complexities that require multiple approaches. Engagement in the community where health competence is developed allows extending the usefulness of what is learned. Health services are spaces where the relationship between theory and practice in health care are real and where the social role of the university can be revealed. Yet some competencies are still lacking and may require an explicit agenda to enact. Ten topics are presented for focus here: environmental awareness, involvement of students in medical school, social networks, interprofessional learning, new technologies for the management of care, virtual reality, working with errors, training in management for results, concept of leadership, and internationalization of schools. Potential barriers to this agenda are an underinvestment in ambulatory care infrastructure and community-based health care facilities, as well as in information technology offered at these facilities; an inflexible departmental culture; and an environment centered on a discipline-based medical curriculum.

A TRAINING COURSE ON BIOETHICS FOR FAMILY HEALTH STRATEGY PROFESSIONALS IN SANTO ANDRE, SP

This case report presents the experience of a training course on bioethics for nurses and physicians of the Family Health Strategy in Santo Andre, SP. This study is based on problem-based learning and deliberative bioethics, and aimed at presenting the deliberation procedure as a means of handling ethical issues. Contents were addressed in a cross-section manner through five sequential activity sessions at two different moments of concentration with one dispersion interval. In the first moment of concentration, key concepts and deliberative bioethics contents were developed. The second involved deliberation sessions on moral conflicts, which were selected and prepared during the dispersion interval. Participants evaluated the deliberation as an appropriate instrument to deal with the ethical issues they are faced with. Problem-based learning was an effective educational strategy for continuing education in deliberative bioethics.

Medienpädagogische Handlungskompetenzen: Problemorientierung und Kompetenzerwerb beim Lernen mit neuen Medien

Vor dem Hintergrund sich wandelnder (medialer) Lebenswelten von Schülerinnen und Schülern gewinnen Bestimmungsversuche um medienpädagogische Handlungskompetenzen von Lehrpersonen an Bedeutung. Der Erwerb medienpädagogischer Kompetenz, verstanden als dynamisches Zusammenspiel von domänenspezifischem Wissen und anwendungsorientiertem Können, wird in der vorliegenden Arbeit als wesentliches Lernziel der medienpädagogischen (Aus-)Bildung bestimmt. Als ein Weg zur Förderung medienpädagogischer Handlungskompetenz wird von der Autorin auf der Folie konstruktivistischer Vorstellungen über das Lehren und Lernen die Methode der Problemorientierung vorgeschlagen. Im ersten Teil der Arbeit werden Modelle und Konzepte diskutiert, die Bausteine für ein Modell medienpädagogischer Kompetenz liefern. Im zweiten Teil wird eine empirische Untersuchung zum Erwerb medienpädagogischer Handlungskompetenz auf der Basis eines von der Autorin erarbeiteten Modells vorgestellt und die Ergebnisse diskutiert. Eine kompetenztheoretische Annäherung erfolgt auf der Basis zweier Konzepte. Dies sind die Ausführungen zu einem Konzept kommunikativer Kompetenz nach Jürgen Habermas sowie dessen Überführung in die Medienpädagogik durch Dieter Baacke. Ferner wird die rezente bildungspolitische Kompetenzdebatte in Anbindung an Franz E. Weinert analysiert. Es folgt eine Zusammenschau über die methodischen Konzepte zur Erfassung von Kompetenzen in der Erziehungswissenschaft und deren Anwendbarkeit für die medienpädagogische Kompetenzforschung. Die gegenwärtig vorliegenden Entwürfe zu einer inhaltlichen Bestimmung medienpädagogischer Kompetenzen werden besprochen (Sigrid Blömeke, Werner Sesink, International Society for Technology in Education). Im Rekurs auf konstruktivistische lerntheoretische Überlegungen erfährt das problemorientierte Lernen beim Aufbau von Kompetenzen eine enorme Aufwertung. In der Arbeit wird insbesondere den Arbeiten von David Jonassen zu einer konstruktivistisch-instruktionistischen Herangehensweise bei der Gestaltung problemorientierter Lernumgebungen eine große Bedeutung zugesprochen (vgl. auch Ansätze des Goal-based Scenarios/Roger Schank und des Learning by Design/Janet Kolodner). Im zweiten Teil wird die Interventionsstudie im Kontrollgruppendesign vorgestellt. Anhand eines Modells medienpädagogischer Kompetenz, dass auf den Dimensionen Wissen einerseits und Können andererseits basiert, wurden Studierende (n=59) in einem Pre-Posttestverfahren auf diese Dimensionen getestet. Die Studierenden der Interventionsgruppe (n=30) arbeiteten über ein Semester mit einer problemorientierten Lernanwendung, die Studierenden der Kontrollgruppe (n=29) in einem klassischen Seminarsetting. Hauptergebnis der Untersuchung ist es, das die Intervention zu einem messbaren Lernerfolg beim medienpädagogischen Können führte. In der Diskussion der Ergebnisse werden Empfehlungen zur Gestaltung problemorientierter Lernumgebungen formuliert. Die Chancen einer Orientierung an problemorientierten Lernsettings für das Lernen an Hochschulen werden herausgestellt.