Inclusão escolar pela via da colaboração entre educação especial e educação regular

A preocupação sobre as práticas inclusivas nas escolas públicas no Brasil começou após a Declaração de Salamanca, com desafios e dúvidas. Ainda hoje, passados cerca de 15 anos, os professores do ensino regular se queixam dizendo que não têm conhecimento suficiente ou preparo formal para lidar com crianças com necessidades educacionais especiais, especialmente quando estas apresentam disfunções graves, como paralisia cerebral, deficiência intelectual e comportamentos desafiadores. A colaboração entre profissionais da Educação Especial e Regular pode ser uma alternativa para enfrentar tais desafios. O objetivo deste relato foi o de apresentar um breve histórico de um programa de pesquisa, ensino e extensão que busca aproximar a Universidade Federal de São Carlos (UFSCar) dos professores do ensino comum que têm alunos com necessidades especiais em suas salas de aula. Iniciado em 2004, este programa está na atualidade em seu sétimo ano de execução e envolve professores da universidade, estudantes de graduação e pós-graduação e professores do ensino comum. Os resultados parecem apontar essa via de colaboração entre Educação Especial e Regular como um caminho promissor para a construção de escolas mais inclusivas.

Prevalência de doenças sexualmente transmissíveis em mulheres profissionais do sexo, em um município do interior paulista, Brasil

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

A Qualidade da Interação Positiva e da Consistência Parental na sua Relação com Problemas de Comportamentos de Pré-Escolares

Studies have shown a relationship to exist between behavior problems in children and quality of parental practices such as communication, expressivity, consistency, and monitoring. This study aimed at describing relationships that parents have with their preschool children, and also at relating parenting skills to child behavior. We compared fathers' and mothers' social educational skills in two groups of children, with or without behavior problems at school. Research was conducted in a town in the State of Sao Paulo, BR. Participants were biological mothers and fathers of 48 preschoolers; twenty-five children presented behavior problems at school, and 24 had high social skills. Parents were individually interviewed at home. Results showed that fathers and mothers of socially skilled children were more consistent in their practices. They were more able to identify and describe their children's socially skilled behaviors. They also reported they gave more positive feedbak for their children's good behavior.

Una metodología eficiente para manejo de restricciones en algoritmos evolutivos multi-objetivo

This paper presents a new approach for solving constraint optimization problems (COP) based on the philosophy of lexicographical goal programming. A two-phase methodology for solving COP using a multi-objective strategy is used. In the first phase, the objective function is completely disregarded and the entire search effort is directed towards finding a single feasible solution. In the second phase, the problem is treated as a bi-objective optimization problem, turning the constraint optimization into a two-objective optimization. The two resulting objectives are the original objective function and the constraint violation degree. In the first phase a methodology based on progressive hardening of soft constraints is proposed in order to find feasible solutions. The performance of the proposed methodology was tested on 11 well-known benchmark functions.

Hacia el objetivo del milenio de reducir la pobreza en América Latina y el Caribe

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Rumo ao objetivo do milênio de reduzir a pobreza na América Latina e o Caribe

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Coesão social: inclusão e sentido de pertencer na América Latina e no Caribe. Síntese = Cohesión social: inclusión y sentido de pertenencia en América Latina y el Caribe. Síntesis

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Propuesta regional de indicadores complementarios al objetivo de desarrollo del milenio 7: garantizar la sostenibilidad del medio ambiente"

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El séptimo objetivo del milenio en América Latina y el Caribe: avances al 2007

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Propuesta de ampliación del segundo objetivo de desarrollo del milenio: un estado de avance

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Modelo de análisis del gasto social y primer Objetivo de Desarrollo del Milenio

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Hacia la ampliación del segundo objetivo del milenio: una propuesta para América Latina y el Caribe

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Avances en el Primer Objetivo de Desarrollo del Milenio e inversión social

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Una mirada desde América Latina y el Caribe al objetivo de desarrollo del milenio de acceso universal a la salud reproductiva

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Comportamento de poedeiras criadas a diferentes densidades e tamanhos de grupo em ambiente enriquecido

The objective of this work was to determine the behavioral differences among laying hens reared at different densities and group sizes, in an enriched environment. Isa Brownlaying hens with ages from 30 to 32-week-old, in small-sized and deformed pens, were used. Hens were raised during 28 days in bays with shavings bedding, perch and nest. Two group sizes were evaluated (6 and 12 fowls) and at two rearing densities (774 and 1,440 cm2 by fowl) in a factorial arrangement with three replicates. In fifteen-minute video footages, it was recorded the frequency and the expression period for the following behavior were recorded: feather scratching, sand bath, wing beating, drinking water, pecking, head scratching, earth scratching, eating, perching, leg stretching, pursuing, sitting, and nest visiting. The treatments and the interaction between them had significant effects. The six-hen group increased the frequency of behavior types that indicate fowl frustration, regardless of density. The group size is the most important factor for hen well-being.