Disponibilidade de fósforo em solo tratado com resíduos urbanos e industriais sob sistema de plantio direto cultivado com soja

Pós-graduação em Agronomia (Agricultura) - FCA

Sistemas de cultivo com milho e braquiária e nitrogênio em cobertura no feijoeiro em sucessão no plantio direto

Pós-graduação em Agronomia (Produção Vegetal) - FCAV

Doses de molibdênio e nitrogênio em milho safrinha e efeito residual na cultura da soja em plantio direto

Pós-graduação em Agronomia - FEIS

Inoculação de sementes com Azospirillum brasilense e Rhizobium tropici e adubação nitrogenada em cobertura em feijoeiro de inverno irrigado em sistema plantio direto

Pós-graduação em Agronomia - FEIS

A relação entre sujeito e objeto de conhecimento: a formação do professor de línguas

Dans ce texte, nous avons abordé l'enseignement des langues selon une approche constructiviste, où le sujet qui apprend et l'objet de connaissance ne se polarisent pas, mais s'articulent. Ceci signifie que personne ni rien ne sort indemne d'un processus de formation : il y a des transformations chez le sujet (apprenant) et l'objet (langues). Nous critiquons par conséquent la conception du langage et donc de la langue en tant qu'instrument de communication.

Educação para a sexualidade na formação de professores na modalidade de ensino a distância: a utilização de um objeto educacional

In inclusive school there are many students and some with disabilities. One of the dimensions of human development of all people's is the sexuality, although there are erroneous beliefs about the relationship sexuality and disability. Teachers must be prepared to deal with the sexuality of their students with disabilities in school, and proposals of education in the form of distance education has been an alternative to the training. This article relate an educational proposal for teachers, linked to a part of the activities undertaken in the discipline "Human Development and Family" on a course of specialization in Special Education in Distance Education mode. Describes an educational object named "Game: challenges and actions in school" , that presented four situations on behaviors involving sexuality of students: question about sexuality, masturbation in the classroom, dating from students and discrimination an obese colleague. In each one, there was potential actions to the teachers choose and, consequently, its unfolding. The choice of actions would lead to the end of a "teacher profile", offering reflections. Teachers reported positive unsolicited comments about the content of the game. It is concluded that the proposal is an important educational tool used in the Virtual Learning Environment that can assist in teacher training courses in sexuality education.

Os regimes de investimento direto estrangeiro no Brasil: regulação e política externa nacional

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

Modos de aplicação e reaplicação de calcário nas culturas de milho e soja em plantio direto: Efeito residual

Pós-graduação em Agronomia - FEIS

Parcelamento da adubação nitrogenada no feijão em sucessão a sistemas de cultivo com milho e Urochloa ruziziensis em plantio direto

Pós-graduação em Agronomia (Produção Vegetal) - FCAV

O objeto transicional pode ser uma pessoa? teoria e clínica

The objective of this work is to answer the question posed in the title, based on the texts of D. W. Winnicott. To this effect we addressed the origins of the concept of transitional object in the author’s work, the chronology of its first appearances, direct references to the topic and a discussion of a clinical case. Winnicott rarely referred to a person as being another person’s transitional object, and when he did so, he situated this experience in the field of pathology, and when referring to it, used such terms as “comforter object”, “fetish object” and “regressive object”. In contrast, the concept of transitional object is linked to an experience indicative of mental health, of transition between fusion and mother-baby separation, and of the personal and symbolic use of objects of the sensory field. Maintaining this conceptual specificity enables us to discriminate nuances in the evolution of the use of material objects by the child, and helps to guide anamnesis, diagnosis and the therapeutic process.

Manejo da adubação fosfatada da aveia preta e do consórcio milho/capim Marandu com inoculação por Azospirillum brasilense em sistema plantio direto

Pós-graduação em Agronomia - FEIS

Calagem superficial e aplicação de gesso em sistema plantio direto de longa duração: efeitos no solo e na sucessão milho/crambe/feijão-caupi

Pós-graduação em Agronomia (Agricultura) - FCA

Composto orgânico de agroindústrias na produção de feijão de inverno e milho no sistema plantio direto

Pós-graduação em Agronomia - FEIS

A pedagogia do jogo no contexto escolar

As the ludic taking the second place at school environment, on account of logical and rational activities and the excessive charge of a professional achievement of children by society and, also, the own family, the school doesn't become a pleasant ambient of frequenting. This study wants to understand, in a better way, the utilization of ludic activities as a pedagogic support into the learning and the development of the cognitive, emotional and creative potentiality of children in different education system (public and private) of Ibitinga-SP. It also investigates the docent attitude and practice during the ludic activities and its repercussion in the students' performances when introduced. The bibliographic researches present that the utilization of games, as a pedagogic resource, contributes to the learning process and to the human development of the students from the first cycle of the Elementary School. The School has to rescue the desire of learning, which is playing, the most natural way. The research's target audience are teachers from the Ciclo I of the elementary school and the focus is the utilization of the ludic into the different areas of teaching, considering the context that the schools are embedded. The reality observation, which enables a straight contact with the researcher and the study object, helped out with the issue comprehension. It was possible to identify that the utilization of ludic activities as a pedagogic strategy does not happen just because of knowledge absent, but also because of the submission to many goals imposed by the education system and/or by the didactic materials used, which don't have any worry to valorize the period of develop that the students are living, filtering out some characteristics from the phase that contributed to the learning. The responsibility to create a new signification to their social function is from the education system and the school that works with it. To the...