A relação entre modernização neoliberal e práticas políticas atrasadas no Brasil dos anos 1990

Our goal is to investigate the reasons behind the presence of clientelist-type practices among the popular classes in Brazil, highlighting the decade of the 1990s. Our proposal gives salience to factors regarding the phenomenon's socio-political conjuncture, thereby taking us beyond explanations that rely exclusively on historical-cultural aspects or that sustain an economic bias. We use bibliographic and journalistic sources, from which we develop our own interpretation of the period. Thus, we observe that clientelist practices are encouraged to manifest themselves at the level of national political organization particularly within the federal sphere yet are also reflected at state and municipal levels, due to the coalition of political forces created through the implantation of a neoliberal project in Brazil. The latter has joined modern Brazilian social democracy and old regional oligarchies situated primarily within the PFL, PP, PTB and certain sectors of the PMDB, whose representatives are known for their attachment to patrimonialist and paternalistic practices. The inclusion of the latter in the conservative pact that has promoted neo-liberal political reform has thus meant awarding new value to such practices. Herein lies partial explanation for the vigor with which practices such as fisiologismo, apadrinhamento, abuse of state machinery, buying and selling of votes and clientelism have manifested themselves on the national scene over the course of the 1990s.

Práticas educativas parentais e repertório comportamental infantil: Comparando crianças diferenciadas pelo comportamento

Identifying parental practices contingent to the behavior of children is important to support interventions. This study compares parental disciplinary practices with the behavior of children in a clinical group with behavioral problems (n = 27) and of a group of children without behavioral problems (n = 26). The criterion to assign children in the clinical and non-clinical groups was obtained from the Child Behavior Checklist (CBCL). Information concerning parents-children interaction was obtained through the application of the Parental Educative Social Skills Interview Script (RE-HSE-P), which evaluates positive and negative educational practices, context, behavioral problems and children's social skills. Qualitative and quantitative analyses (Mann Whitney's test) were used in the groups' comparison. The results indicate that behaviors that differentiate between the clinical and non-clinical groups are mainly those related to positive educational practices and children's social skills.

Pesquisando Práticas e Táticas em Educação Matemática

The present article, which is one study among others, seeks to understand practices and tactics of day-to-day school, spanning and being spanned by three studies in Mathematics education. The diversity of scenes, people and strategies used by actors in everyday school, considered from the theoretical perspectives of Foucault and Deleuze, shed light on the ways Mathematic alphabetization takes place and evidence regarding what is present in the black box of school culture, in a constant problematization about what a school can do. Maps are presented that establish cartographies, revealing smooth and striated territories, on a path created by the research done in those schools, where life is always invented.

Inovação no desenvolvimento de produtos em cluster industrial: Práticas do setor moveleiro de votuporanga

It is notorious that the cluster formation is a possibility for micro, small and medium companies to become more competitive. This research therefore aims to analyze leading practices for product innovation in companies belonging to the cluster of Votuporanga, which is the largest furniture industry in production and exporting of São Paulo state. Therefore, we conducted a survey research and data were collected from 61 furniture companies in the region of Votuporanga-SP. Among the main results it is observed that the incremental innovation of products is a central characteristic between the companies in cluster and there is little collaboration for the joint development of products from these companies with external agents such as research institutes, universities and even suppliers.

Práticas letradas/escritas na internet: marcas do outro no processo de textualização via MSN

Pós-graduação em Estudos Linguísticos - IBILCE

Práticas pedagógicas e a formação identitária da estudante negra

Pós-graduação em Ciências Sociais - FFC

Suplementação de lisina e metionina em dietas práticas com baixo nível protéico para o crescimento inicial de alevinos do pacu (Piaractus mesopotamicus (Holmberg, 1887)

Pós-graduação em Aquicultura - FCAV

Busca de princípios para uma atuação a partir de estudos sobre o griots africanos e os jograis medievais europeus

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

Vibrações: a arte/educação nas práticas e no discurso em saúde mental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A documentação nas práticas artísticas dos grupos Arte/Ação e 3Nós3

Pós-graduação em Artes - IA

Princípios e práticas sustentáveis em eficiência energética aplicados em TI

Pós-graduação em Engenharia Elétrica - FEB

Análise do perfil socioeconômico e profissional de manipuladores de alimentos participantes de um programa de capacitação em boas práticas de fabricação, no município de Araraquara, SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Perfil microbiano, físico-químico e análise das boas práticas de fabricação (BPF) de queijos minas frescal e ricota

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Verificação das boas práticas de fabricação (BFP) e análise da qualidade microbiológica de saladas adicionada de maionese comercializadas na cidade de São José do Rio Preto - SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação nutricional institucionalizada: conhecimentos e práticas de agentes educacionais e professoras de ensino infantil de 0 a 3 anos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)