Marcos legais para os cursos de graduação em pedagogia no Brasil: análise das atribuições do pedagogo

The current National Curricular Guidelines sets as parameters for Education’s programs the teaching and professional training in order to allow the realization of activities of school tutoring (management) and educational research. Our objective was to analyze educators’ attributions since 1930. For that, we made an analysis of the main laws that guided the activities of these professionals. We tried to demonstrate how the educator became from an “old” school teacher (1854-1880) to a primary education professor (end of XIX and XX centuries) and, nowadays, in a “make it all” in schools and in the administrative tasks into the schools. We hope, with this analysis, to contribute to the definition of attributions of the educator in current days and to offer subsidies for a better thinking of the process to students of Education in Brasil, helping in the tutoring of those future professionals.

Sistema adesivo universal: influência da técnica de condicionamento e da pressão pulpar com soro fetal bovino ou água deionizada na resistência de união à dentina humana

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A característica universal de Leibniz: contextos, trajetórias e implicações

Pós-graduação em Educação Matemática - IGCE

A pedagogia no campo expandido da arte: a 8ª Bienal do Mercosul

This research intend to investigate the main concepts on the pedagogical activities from the 8th Bienal de Artes Visuais do Mercosul, through its history and in a field research made in 2011, by the occasion and in the same year of that edition. It tries to recognize the innovative points of its pedagogical curatorial project and its meaning for the educational art in museums - the expanded field of the art. The expository and educational experience in the Bienal do Mercosul, through its concepts, proposes a reflection about educational art in museums or big events

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...

Os saberes docentes no projeto pedagógico do curso de pedagogia

A formação inicial de professores tem sido discutida na literatura, abordando questões e aspectos que possibilitam refletir sobre os elementos julgados imprescindíveis na preparação docente. Neste processo questiona-se a missão da Universidade como lugar de formação, as pesquisas que relatam que os estudantes tendem a passar pela Universidade sem mudarem as suas crenças de quando eram alunos vinculados a questão do ser professor. Estes estudantes/alunos tendem a valorizar, na maioria das vezes, os saberes da experiência vinculados a dimensão afetiva não os re-significando com relação ao conhecimento adquirido na formação universitária. Portanto, emerge dessa constatação um problema no qual se tem um discurso e uma prática com relação à construção da identidade desse professor e os saberes que fundamentam esse processo identitário. De forma que este trabalho procurou identificar os saberes docentes propostos para a formação dos professores do curso de Pedagogia da UNESP - Campus Rio Claro, apontando o lugar que estes ocupam e considerando que os estudantes tendem a valorizar as suas experiências enquanto alunos (crenças). Optou-se pela pesquisa qualitativa, utilizando-se como técnicas a fonte documental e a análise de conteúdo. Através da análise do Projeto Político Pedagógico observou-se que a formação tem a docência como base da identidade desse professor e que os fundamentos educacionais e didáticos percorrem uma proposta de perspectiva disciplinar. Porém, as disciplinas que fundamentam a prática de ensino e a prática do ensino são pouquissimas, revelando uma lacuna desse processo. Porém, lacuna maior é o conjunto das disciplinas de estágio serem de 315 horas e não de 400 horas como o é nas demais licenciaturas. Neste contexto, para além das contribuições que o curso em si possa apresentar não se revela uma mentalidade de que a formação de professores necessite ser mais...

Can Application of Universal Primers Alone Be a Substitute for Airborne-Particle Abrasion to Improve Adhesion of Resin Cement to Zirconia?

Purpose: To determine whether universal primers alone can deliver similar levels of adhesion of resin cement to zirconia ceramic when compared to their application in conjunction with airborne-particle abrasion.Materials and Methods: Sintered zirconia blocks (N = 160) (Lava, 3M ESPE), (5.25 x 5.25 x 3 mm(3)) were embedded in acrylic resin, polished, and randomly distributed into 16 groups (n = 10 per group), according to the factors "universal primer" (8 levels) and "air-particle abrasion" (2 levels): 1. ctr: control, without application of a universal primer; 2. AP: Alloy Primer; 3. MP: Monobond Plus; 4. MZP: Metal Zirconia Primer; 5. MZ: MZ Primer; 6. Sg: Signum Zirconia Bond; 7. SbU: Singlebond Universal; 8. ZP: Z Prime Plus. The universal primers were also used after air abrasion (A) of zirconia to form the following 8 groups: Ctr-A, AP-A, MP-A, MZP-A, MZ-A, Sg-A, SbU-A, and ZP-A. After ultrasonic cleaning, air abrasion was performed using Al2O3 particles (110 mu m, 2.5 bar, 20 s at 10 mm) in a chairside air-abrasion device. After ultrasonic cleaning again, universal primers were applied according to each manufacturer's recommendation. The resin cement (RelyX ARC, 3M ESPE) was built up incrementally and photo-polymerized on the zirconia surface using a silicone mold (empty set = 3.5, height = 3 mm). All specimens were stored in distilled water (60 days at 37 degrees C) and then subjected to shear bond strength testing (SBS) in a universal testing machine (1 mm/min). On a separate set of zirconia specimens, contact angle measurements were made using the sessile drop technique with a goniometer after the application of universal primers on control and air-abraded zirconia surfaces. Data (MPa) were analyzed using one-way ANOVA, Tukey's test, and Student's t-test (alpha = 0.05).Results: When universal primers were used alone, SbU presented significantly higher mean SBS (19.5 +/- 5.8) that did the other primers (0 to 9.9 +/- 6.6) (p = 0.001). When air abraded, the groups AP-A (14.1 +/- 6.1), MP-A (15.9 +/- 5.4), ZP-A (16.9 +/- 7.3), SG-A (19.1 +/- 2.1), SbU-A (12 +/- 1.5) showed significant differences (p = 0.03). Adhesive performance of all universal primers was enhanced after air abrasion, with the exception of the SbU and MZ primers. After air abrasion, contact angle measurements were lower for the each primer (without air abrasion: 28.9 to 83.9; with air abrasion: 27.1 to 63.0), except for MZP.Conclusion: Air abrasion with 110 mu m Al2O3 followed by universal primer application increased the bond strength of tested resin cement to zirconia, with the exception of SbU and MZ.

Cleaning capacity promoted by motor-driven or manual instrumentation using ProTaper Universal system: Histological analysis

The aim of this study was to assess the cleaning capacity of the Protaper system using motor-driven or manual instrumentation. Materials and Methods: Ten mandibular molars were randomly separated into 2 groups (n = 5) according to the type of instrumentation performed, as follows: Group 1 - instrumentation with rotary nickel-titanium (Ni-Ti) files using ProTaper Universal System (Dentsply/Maillefer); and, Group 2 - instrumentation with Ni-Ti hand files using ProTaper Universal (Dentsply-Maillefer). Afterwards, the teeth were sectioned transversely and submitted to histotechnical processing to obtain histological sections for microscopic evaluation. The images were analyzed by the Corel Photo-Paint X5 program (Corel Corporation) using an integration grid superimposed on the image. Results: Statistical analysis (U-Mann-Whitney - P < 0.05) demonstrated that G1 presented higher cleaning capacity when compared to G2. Conclusions: The rotary technique presented better cleaning results in the apical third of the root canal system when compared to the manual technique.

Educação Popular e Educação do Campo: análise a partir do Programa Nacional de Educação da Reforma Agrária no curso Pedagogia da Terra em São Carlos - SP

Pós-graduação em Educação - FCT

Formação de professores no contexto das propostas pedagógicas de Rudolf Steiner (pedagogia Waldorf), Maria Montessori e da experiência da Escola da Ponte

Pós-graduação em Educação Matemática - IGCE

Professores dos anos iniciais do ensino fundamental, pedagogia histórico-crítica e ensino de ciências: investigando articulações

Pós-graduação em Educação para a Ciência - FC

Estágio supervisionado no curso de pedagogia a distância: aproximações e diferenças do ensino presencial

Pós-graduação em Educação - FCT

Resistência de união e estabilidade de um sistema adesivo universal à dentina erodida/abrasionada após desproteinização

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Práticas de leitura de estudantes do curso de pedagogia: entre apropriações e formalidades

Pós-graduação em Educação - IBRC

O processo de formação inicial de professores dos anos iniciais da EJA: uma análise do curso de Pedagogia de universidades estaduais de São Paulo

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