Influência de calços na orientação postural de indivíduos com escoliose idiopática

INTRODUCTION: The relationship between the orientation of the segments and the adjustments that can be triggered by shoe lift and insoles in scoliotic patients during maintenance of standing position is unclear. OBJECTIVE: To verify static changes and those associated with unilateral manipulations of shoe lift in the postural orientation in people with idiopathic scoliosis. MATERIALS AND METHODS: Experimental group composed of ten patients with idiopathic scoliosis with double curve (less 10°) and control group with ten participants without scoliosis (aging from 13 to 24 years). Participants were videotaped in upright stance, standing with no, low (1 cm), and high (3 cm) shoe lift, which were placed under right and left shoe. In each condition, the participant maintain upright stance for 15 seconds and reflective markers were affixed on specific anatomical places. Postural angles were obtained: high thoracic; medium thoracic; thoracolumbar; and lumbar, as well segmental angles: shoulder; scapula; pelvis; and knee. RESULTS: In the no shoe lift condition, differences were observed between groups for high and medium thoracic angles and for shoulder. With low and high shoe lift under the right foot, difference was observed between shoe lift heights for high thoracic, for pelvis and knee angles. With low and high shoe lift under the left foot, differences between groups were observed for thoracolumbar angle and between shoe lift heights for pelvis and knee angles. CONCLUSIONS: The shoe lift promotes reorientation in the lower regions of the spine and segments of pelvis and knee. It might be suggested that in the scoliosis with double curves, manipulation in the basis of support changes the alignment of the trunk that might promote structural reorganization and the search of new adjustments among segments in individuals with idiopathic scoliosis.

Objetos de Aprendizagem como recurso pedagógico em contextos inclusivos: subsídios para a formação de professores a distância

This article aims to contribute to the process of inclusion of students with disabilities in regular schools by reporting the results of a survey that aimed to verify whether Learning Objects (LO) are efficient tools in constructing teaching and learning of subject content within the inclusive education context. Participant, tutor and trainer experiences of a distance learning Ministry of Education (MEC) course on Assistive Technology were analyzed. The course was offered to public schools teachers from all over the country. The course activities were recorded in a Virtual Learning Environment (VLE) called TelEduc, along with group reports of course participants. Three categories were selected for data analysis: a) interactivity and feedback from the team trainer; b) applicability of the content covered in the course, and c) new learning. The results showed that LO can promote the learning of subject content. Having been designed as educational resources to support teaching and learning, they can enhance educational inclusion of people with disabilities. As for the process of distance formation for teachers, the course contributed to consolidating sound and efficient training of participants by providing: a closer encounter with the world of technology, the possibility of integration of technology in the classroom; conducting theoretical and practical studies, appreciation of diversity and all students' potential; innovations in strategies and learning resources and reflective action.

Bioética e modernidade: entre o cativeiro da razão e a construção dos direitos humanos

Pós-graduação em Direito - FCHS

Cinema, educação e filosofia: possibilidades de uma poética no ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Teoria da classificação e ontologias: em busca do diálogo necessário

The theory of classification must be committed to new approaches such as ontologies and collaborative classification. Therefore, it was conducted a research of exploratory and reflective aspects, in order to increase the understanding of the phenomenon and to get a greater familiarity with the problem, looking for its more precise delimitation. The reflection shows that it is still necessary to invest in the dialogical approach of knowledge organization tools and that it is necessary to rethink the studies on classification in the context of digital technologies, especially ontologies, which have aspects of derivation, though not always declared, from classification systems.

As relações entre a construção da abstração reflexionante e o conhecimento social: um estudo psicogenético

This article aims to investigate the construction of reflective abstraction and relate it to the construction of social knowledge. So, two methodological tools were applied to 60 students aged between ten and 16 years: a) evidence of the construction of surfaces and perimeters b) clinical interview about the origins of Earth and life. The main results show that participants were presented at more elementary levels of constuction of reflective abstraction and contruction of social knowledge despite the advanced age and schooling. Statistical analysis revealed a highly significant relationship between the constuction of abstraction and social knowledge.

A formação de professores para a educação Inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da Educação Infantil

To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.

The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language

Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled “Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education”. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers’ actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.

Análise das produções bibliográficas sobre trabalho infantil e educação no período de 2002 a 2012

Pós-graduação em Educação - FCT

Análise da relação desempenho/custo de alguns coletores solares comerciais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Experimentação e educação ambiental: contribuições metodológicas

During the last centuries, the human being have been considered the center of the universe. The man believed that nature was at his disposal. Appropriated their processes, their cycles changed, redefined their spaces. Today, when faced with an environmental crisis which threatens the planet life, including the human life, the Science Education can contribute to a reconstruction of man-nature relationship in other terms. The transformation of teaching practices in the school environment, to be reflective, it is still a process that challenges the vast majority of teachers. As has been indicated by Guerra (2004), among others, the traditional teaching of content delivery is still very strong and certainly more deeply embedded in ideas and activities of the teachers who focus on environmental education. With it, a theory and pedagogical discourses in critical-reflexive actions is still a major obstacle. Therefore, new proposals for education and continuing education activities need to be formulated and presented based on the characteristics and needs breathing. Therefore propose changes in the way of teaching, where there is more room for a theory and praxis alone or with a only scientific truth. The scenery of society requires that knowledge is constructed to interconnect all disciplines, joining theory and practice so we can understand the whole and their relations in an integrated manner. It was proposed here a way to build a school and applying theoretical and practical activities involving experimental and seeking to meet the principles of Environmental Education for the training of citizens aware and critical. At the same time cares to use textbooks very rich in its pedagogical character that are present in schools and often are, forgotten and unused by teachers. From this way, I chose to Experimentoteca, ...(Complete abstract click electronic access below)

Relações públicas e gestão de marcas: compreendendo habilidades e contribuições

This paper discusses the possible performances of professional Public Relations in Brand Management. This approach combines the concepts of brand identity, image and reputation for strategic function / managerial Public Relations. If on one hand the brand is the key element for the public identification of the organization, on the other, the result of this relationship can and should add value to both protagonists of the relationship: Public and organization. So, in an effort analytical and reflective, based on specific literature, defends the idea that the Public Relations has a professional profile that combines institutional and market interests for brand management. In practice, through an exploratory study, is observed from interviews with professionals involved in the area of Brand Management, how is the alignment between brand, relationships and purposes of the organization and which professionals working in this field. The study shows that although it is still defining itself in the market everyday, the public relations professional is a plural, able to manage this effectively

Livro didático e educação física escolar: interlocuções e entrelaçamentos

This study aimed to analyze the relationships – some already established and others that are still necessary – between the obligatory curriculum component Physical Education and the textbooks, understood as materials that assist both teachers and students during the teaching and learning process. In this way, we focused the discussion on some topics that have enabled a greater understanding of textbooks for Education in general and for School Physical Education more specifically, taking into account their specific characteristics. There were also some understandings about School Physical Education in Brazilian contemporary society as well as some official regiments about this curriculum component. Finally, it was elaborated some propositions that seek to generate interlacements to a deeper comprehension about textbooks in Physical Education classes. We concluded that although there are (few) textbooks in the area and some curriculum proposals from different Brazilian States that quest new ways of conceiving the teaching and learning process of School Physical Education, it is important to have more understandings about the roles of these materials in the pedagogical practice, as well as studies that can enable ways to treat this curricular component that could contribute to the critical and reflective educational practice during the years of schooling in Basic Education

Inserção do ensino de astronomia como componente importante para a formação continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in São Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

A grande missão do século XIX e a escrita da história de Ernest Renan (1848-1863)

Pós-graduação em História - FCLAS