A interdisciplinaridade da obra O homem que calculava, aplicada ao ensino de matemática

Pós-graduação em Matemática - IBILCE

A matemática dos sistemas de localização por satélites

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Voice disorders in teachers: clinical, videolaryngoscopical, and vocal aspects

Dysphonia is more prevalent in teachers than among the general population. The objective of this study was to analyze clinical, vocal, and videolaryngoscopical aspects in dysphonic teachers. Ninety dysphonic teachers were inquired about their voice, comorbidities, and work conditions. They underwent vocal auditory-perceptual evaluation (maximum phonation time and GRBASI scale), acoustic voice analysis, and videolaryngoscopy. The results were compared with a control group consisting of 90 dysphonic nonteachers, of similar gender and ages, and with professional activities excluding teaching and singing. In both groups, there were 85 women and five men (age range 31-50 years). In the controls, the majority of subjects worked in domestic activities, whereas the majority of teachers worked in primary (42.8%) and secondary school (37.7%). Teachers and controls reported, respectively: vocal abuse (76.7%; 37.8%), weekly hours of work between 21 and 40 years (72.2%; 80%), under 10 years of practice (36%; 23%), absenteeism (23%; 0%), sinonasal (66%; 20%) and gastroesophageal symptoms (44%; 22%), hoarseness (82%; 78%), throat clearing (70%; 62%), and phonatory effort (72%; 52%). In both groups, there were decreased values of maximum phonation time, impairment of the G parameter in the GRBASI scale (82%), decrease of F0 and increase of the rest of acoustic parameters. Nodules and laryngopharyngeal reflux were predominant in teachers; laryngopharyngeal reflux, polyps, and sulcus vocalis predominated in the controls. Vocal symptoms, comorbidities, and absenteeism were predominant among teachers. The vocal analyses were similar in both groups. Nodules and laryngopharyngeal reflux were predominant among teachers, whereas polyps, laryngopharyngeal reflux, and sulcus were predominant among controls.

Introdução a noções de cálculo diferencial e integral no ensino médio no contexto das TIC: implicações para prática do professor que ensina matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Agrotóxicos - toxidade versus custos: uma experiência na formação de professores com as questões sociocientíficas no ensino de ciências

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of São Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

A utilização dos jogos pedagógicos como ferramenta auxiliar no processo de aquisição de escrita

Pós-graduação em Letras - FCLAR

A geometria presente em alguns livros didáticos dos anos finais do ensino fundamental

Pós-graduação em Educação Matemática - IGCE

Prevalência de bexiga hiperativa e avaliação do impacto desse diagnóstico em mulheres de diferentes faixas etárias

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Função afim e suas propriedades através da resolução de problemas

Pós-graduação em Matemática em Rede Nacional - IBILCE

Uma análise dos livros de André Perez Y Marin: um momento da história da matemática escolar brasileira no início do século XX

Pós-graduação em Educação Matemática - IGCE

Uma análise dos livros de André Perez Y Marin: um momento da história da matemática escolar brasileira no início do século XX

Pós-graduação em Educação Matemática - IGCE

Sleep length, working hours and socio-demographic variables are associated with time attending evening classes among working college students

It is the aim of the present study to assess factors associated with time spent in class among working college students. Eighty-two working students from 21 to 26 years old participated in this study. They were enrolled in an evening course of the University of Sao Paulo, Brazil. Participants answered a questionnaire on living and working conditions. During seven consecutive days, they wore an actigraph, filled out daily activity diaries (including time spent in classes) and the Karolinska Sleepiness Scale every three hours from waking until bedtime. Linear regression analyses were performed in order to assess the variables associated with time spent in classes. The results showed that gender, sleep length, excessive sleepiness, alcoholic beverage consumption (during workdays) and working hours were associated factors with time spent in class. Thus, those who spent less time in class were males, slept longer hours, reported excessive sleepiness on Saturdays, worked longer hours, and reported alcohol consumption. The combined effects of long work hours (>40 h/week) and reduced sleep length may affect lifestyles and academic performance. Future studies should aim to look at adverse health effects induced by reduced sleep duration, even among working students who spent more time attending evening classes.

As reformas necessárias ao ensino secundário brasileiro nos anos 1950, segundo a Revista Brasileira de Estudos Pedagógicos

Neste artigo, propõe-se uma análise dos artigos sobre o ensino secundário, publicados na Revista Brasileira de Estudos Pedagógicos (RBEP) ao longo dos anos de 1950. Investigam-se as críticas feitas por seus colaboradores à organização dada pela Lei Orgânica do Ensino Secundário (1942) a ramo do ensino médio, assim como as principais propostas de reforma, visando a torná-lo mais ativo, mais prático e mais popular. O objetivo principal é investigar que novo padrão de ensino secundário se projetava da combinação dos argumentos, como ideal para o ensino secundário brasileiro nos anos 1950. Tais necessidades se justificavam pela ideia de que o mundo vinha sendo regido por "novos imperativos" culturais, que a escola brasileira deveria adotar a fim de fomentar o desenvolvimento do país.

Reconstructing Quantum Field Theory from an Educational Perspective

The research work concerns the analysis of the foundations of Quantum Field Theory carried out from an educational perspective. The whole research has been driven by two questions: • How the concept of object changes when moving from classical to contemporary physics? • How are the concepts of field and interaction shaped and conceptualized within contemporary physics? What makes quantum field and interaction similar to and what makes them different from the classical ones? The whole work has been developed through several studies: 1. A study aimed to analyze the formal and conceptual structures characterizing the description of the continuous systems that remain invariant in the transition from classical to contemporary physics. 2. A study aimed to analyze the changes in the meanings of the concepts of field and interaction in the transition to quantum field theory. 3. A detailed study of the Klein-Gordon equation aimed at analyzing, in a case considered emblematic, some interpretative (conceptual and didactical) problems in the concept of field that the university textbooks do not address explicitly. 4. A study concerning the application of the “Discipline-Culture” Model elaborated by I. Galili to the analysis of the Klein-Gordon equation, in order to reconstruct the meanings of the equation from a cultural perspective. 5. A critical analysis, in the light of the results of the studies mentioned above, of the existing proposals for teaching basic concepts of Quantum Field Theory and particle physics at the secondary school level or in introductory physics university courses.

La professione docente tra rappresentazioni e progetto formativo. Un'analisi pedagogica della competenza degli insegnanti secondari

This thesis deals with the professional characteristics of secondary school teachers, with particular regard to their competence and their education. The topic will be approached starting from the characteristics and trasnformations social research has identified concerning Italian teachers, focusing on secondary teacher training. After a brief look at Europe, the attention will be directed to Italy, with particular regard to the Postgraduate Schools of Specialisation for Secondary School Teachers (SSIS); hence the need for an analysis that focuses on teaching per se and its concrete pratice. For its nature to be fully grasped, teaching must be reconsidered as an independent object of study, a performance in which competence manifests itself and a form of action involving a set of tacit and personal knowledge. A further perspective opens up for analysis, according to which the professional characteristics of teachers are the result of an education in which the whole history of the subject is involved, in its educative, formative, professional and personal aspects. The teaching profession is imbued with implicit meanings which are inaccessible to conscience but orient action and affect the interpretation of experience. Through the analysis of three different empirical data sets, collected among teachers-in-training and teachers qualified at SSIS, I will try to investigate the actual existence, the nature and the features of such implicit knowledge. It appears necessary to put the claims of process-product approaches back in their right perspective, to the benefit of a holistic conception of teaching competence. The teacher is, at the same time, “he who is teaching” and offers a concrete receiver the fruit of an endless work of study, reflection, practice and self-update. To understand this process will mean to penetrate more and more deeply into the core of teaching and teaching competence , a competence that in some respects “is” always “that” teacher, with his or her own story, implicit knowledge and representations.