Tendências de pesquisa em ensino-aprendizagem de inglês como língua estrangeira no Brasil: 2005-2009

The aim of this paper is to point the main research tendencies in teaching and learning English as a foreign language in the main postgraduate courses in this area, in Brazil, in the period 2005-2010. The adopted methodology for the data collection included the inventory of theses and dissertations, which are included in the sites of the universities with research lines in Applied Linguistics and were produced in the mentioned period. The most productive categories were the ones related to teacher formation, translation, language and technology and studies about teachers and students’ beliefs.

De associações às redes de sociabilidade: análise de resultados de pesquisa em assentamentos de reforma agrária

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Considerações sobre a atualidade da formação cultural/educacional: novos desafios para a pesquisa

This paper aims to draw some outlines of what I understand to be background for possible investigations that examine the cultural / educational problems in Brazil from the perspective of Critical Theory. Under the light of these outlines I intend to present two directions of research which are the main objectives of the research project I develop within the Department of Educational Psychology of College of Sciences and Letters of Unesp in Araraquara. In particular, it is necessary to understand the internal deformation that education suffers as a concrete substance of the teaching process in schools, which makes an empirical investigation how the cultural industry’s schemes become present in the “didactic pedagogical scene” necessary. On the other hand, the elucidation of this problem requires a theoretical investigation about the broader process of constitution of today’s subjectivity under the impact of that industry. Both goals set forth herein are intended to provide subsidies to make readings about new educational demands possible in Brazil.

Introdução à pesquisa com sequências didáticas na formação continuada online de professores de ciências

The integration of research in teaching practices assumes increasing importance and complexity in education. One aspect involved in this issue and poorly investigated is the training of teachers for the development of research linked with their practices. In this context, we present a training for research developed on a distance-learning course in the Science Teaching, which involves the design, implementation and analysis of didactic sequences: the Study Guide to the Initiation of the Term Paper (SGITP). Our research goal is to present a training proposal produced from the results collected from a survey of the literature of the area, and to investigate its application and its results in the teachers' continuing education program. Using data extracted from the production of students and tutors, we concluded that SGITP had a good acceptance among them and it was positively evaluated by teachers, in addition to promoting a greater understanding of research.

Vivências sobre a doença de Alzheimer na Unesp: Diálogo entre ensino, pesquisa e extensão

Pós-graduação em Ciências da Motricidade - IBRC

Tecnologias virtuais e análise videográfica: o YouTube® como recurso de pesquisa para compreensão sobre a imagem do idoso brasileiro = Virtual technologies and videographic analysis : YouTube® as research resource for understanding about brazilian elderly imagem

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

Pesquisa de Toxoplasma gondii (Nicolle & Manceaux, 1909) em sêmen, testículos e epidídimos de gatos (Felis catus) primoinfectados

Pós-graduação em Medicina Veterinária - FCAV

O sequestro de bens como fonte de pesquisa para o estudo da Inconfidência Mineira

In the article discusses the use of the distress a source of research for the study of Inconfidência Mineira.

Memória, História e Patrimônio: perspectivas comtemporâneas da pesquisa histórica

It should be noted that the studies for some time been considering the historical importance of objects and space as components of memory - or “places of memory” in the words of Pierre Nora. The memory would thus be defi ned as an imaginary dimension of society, a mental universe that acquires and social substance that creates the individual with a “social whole” in an open line of work by M. Halbwachs. And this notion of memory allows us to grasp the question sheet. This cult of memory had its place also rise through the delimitation of national heritage - as Françoise Choay, since the establishment of categories of historical monuments in France in 1837. The discussion on equity has progressed in recent decades, as it is conceived as objects, spaces, knowledge and events become “intangible heritage” because it has reference value to the community. It is considered that the references are the property constituting the objects of memory formation, forms of work-life past or present. Anyway, heritage presents itself as the embodiment of a discourse about the past.

Função apoio em pesquisa: experimentações na produção de (des)caminhos e desvios

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O jornal literário Dom Casmurro: nota de pesquisa

Conselho Nacional de Desenvolvimento Cientifico e Tecnológico (CNPq)

A arqueogenealogia como ferramenta de pesquisa no campo da atenção psicossocial

The aim of this paper is present the archeogenealogy perspective, inspired on Michel Foucault’s theoretical-philosophical proposal, as a research tool for social psychology, more speciically for the ield of Psychosocial Attention. For that, we carry out a theoretical-conceptual problematization about the main concepts that sustain this research perspective, namely: history, power, knowledge and truth. We also present some possible articulations with the Psychosocial Attention proposals. Thus, we aimed, to strengthen the epistemological research with an important tool for the problematization of absolute truths, the hegemonic discourses, the stigma and bias that compose the social imaginary on the mental health ield and of psychological suffering.

A importância da pesquisa de fontes para os estudos históricos

The importance of research sources for historical studies. In our text we try to call the attention to the fact that, concerning the sources, the most important aspect is the researcher who considers them. This consideration is a product of history, thus in each period and according to his social and political status, the researcher will conceive the sources in a particular way. Therefore, there is no single way to deal with the sources, which is unrelated to how the researcher behaves in relation to contemporary issues.

A aula de História como lugar do ensino, da pesquisa e da extensão

The paper presents a work project developed by the Laboratory of Studies and Research in History Teaching of Unesp/campus Assis (LEPEDIH), which the classroom is understood as a place of construction of historical knowledge through experiences, between students, teachers and future teachers that add teaching, research and extension, in a way that occur the approach between university and public elementary schools in order that participants can relate the study of history with their own life.

Errâncias e itinerâncias de uma pesquisa avaliativa em saúde: a construção de uma metodologia participativa

The study presents the construction process of research methodology "Training in SUS Humanization: effects evaluation of training processes from institutional supporters on health productionin Rio Grande do Sul, Santa Catarina and São Paulo territories." There was a search for developing an appropriate evaluative practice to the training processes, a methodology that instead of evaluating on something, assessed along with the supporters who attended the training-intervention, a participatory methodology.Therefore, the constitution of the Research Interest Group was an eminent tool. Trained supporters comprised the research team to expand participatory possibilities of a large and dispersed group, producing interferences in the investigative process conduction, described and analyzed in the study.At the same time, their experiences interfered in the understandings they had until then about the intervention-training experiences and effects on their daily lives, after almost four years.Thus, the methodological approach was intrinsically linked to the construction of a subjectivity differentiated plan and necessarily collective, which shifted the position of supporters involved from mere data suppliers to a lateralityposition in relation to other actors.The trial afforded by participatory strategies allowed researchers and supporters to interfere and compose the evaluation scenario with remarkable performances throughout the investigative process.The survey configuration was like a bet on a given methodological architecture that, in seeking to overcome evaluator-evaluated logic produced information for (retro) feedingthe intervention triggered by it. In the formative dimension, it also went through working processes analyzed by supporters rescuing the indissoluble characteristic that health activities mobilize among intervening, training and reviewing.