8 research outputs found
Formação docente: uso das tecnologias digitais da informação e comunicação para o processo de alfabetização
O ato de alfabetizar é o processo pelo qual colocamos o indivíduo como ser ativo na
sociedade letrada. Ler, escrever e interpretar textos vai muito além da sala de aula.
Através da inserção das TDIC na sociedade do conhecimento existe então a
necessidade da utilização dessas ferramentas como uma mais valia na alfabetização.
A evolução do conhecimento causado pelo uso das tecnologias atinge então a
sociedade como um todo, cabendo à educação adequar a esse conceito. Refletir sobre
a utilização das tecnologias de informação e comunicação como mais um instrumento
de inovação no fazer pedagógico é o ponto crucial dessa dissertação. Apresentando
como objetivo geral analisar as práticas pedagógicas partindo da utilização das TDIC
no processo de alfabetização de uma escola pública municipal, na cidade de Boituva,
Estado de São Paulo, Brasil e a ampliação da discussão e investigação sobre práticas
pedagógicas renovadas. Esta investigação procura dar resposta ao problema de que
com o avanço tecnológico proporcionado pelas TDIC, existe uma utilização das
mesmas diretamente relacionadas com o processo de alfabetização? E os professores,
estarão eles capacitados para utilizar essas tecnologias em favor da aprendizagem?
Para poder dar resposta aos questionamentos e atingir os objetivos propostos, foi
utilizada uma metodologia mista, que envolve a pesquisa bibliográfica, o inquérito por
questionário aos nove professores alfabetizadores da unidade escolar Professor Olavo
Lazaro Munhoz Soares, que trouxe à luz do entendimento a utilização das TDIC pelos
docentes alfabetizadores e sua formação pedagógica para a utilização das tecnologias
como recurso de aprendizagem e uma entrevista estruturada aplicada aos mesmos
buscando entender a sua prática educativa. A aplicação desse estudo de caso permitiu
concluir que a utilização das TDIC vem sendo adotada no processo de ensino como
ferramenta auxiliar em diferentes atividades escolares, tanto por parte dos alunos,
como dos professores, porém a formação docente para esse fim ainda é insuficiente e
necessita de uma atuação governamental de mudança de currículo nos cursos
universitários e de formação docente.The act of literacy is the process by which we put the individual as an active being in the
literate society. Reading, writing and interpreting texts goes far beyond the classroom.
Through the insertion of TDIC in the knowledge society, there is a need to use these tools
as an asset in literacy. The evolution of knowledge caused by the use of technologies then
affects society as a whole, and education must adhere to this concept. Reflecting on the use
of information and communication technologies as another instrument of innovation in
pedagogical practice is the crucial point of this dissertation. Presenting as a general objective
to analyze the pedagogical practices starting from the use of TDIC in the literacy process of
a municipal public school, in the city of Boituva, State of São Paulo, Brazil and the expansion
of the discussion and investigation on renewed pedagogical practices. This research seeks to
answer the problem that with the technological advancement provided by TDIC, is there a
use of them directly related to the literacy process? In addition, teachers, are they able to use
these technologies in favor of learning? In order to be able to answer the questions and
achieve the proposed objectives, a mixed methodology was used, which involves
bibliographic research, the survey by questionnaire to the nine literacy teachers of the school
age Professor Olavo Lazaro Munhoz Soares, which brought the light of understanding to the
use of TDIC by literacy teachers and their pedagogical training for the use of technologies
as a learning resource and a structured interview applied to them seeking to understand their
educational practice. The application of this case study allowed us to conclude that the use
of TDIC has been adopted in the teaching process as an auxiliary tool in different school
activities, both by students and teachers, however the teacher training for this purpose is still
insufficient and it needs government action to change the curriculum in university courses
and teacher training
Pró-letramento: experiências pedagógicas em matemática e linguagem
O livro trata das relações da Unesp com o programa “Pró-Letramento – Mobilização pela Qualidade da Educação”, realizado pelo Ministério da Educação e Cultura (MEC) em parceria com universidades que integram a Rede Nacional de Formação Continuada. Trata-se de um programa voltado para professores com vista à melhoria da qualidade do ensino e da aprendizagem da leitura e da escrita em Matemática e Linguagem nos anos iniciais do ensino fundamental. O papel das universidades é o de principalmente servirem como centros de pesquisa e de criação de atividades, sendo o corpo de pesquisadores da Unesp composto por especialistas nas áreas de Matemática, Linguagem e Educação em geral, que atuam inclusive com o apoio da educação a distância. Desde a criação do Pró-Letramento, em 2006, a Unesp está envolvida, por exemplo, com a formatação de cursos e com a elaboração do material a ser utilizado, baseado sempre na problematização dos conteúdos e das práticas cotidianas dos professores. Esse material traz ainda orientações de atividades a serem desenvolvidas entre os professores e aplicadas em sala de aula
História ferroviária e pesquisa: a consolidação da temática nas pesquisas de pós-graduação no Brasil (1972-2016)
Characterisation of microbial attack on archaeological bone
As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved
Brazilian Flora 2020: Leveraging the power of a collaborative scientific network
International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora
Growing knowledge: an overview of Seed Plant diversity in Brazil
Abstract An updated inventory of Brazilian seed plants is presented and offers important insights into the country's biodiversity. This work started in 2010, with the publication of the Plants and Fungi Catalogue, and has been updated since by more than 430 specialists working online. Brazil is home to 32,086 native Angiosperms and 23 native Gymnosperms, showing an increase of 3% in its species richness in relation to 2010. The Amazon Rainforest is the richest Brazilian biome for Gymnosperms, while the Atlantic Rainforest is the richest one for Angiosperms. There was a considerable increment in the number of species and endemism rates for biomes, except for the Amazon that showed a decrease of 2.5% of recorded endemics. However, well over half of Brazillian seed plant species (57.4%) is endemic to this territory. The proportion of life-forms varies among different biomes: trees are more expressive in the Amazon and Atlantic Rainforest biomes while herbs predominate in the Pampa, and lianas are more expressive in the Amazon, Atlantic Rainforest, and Pantanal. This compilation serves not only to quantify Brazilian biodiversity, but also to highlight areas where there information is lacking and to provide a framework for the challenge faced in conserving Brazil's unique and diverse flora