Inteligência: representações do cenário internacional e seus reflexos no Brasil (1935-1941)

Pós-graduação em História - FCLAS

Representações e estereótipos sobre a tradução português/espanhol

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

O perfil da sexualidade em homens com lesão medular

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

O egocentrismo infantil na perspectiva de Piaget e representações de professoras

This text comes up a clipping from an applied research, qualitative approach, which sought to understand both the egocentric second Piaget, through a literature search, furthermore, from a study that was conducted with teachers from kindergarten and the first years of elementary school, we sought to delineate the representations of such teachers in this regard and its proximity to the theory in question. Therefore, the trajectory traveled consisted of explaining aspects the Vygotsky's critique to Piaget, with respect to egocentric thought; subsequently show how as Piaget responded to criticism of Vygotsky, and expound upon the egocentric thought present in your perspective. Were addressed, we sought to delineate the representations of fifteen educators about the phenomenon of egocentrism in children and its proximity with the theory of Piaget. It might thus as regards the literature, and bring the importance of recognizing and understanding the thought egocentric in Piaget, as a phenomenon is intrinsically linked to the development of the child and that we can approach your understanding. For representations of teachers, approached more subjectively common sense than the concepts found in psychological theory focused. Thus, this study allows us to understand the limits and scope of training courses for teachers, with regard to the dimension in focus.

Influência das representações sociais do pesquisador na análise de dados de entrevistas: um estudo no campo da educação especial

Social representations are values and ideas shared and transmitted by a group of individuals. This article aims to investigate how researchers’ social representations can influence their analysis of an interview. Data were collected from 28 students participating in a course on interview analysis. Students were divided into three groups. Each group received the same excerpt of a transcript, but with different characterizations of the interviewee: for Group 1, it was a young man who had studied in a public school; for Group 2, the subject had attended a special education school for people with intellectual disabilities; for Group 3, he had studied at a private school. The three groups were asked to analyze the interview and submit a written document describing their analysis. The data revealed that the students carried out interpretive synthesis, descriptive synthesis, and thematic analysis. Interpretations of content data indicated that participants in Groups 1 and 3 attributed negative representations to the interviewee and/or to public or private school. In contrast, participants in Group 2, which was told that the interviewee had intellectual disabilities, attributed positive representations to the interviewee and to the special education school. The conclusion indicates the urgency for theoretical and practical training of young researchers regarding analysis of interviews so that the representations do not lead to biased results. The comparison of the results with an earlier similar study points to a probable change in representations of people with intellectual disabilities.

Realismo, Nominalismo e Cartesianismo: Sentido e natureza das idéias como representações do mundo

The approach about the ideas, understood as metal representations, has practically bookmarked the whole Philosophy History, since the ancient Greece to the contemporary period. A lot of interpretations have been given to the meaning and to the nature of the ideas by many schools, among them lots of Realism slopes. This paper aims to present, from a historical and epistemological fragment, some theoretical perpectives, with emphasis in the realistic, nominalist and Cartesian proposals in relation to the formation and nature of the ideas.

Ampliação do Ensino Fundamental para nove anos: entre as normatizações da política educacional, o movimento teórico e as representações sociais dos profissionais da escola pública

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

Cidadania e práticas escolares: as representações de um grupo de alunos do ensino médio de uma escola pública paulista

Pós-graduação em Educação Escolar - FCLAR

Muito Prazer!? discussões sobre sexualidade, gênero e educação sexual a partir da análise de revistas femininas e masculinas

Pós-graduação em Educação Escolar - FCLAR

Sexualidade na internet: análise de blogs sobre sexualidade e educação sexual

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os gêneros do discurso no livro didático de língua portuguesa: estudo de caso

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Estudos macroevolutivos e de biogeografia histórica de membros das subfamílias Hypoptopomatinae, Neoplecostominae e Otothyrinae (Siluriformes: Loricariidae) e descrição de novas espécies dos gêneros Hisonotus e Pareiorhina

Pós-graduação em Ciências Biológicas (Genética) - IBB

A produção em sexualidade, gênero e educação sexual na ANPED: estudo analítico-descritivo a partir do estado da arte como opção metodológica

Pós-graduação em Educação Escolar - FCLAR

Estado da arte sobre sexualidade e educação sexual: estudo analítico-descritivo de teses e dissertações produzidas na Universidade Estadual Paulista

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Jogos digitais no ensino de matemática: o desenvolvimento de um instrumento de apoio ao diagnóstico das concepções dos alunos sobre diferentes representações dos números

Pós-graduação em Educação para a Ciência - FC