Modelos agrometeorológicos para previsão de atributos de qualidade em laranjas 'Valência' para o estado de São Paulo

Pós-graduação em Agronomia (Produção Vegetal) - FCAV

Variabilidade da temperatura em áreas urbanas não metropolitanas do estado de São Paulo - Brasil no período de 1961 a 2011

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Análise de indicadores econômicos e financeiros: estudo em empresa do setor sucroenergético no interior do estado de São Paulo

Não disponível

Ensino de lutas e educação física escolar: o caso do currículo de educação física do estado de São Paulo

O atual cenário do ensino da Educação Física no Brasil caracteriza-se como um complexo campo de conflitos, no qual emergem e embrenham-se diferentes proposições teórico-metodológicas, originadas desde meados da década de 1980 no processo histórico de emancipação, superação e ressignificação da Educação Física. Tais concepções, em contraposição ao criticado e tradicional ensino técnico-esportivista, propõe que na escola os conteúdos abordados deveriam propiciar a apropriação crítica e autônoma das diversas manifestações da Cultura de Movimento. Sendo assim, cabe analisar como os professores, autores e não meros aplicadores, lidam com mudanças curriculares. É primordial analisar criticamente as práticas pedagógicas dos professores que vivenciam e implementam tais mudanças curriculares. O objetivo desta pesquisa foi investigar como se caracteriza a relação saberes docentes-ensino de lutas entre professores da rede pública estadual de São Paulo, no cenário de implementação do currículo oficial de Educação Física. Foi realizado um estudo de natureza qualitativa; os dados foram coletados por meio de entrevistas semi-estruturadas com professores e professoras atuantes na rede pública. Os resultados evidenciaram que o déficit na formação inicial dos professores, contribuiu para o trato pedagógico superficial do conteúdo lutas em suas aulas. Com isso, dificultando o desenvolvimento do conhecimento pedagógico do conteúdo dos docentes, que atribuem sua principal fonte de conhecimentos sobre o tema a recortes oriundos da influência midiática e da proposição de atividades a partir do Currículo de Educação Física do Estado de São Paulo. Percebemos aqui, a importância da construção do conhecimento pedagógico do conteúdo, para o desenvolvimento da base de conhecimentos do educador. Acreditamos, conforme Shulman, que é de suma importância que o professor/a domine uma base de...

Ensino e aprendizagem do atletismo nas escolas públicas estaduais de Bauru a partir do currículo de educação física do estado de São Paulo

Athletics in most of its history, turned to competition, giving it little pedagogical knowledge, prevailing knowledge grounded in records, indexes and competitions. Thus, although it is considered a classic content of Physical Education, this modality is still not widespread in schools. The present study aimed to investigate possible progress in the teaching and learning of athletics in the State Schools of Bauru from the implementation of the Curriculum of the State of São Paulo for Teaching Physical Education. We attempted to checking the perspective of teachers and students, the changes in teaching and learning as well as difficulties encountered from the deployment. To that end, we conducted survey of the theoretical and practical alternatives developed by Physical Education teachers, about athletics theme, since the implementation of the Curriculum of the State of São Paulo for the Teaching of Physical Education in 2008, in seven (7) state schools in Bauru-Sao Paulo, randomly chosen, prioritizing different regions of the county. There was the purpose of investigating, through questionnaires, interviews (applied to teachers and students), what progress has been achieved with regard to the approach of collegiate athletics in the teaching/learning process, if there are difficulties, what are these and how they could be addressed in order to improve teaching and learning in school athletics. The collected data were analyzed comparatively, before and after implementation of the Curriculum of the State of São Paulo for Physical Education, gathering and specifying negative and/or positive aspects raised by teachers and students. It was concluded that the students' knowledge of the sport has increased, but the practice of sport is still far from being normal to them, doing so is necessary to include content from the earliest school years. Teachers attribute the greatest difficulties to lack of infrastructure and materials suitable for this...

Educação sexual e autonomia: estudo de uma intervenção com alunos do ensino médio do interior do estado de São Paulo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Entre livres e oficiais: a expansão do ensino normal em São Paulo (1927-1933)

Pós-graduação em Educação - FFC

Limites e possibilidades para a apicultura na região central do Estado de São Paulo

Beekeeping is recognized as promoter of assumptions and dimensions of sustainable development, supported by the triple bottle line – economic viability, social relevance and environmental prudence. Historically, it is strongly related with the central state of São Paulo. This work has as main objective to identify the profile of beekeeping in the this region, based on four municipalities (Araraquara, Descalvado, Rio Claro and São Carlos) in order to determine the main difficulties faced by beekeepersfor the sustainable development, pointing alternative interventions able to soften the effects of difficulties. It was used two different and complementary methodological strategies. The first one was a search with the databases (SEADE and IBGE) to obtain secondary data and quantitative regarding beekeeping in the region. The second one, it wasthrough field research with the beekeepers. The survey found that beekeeping in the region, presents an essentially familial and hereditary. Was also noticed the damage caused in the production, by limiting access to the region’s bee pastures and use of pesticides. In processing, it was found the extremely precarious conditions. At the institutional level, it was found the relative weakness of the beekeepers cooperatives, and the lack of support from local governments to consolidate activity.

Limites e possibilidades para a dinamização das atividades econômicas em assentamentos da reforma agrária no Estado de São Paulo

This paper provides an overview of the key findings of a survey that sought to examine the relationship between local government agencies and agrarian reform communities in the State of São Paulo, particularly with regard to the types of support that have been provided by these agencies to the economic activities of settlements. The research was part of the project "The agencies and services involved in the implementation of public policies for equity and growth", which was supported by the Instituto de Colonização e Reforma Agraria (INCRA/SP), whose activities were carried out throughout 2011. In methodological terms, the research was divided into two stages. In the first stage, it sought to identify the main economic activities, vocations and potential of the influencing areas of the Quilombola communities and settlements in their respective regions and micro-regions. Therefore, a survey was conducted based on secondary data. In the second stage, a qualitative, exploratory, empirical, and multiple case study research was conducted. Local public officials, in charge of the institutional relations with the agrarian reform settlements (and quilombolas communities, in this case, one of the municipalities investigated) were the primary source of data for this analysis that sought to evaluate the strength, types and quality of support (plausible or effective) provided by the municipalities to the economic activities of settlements. The results indicated a set of reasonably heterogeneous components, and frequently, distinct, of particular circumstances. Based on the results some proposals for action plans were indicated, which probably would constitute a standard reference for the formulation and implementation of public policies and actions to improve the economic activities of the settlements.

Impactos da progressão continuada na educação do estado de São Paulo

The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at São Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG, from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to evaluations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It’s primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the São Paulo State.

Hidrovia e desenvolvimento regional: estudo dos projetos de desenvolvimento dos vales do Tietê e Paraná no Estado de São Paulo

"This paper aims to examine three regional development plans proposed for the region of the valleys of rivers Tietê and Paraná: Rail Project (ISCO, 1994), the Development Plan (CESP, 1996) and Máster Plan (ADTP, 1996). The interest in conducting the study relies on the possibility that it may contribute to the debate on the reshaping of public policy and style necessary to establish a new pattern of regional development in the country"

O trabalho docente na rede pública do estado de São Paulo: apontamentos iniciais para a discussão da jornada de trabalho

The changes in the world of work that, in turn, directly affect the teaching work, have expanded the processes of precariousness and intensification, contributing for deteriorating conditions which teachers use to labor. Considering that the time designated for teaching activities is an important part of work conditions, we look for, in this article, to analyze the work shift of teachers in São Paulo state educational public system. Regarding that teachers are a very heterogeneous group, we have chosen to discuss the workday those professionals who dedicate themselves in the last years of elementary and high school. Through a literature review and a research about the legislation related to the topic, in Brazil and São Paulo state, we have highlighted that the teachers’ work shifts should include not only the time for classroom activities, but also for other extra activities. Moreover, we emphasize that the state of São Paulo government has promoted, since 2012, a reformulation of the teachers’ work shift that has not properly include the appropriate length of time for extra educational activities, contrasting the parameters founded in the national legislation. Besides the legal non-compliance, that fact has accentuated the process of intensification of teaching work, contributing for the embrittlement of the collective activities.

A trajetória política e histórico-normativa do ensino técnico da área de agropecuária no Estado de São Paulo: a história política de transição por decretos de 1882 a 2001

This article presents the historical trajectory of agricultural technical education in the State of São Paulo, 1882-2001, with emphasis on regulatory and policy aspects of transition management agencies and disruption in the construction and consolidation of a pedagogical and curricular design of this area of teaching technical and institutional policies of these technical schools. Thus focuses on the major changes in the political-normative and pedagogical and organizational character that shaped the construction of its especificidade.Isto because it is necessary to know the history of technical education 'agricultural' (agricultural area) in order to support the analysis of its configuration current and devise new prospects for your gestão.O Paulista agricultural education was subject to constant political uncertainties as to its principles and fins.As several transfers and reallocations it has undergone through different State Secretariats, reveal political barriers regarding its management and the difficulty of situating it in an appropriate and befitting their purposes locus.

Ensino primário tipicamento rural no estado de São Paulo: granjas escolares, grupos escolares rurais e escolas típicas rurais (1933-1968)

Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (CAPES)