Sugestões para professores de orientação e mobilidade a partir de um estudo da marcha de alunos com deficiência visual

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Educação física para a autonomia: construção de possibilidades metodológicas

Pós-graduação em Ciências da Motricidade - IBRC

Autenticação biométrica de usuários em sistemas de E-learning baseada em reconhecimento de faces a partir de vídeo

Pós-graduação em Ciência da Computação - IBILCE

Avaliação dos estudantes do 6º ano de medicina no estágio de UTI: um enfoque para melhoria do ensino médico

Pós-graduação em Educação - FFC

Violência escolar: o ponto de vista de professores de matemática

Esta é uma pesquisa qualitativa, na modalidade narrativa, para cujo desenvolvimento utilizo as seguintes indagações com o propósito de nortear a investigação: 1) que aspectos da formação docente e social dos professores de matemática, nos seus modos de ver, contribuem/contribuíram para suas percepções sobre violência escolar; 2) como têm sido/foram suas trajetórias profissionais e qual a relevância da disciplina Matemática, abraçada por eles como professores, na constituição da sua visão de violência em sala de aula. Para isso, contatei professores de matemática que atuam em escolas públicas estaduais, no momento em que frequentavam um curso de formação continuada. Utilizei, para a interação com os sujeitos, uma técnica de entrevista em grupo de foco tipo episódica devidamente filmada e transcrita. Dos relatos dos professores-sujeitos da pesquisa emergiram quatro categorias de análise, quais sejam: (A) Experiências de violência por eles vivenciadas na sua infância; (B) Tipo de violência escolar supostamente cometido por cada um dos professores em termos passíveis (ou não) de percepção por eles próprios; (C) Reações dos professores a situações de violência por eles experienciadas nas escolas em que trabalham; (D) Reflexões que cada um costuma fazer após vivenciarem ou terem conhecimento de situações de violência especialmente ocorridas nas suas aulas de matemática ou em aulas de outrem. As análises feitas por mim de acordo com o referencial teórico permitem corroborar que a formação acadêmica dos professores, voltadas somente para a ministração do conteúdo matemático não os prepara para lidar com questões complexas vivenciadas no cotidiano das escolas como é o caso da violência escolar; que o habitus do professor de matemática contribui para uma postura rígida diante da disciplina que ministra e, consequentemente, em relação a seus alunos; que existe necessidade de trabalhar com um currículo mais aberto, adaptado à realidade da escola e dos alunos, caso contrário o ensino de matemática permanecerá como um dos grandes contributos para a violência simbólica independente de insinuar ou não o reconhecimento de alguns professores como propagador de violência. Esse quadro confirma parte dos termos pelos quais é constituída a visão de violência dos professores de matemática, em suas aulas de matemática.

Física dos anos iniciais: estudo sobre a queda livre dos corpos através da metodologia da mediação dialética

The model used in Brazilian schools, based on both traditional and progressive education, transmits information without worrying to show the real meaning of things, and without taking into consideration the previous knowledge of the pupil. How to work with the contents of human knowledge in a meaningful way? One alternative way is the Methodology of Dialectical Mediation (MDM), which consists in four steps or pedagogical moments, rescuing, problem posing, systematizing and producing. This theoretical option considers the educational work as a relationship involving teaching, learning and contents, which are taken as independent moments tightly connected to the ongoing work, instead of isolated elements or static terms. The aim of the present work is to clarify the Methodology of Dialectical Mediation and develop a class proposal according to the MDM approach to the problem of the free falling bodies (gravity, material means and shape). To evaluate the methodology, questionnaires were applied after experiments, with the involvement of students at each predominant moment. The results suggested that the MMD, combined with experimental activity, is a tool that enhances the overcoming of immediate knowledge, allowing students to reach a better understanding of the scientific knowledge.

Undergraduate research in medical education: a descriptive study of students' views

Background: Medical students engage in curricular and extracurricular activities, including undergraduate research (UR). The advantages, difficulties and motivations for medical students pursuing research activities during their studies have rarely been addressed. In Brazil, some medical schools have included undergraduate research into their curriculum. The present study aimed to understand the reality of scientific practice among medical students at a well-established Brazilian medical school, analyzing this context from the students' viewpoint.Methods: A cross-sectional survey based on a questionnaire applied to students from years one to six enrolled in an established Brazilian medical school that currently has no curricular UR program.Results: The questionnaire was answered by 415 students, 47.2% of whom were involved in research activities, with greater participation in UR in the second half of the course. Independent of student involvement in research activities, time constraints were cited as the main obstacle to participation. Among students not involved in UR, 91.1% said they favored its inclusion in the curriculum, since this would facilitate the development of such activity. This approach could signify an approximation between the axes of teaching and research. Among students who had completed at least one UR project, 87.7% said they would recommend the activity to students entering the course.Conclusion: Even without an undergraduate research program, students of this medical school report strong involvement in research activities, but discussion of the difficulties inherent in its practice is important to future developments.

Confirmatory factor analysis of different versions of the Body Shape Questionnaire applied to Brazilian university students

This study aimed at evaluating the validity, reliability, and factorial invariance of the complete (34-item) and shortened (8-item and 16-item) versions of the Body Shape Questionnaire (BSQ) when applied to Brazilian university students. A total of 739 female students with a mean age of 20.44 (standard deviation = 2.45) years participated. Confirmatory factor analysis was conducted to verify the degree to which the one-factor structure satisfies the proposal for the BSQ's expected structure. Two items of the 34-item version were excluded because they had factor weights (lambda)< 40. All models had adequate convergent validity (average variance extracted =.43-.58; composite reliability=.85-.97) and internal consistency (alpha =.85-.97). The 8-item B version was considered the best shortened BSQ version (Akaike information criterion = 84.07, Bayes information criterion = 157.75, Browne-Cudeck criterion= 84.46), with strong invariance for independent samples (Delta chi(2)lambda(7)= 5.06, Delta chi(2)Cov(8)= 5.11, Delta chi(2)Res(16) = 19.30). (C) 2014 Elsevier Ltd. All rights reserved.

TACTILE CARTOGRAPHY EXPERIENCES IN BRAZIL: METHODOLOGIES AND DIDACTICAL MATERIAL WITH TECHNOLOGICAL RESOURCES FOR INCLUSION OF BLIND AND LOW VISION STUDENTS

The tactile cartography is an area of Cartography that aims the development of methodologies and didactical material to work cartographic concepts with blind and low vision people. The main aim of this article is to present the experience of Tactile Cartography Research Group from Sao Paulo State University (UNESP), including some didactical material and courses for teachers using the System MAPAVOX. The System MAPAVOX is software developed by our research group in a partnership with Federal University of Rio de Janeiro (UFRJ) that integrates maps and models with a voice synthesizer, sound emission, texts, images and video visualizing for computers. Our research methodology is based in authors that have in the students the centre of didactical activity such as Ochaita and Espinosa in [1], which developed studies related to blind children's literacy. According to Almeida the child's drawing is, thus, a system of representation. It isn't a copy of objects, but interpretation of that which is real, done by the child in graphic language[2]. In the proposed activities with blind and low vision students they are prepared to interpret reality and represent it by adopting concepts of graphic language learned. To start the cartographic initialization it is necessary to use personal and quotidian references, for example the classroom tactile model or map, to include concepts in generalization and scale concerning to their space of life. During these years many case studies were developed with blind and low vision students from Special School for Hearing Impaired and Visually Impaired in Araras and Rio Claro, Sao Paulo - Brazil. The most part of these experiences and others from Brazil and Chile are presented in [3]. Tactile material and MAPAVOX facilities are analysed by students and teachers who contribute with suggestions to reformulate and adapt them to their sensibility and necessity. Since 2005 we offer courses in Tactile Cartography to prepare teachers from elementary school in the manipulation of didactical material and attending students with special educational needs in regular classroom. There were 6 classroom and blended courses offered for 184 teachers from public schools in this region of the Sao Paulo state. As conclusion we can observe that methodological procedures centred in the blind and low vision students are successful in their spatial orientation if use didactical material from places or objects with which they have significant experience. During the applying of courses for teachers we could see that interdisciplinary groups can find creative cartographic alternatives more easily. We observed too that the best results in methodological procedures were those who provided concreteness to abstract concepts using daily experiences.

Think: guia de desenvolvimento mobile ágil em equipes reduzidas

Currently, applications for smartphones and tablets, called apps, are becoming increasingly relevant and attract more attention from users and finally the developers. With the Application Stores, services provided by the company that maintains the platform, access to such applications is as or more simplified than to web sites, with the advantage of anenhanced user experience and focused on the mobile device, and enjoy natives resources as camera, audio, storage, integration with other applications, etc. They present a great opportunity for independent developers, who can now develop an application and make it availabl e to all users of that platform, at free or at a cost that is usually low. Even students may create their applications in the intervals of their classes and sell them in stores. Making use of tools and services, free or at low cost, anyone can develop quality applications, that can be marketed and have a large number of users even in adverse situations in which the application is not the focus of developer productivity. However, such to ols do not seem to be well used, or are unknown, or its purpose is not considered important, and this paper tries to show the real importance of these tools in the rapid development of quality software. This project presents several tools, services and practices, which together make it possible to develop an application for various mobile platforms, independently and with a team of a few people, as demonstrated. However, this paper aims not to say that the development of software today it is easy and simple, but there are currently a large set of tools, for various platforms, that assists and enhances the work of the programmer

Risk muskuloskeletal disorders in upper limbs in dental students: concordance of different methods for estimation of body angle

The purpose of this paper was to evaluate the agreement among different methods used to estimate angular deviation of the body to determine the risk for development of upper limb musculoskeletal disorders in dentistry undergraduates. Materials and Methods: Students (n = 79) enrolled in the final year undergraduate course of the Araraquara School of Dentistry-Sγo Paulo State University-UNESP were evaluated. Photographs were taken of students performing clinical procedures. The work postures adopted by each student were evaluated by means of rapid upper limb assessment (RULA). The basis used to obtain the individual's final risk score is the measurement of the angular deviations in the neutral positions of the regions evaluated. Two methods were used to estimate the angular deviation of the body: Visual exam and Image Tool software. A RULA final risk score was attributed to each procedure the student performed (n = 333). Study of the agreement between the methods about risk of musculoskeletal disorders was conducted by means of Kappa (κ) statistics. The level of significance adopted was 5%. Results: Fair agreement (κ = 0.32) between the evaluated methods was verified. Conclusion: The risk for development of upper limb musculoskeletal disorders by dentistry undergraduates evaluated by using RULA was not in agreement with the results obtained by use of visual exam and Image Tool.

Risk of musculoskeletal disorders in upper limbs in dental students: concordance of different methods for estimation of body angle

The purpose of this paper was to evaluate the agreement among different methods used to estimate angular deviation of the body to determine the risk for development of upper limb musculoskeletal disorders in dentistry undergraduates. Materials and Methods: Students (n = 79) enrolled in the final year undergraduate course of the Araraquara School of Dentistry-Sγo Paulo State University-UNESP were evaluated. Photographs were taken of students performing clinical procedures. The work postures adopted by each student were evaluated by means of rapid upper limb assessment (RULA). The basis used to obtain the individual's final risk score is the measurement of the angular deviations in the neutral positions of the regions evaluated. Two methods were used to estimate the angular deviation of the body: Visual exam and Image Tool software. A RULA final risk score was attributed to each procedure the student performed (n = 333). Study of the agreement between the methods about risk of musculoskeletal disorders was conducted by means of Kappa (κ) statistics. The level of significance adopted was 5%. Results: Fair agreement (κ = 0.32) between the evaluated methods was verified. Conclusion: The risk for development of upper limb musculoskeletal disorders by dentistry undergraduates evaluated by using RULA was not in agreement with the results obtained by use of visual exam and Image Tool.

Perception of Risk of Musculoskeletal Disorders Among Brazilian Dental Students

The aim of this study was to compare the mean scores of perceived risk factors for the development of musculoskeletal disorders in dental students presently pursuing work/study, according to gender, course series, and the presence of pain/discomfort. The participants were 348 students from the undergraduate course in dentistry at a Brazilian public university. The instrument on work-related factors that could contribute to osteomuscular symptoms and part of the Nordic questionnaire were used. The psychometric properties of the first instrument were estimated. A multivariate analysis of variance (MANOVA) revealed that the instrument had a tri-factorial structure (s2 retained: 62.72 percent). The retained factors were repetitiveness, work posture, and external factors. The internal consistency and reproducibility were adequate (α=0.746 to 0.873; p=0.729 to 0.940). Lower mean scores of perceived external factors were observed for the male participants, as well as lower scores in the three dimensions of the instrument for first-year students of the course and for those who did not report pain/discomfort in the neck, feet, and ankles. The authors concluded that the perception of risk factors for musculoskeletal disorders reported in the work/study environment of dental students was significantly related to gender, the course series, and the presence of pain/discomfort.

Avaliação de produções escritas em português para falantes de outras línguas em contexto teletandem: contribuições para a formação inicial de professores

Pós-graduação em Estudos Linguísticos - IBILCE

Validation of the weight concerns scale applied to Brazilian university students

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