Pr��ticas higi��nico-sanit��rias na ordenha de vacas e percep����o de risco de produtores rurais no Estado de S��o Paulo

P��s-gradua����o em Ci��ncia Animal - FMVA

Ciclo alfabetiza����o: as propostas e as pr��ticas pedag��gicas

P��s-gradua����o em Educa����o - IBRC

Supervisores de ensino da Rede Estadual de S��o Paulo: entre pr��ticas e representa����es

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Entre ditos e n��o ditos: a marca����o social de diferen��as de g��nero e sexualidade por interm��dio das pr��ticas escolares da Educa����o F��sica

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Concep����es e pr��ticas declaradas de ensino e aprendizagem com TDIC em cursos de Licenciatura em Matem��tica

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Avalia����o das boas pr��ticas de fabrica����o em linha de processamento de queijos Minas frescal e ricota

In order to assure the maintenance of foods integrity and quality, for avoiding chemical, physical or biological contamination, it is essential to follow the Good Manufacturing Practices (GMP). Among the techniques used for evaluating GMP there is the observational analysis carried out by means of a check-list form application. The present study evaluated the suitability of GMP in a dairy industry producer of Minas fresh and ricotta cheeses, located in S��o Jos�� do Rio Preto, SP, by applying a check-list form. A significant improvement in conformity was evidenced, increasing from 43% to 78%. Neither the blocks related to the handlers nor the existing documentation in the company showed any improvements, as poor conditions unchanged. All of the other evaluated blocks showed significant improvement after applying the GMPrelated corrective measures. Based on these findings, the observance of corrective measures by the dairy industry on dairy products, physical environment, GMP, and handlers training was crucial for assuring the improvements and to increase the product quality and consumers safety.

Pr��ticas Educativas Comparadas em Educa����o do Campo e os Desafios da Forma����o Omnilateral na Am��rica Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the "Third World ", i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to “intellectuals and the organization of culture” in "schools in the countryside" in Cuba (1960- 1975). The issue of "intellectuals and the organization of culture", in a gramscian perspective (GRAMSCI, 2000), was addressed in several works throughout our academic career (VILLELA, 2003; 2008; 2009-2010). In order to further these issues, we address the challenges of formation for children and youth of the field in Latin America. By analyzing the educational practices in the schools in the countryside, emerges the theme of contemporary global justice.

As interfaces entre linguagens audiovisuais e pr��ticas pedag��gicas em Hist��ria e Geografia: experi��ncias, possibilidades e limites no curta metragem como uma outra compreens��o do local e do vivido

Specifically in the teaching practices of History and Geography notes a concern with the construction of school knowledge based on observance of categories such as 'everyday' and 'place', which emphasize a look intensively focused on the local context of the students - element (res) significance, situated in time and space, the representations and actions of individuals, the (re) defining their identities (individual and / or collective) and rights to citizenship. However, both educators in history, as in geography, should be alert to some limits of a strictly pedagogical 'localist'. When it comes to use of language technology audiovisual in line with the pedagogical existing in “PCN's” history and geography, one must keep in mind that not just resize the movie to local level (whether in the classroom or outside), or elect the 'localism' as the new panacea of a certain 'pedagogy' of audiovisual language. With the desire to promote the development of new methods of teaching history and geography is that we designed a research project. This is creating opportunity with the possibility of graduating videos reflect on the teaching of history and geography, according to the use of a new technological language and art (cinema), the association with the reality of the students (hence the site survey and urban) as well as the promotion of an active and critical dialogue with the PCNs’s recommendations.

O conceito de TDAF: concep����es e pr��ticas de profissionais da sa��de e educa����o

P��s-gradua����o em Sa��de Coletiva - FMB

Qualidade da educa����o escolar: discursos, pr��ticas e representa����es sociais

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Pr��ticas de mapeamento com as tecnologias digitais: para pensar a educa����o cartogr��fica na contemporaneidade

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Pr��ticas educativas de professores, habilidades sociais e problemas de comportamento: um estudo comparativo, correlacional e preditivo

P��s-gradua����o em Psicologia do Desenvolvimento e Aprendizagem - FC

Avalia����o dos benef��cios da ado����o de boas pr��ticas de manejo no bem-estar de bezerros leiteiros

P��s-gradua����o em Zootecnia - FCAV

Concep����es epistemol��gicas que fundamentam pr��ticas educativas do professor de ber����rio: contribui����es de uma leitura piagetiana

P��s-gradua����o em Educa����o - FCT

A dimens��o afetiva nas pr��ticas pedag��gicas de professoras alfabetizadoras dos anos iniciais do ensino fundamental

P��s-gradua����o em Educa����o Escolar - FCLAR