A Organização do Ensino de Álgebra: Contribuições da Atividade Orientadora de Ensino

ResumoAs constantes dificuldades manifestadas por estudantes em relação à aprendizagem do conhecimento algébrico têm provocado a necessidade de repensar o processo de organização do ensino deste conteúdo. Nesse sentido, grupos de pesquisas vinculados às Instituições de Ensino Superior se debruçaram nesta temática e aqui serão destacadas as pesquisas de membros do Grupo de Estudos e Pesquisa sobre a Atividade Pedagógica (GEPAPe), coordenado pelo professor Dr. Manoel Oriosvaldo de Moura, junto ao departamento de Educação da Universidade de São Paulo (USP). Assim, neste artigo serão analisadas as contribuições da Atividade Orientadora de Ensino para a organização do ensino de álgebra, a partir das produções do GEPAPe. Para o cumprimento deste objetivo foram buscados textos na forma de artigos, de livros, de capítulos de livros e anais de eventos que foram selecionados a partir da plataforma lattes de cada um dos pesquisadores deste grupo. Como resultado foi possível reconhecer que as produções revelam a compreensão sobre a álgebra e seu ensino sustentadas pelo estudo do movimento dialético histórico e lógico visando o desenvolvimento dos nexos conceituais do conhecimento algébrico e o desenvolvimento do pensamento teórico dos estudantes, superando o reconhecimento empírico e aparente do simbolismo algébrico. Tal compreensão sobre a organização do ensino de álgebra se materializa por meio das Situações Desencadeadoras de Aprendizagem (Situação Emergente do Cotidiano; Jogo; História Virtual do Conceito), que são desenvolvidas em espaços de aprendizagem como Clubes de Matemática e Oficinas Pedagógicas de Matemática em diferentes instituições brasileiras. Palavras-chave: AOE. GEPAPe. Situação Desencadeadora de Aprendizagem. AbstractThe constant difficulties expressed by students regarding learning algebraic knowledge have led to the need to rethink the teaching organizing process of this content. Thus, research groups linked to Higher Education Institutions, focused on this theme and the research will be highlighted of the Study and Research Group on Pedagogical Activity members (GEPAPe), coordinated by Professor Dr. Manoel Oriosvaldo de Moura, with the Department of Education at the University of São Paulo (USP). Thus, in this article, the Teaching Guidance Activity contributions to the algebra teaching organization will be analyzed, based on the GEPAPe productions. To fulfill this objective, texts were sought in the form of articles, books, book chapters and event proceedings that were selected from the lattes platform of each of the researchers in this group. As a result, it was possible to recognize that the productions reveal the understanding of algebra and its teaching supported by the study of the historical and logical dialectical movement aiming at the development of the conceptual nexus of algebraic knowledge and the students' theoretical thinking development, surpassing the empirical and apparent recognition of algebraic symbolism. This understanding of the algebra teaching organization is materialized through the Learning Trigger Situations (Emerging Situation of Everyday Life; Game; Virtual History of the Concept), which are developed in learning spaces such as Math Clubs and Mathematics Pedagogical Workshops in different institutions Brazilian companies. Keywords: AOE. GEPAPe. Learning Triggering Situation.

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History of the Gynecologic Clinic of the Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo (Clinical Hospital of the University of São Paulo’s Faculty of Medicine)

Revista de Medicina ◽

10.11606/issn.1679-9836.v95ispe2p41-44 ◽

2016 ◽

Vol 95 (spe2) ◽

pp. 41

Author(s):

Laudelino Oliveira Ramos ◽

Edmund Chada Baracat

Keyword(s):

Sao Paulo ◽

São Paulo ◽

Clinical Hospital ◽

History Of ◽

The University ◽

De Medicina

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Polymorphisms In Thrombin-Activatable Fibrinolysis Inhibitor and Plasminogen Activator Inhibitor Type 1 In Women With Primary Recurrent Pregnancy Loss

Blood ◽

10.1182/blood.v122.21.4795.4795 ◽

2013 ◽

Vol 122 (21) ◽

pp. 4795-4795

Author(s):

Juliano Felix Bertinato ◽

Vânia Maris Morelli ◽

Guilherme Gomes Wataru ◽

Antonio Gomes de Amorim Filho ◽

Mario Henrique Burlachini de Carvalho ◽

...

Keyword(s):

Pregnancy Loss ◽

Plasminogen Activator Inhibitor ◽

Sao Paulo ◽

São Paulo ◽

Fibrinolysis Inhibitor ◽

History Of ◽

Inhibitor Type ◽

Activator Inhibitor Type ◽

The University

Introduction Recurrent pregnancy loss (RPL) is defined as three or more consecutive spontaneous abortions prior to the 20th week. RPL is a multifactorial condition that could be influenced by several factors, including haemostasis disorders. Indeed, pregnancy is characterized by a hypercoagulable state in which levels of some coagulation factors and fibrinolytic inhibitors are increased, whereas levels of the natural anticoagulant free protein S are decreased. Therefore, an unbalance in the fibrinolytic system might be involved in the pathophysiology of RPL. Plasminogen activator inhibitor type 1 (PAI-1) and thrombin-activatable fibrinolysis inhibitor (TAFI) are two fundamental inhibitors of fibrinolysis, whose levels could be influenced by genetic polymorphisms. Aims: To investigate the frequencies of polymorphisms in PAI-1 (SERPINE1 4G/5G) and TAFI (CPB2 c.505G>A) in women with primary RPL and in healthy women. Materials and Methods We included 116 unrelated non-pregnant women with three or more consecutive losses prior to 20 weeks of pregnancy without a previous history of carrying a fetus to viability (primary RPL) who were evaluated in the Prenatal Care Unit at the Hospital of the University of Sao Paulo. The control group was comprised of 263 unrelated healthy fertile women who were users of Public Health Service or employees of the University of Sao Paulo, who had at least two term deliveries and no known pregnancy losses as well as known medical history of thrombosis, diabetes, hypertension, cancer and autoimmune disorders. Both cases and controls were from the general urban population of Sao Paulo City. The genotypes for CPB2 c.505G>A polymorphism were performed by Real Time PCR, and genotypes for SERPINE1 4G/5G polymorphism were performed by RFLP-PCR. The effect of these polymorphisms on RPL risk was assessed by calculating Odds ratios (OR) and their 95% confidence intervals (CI) by logistic regression. Results and Conclusions The genotype distribution of both polymorphisms was in Hardy-Weinberg equilibrium in cases and in controls (p>0.05). The genotype and allele frequencies for SERPINE1 4G/5G and CPB2 c.505G>A polymorphisms were similar in both groups (p>0.05). For SERPINE1 4G/5G polymorphism, 70 cases (60.4%) and 152 controls (57.8%) were carriers of the 4G allele, yielding an OR of RPL of 1.11 (95% CI: 0.71 - 1.74, p= 0.642) (genotype 5G5G vs. 4G5G + 4G4G). For CPB2 c.505G>A polymorphism, 64 cases (55.2%) and 153 controls (58.2%) were carriers of the A allele, yielding an OR of RPL of 0.88 (95% CI: 0.57 - 1.37, p= 0.586) (genotype GG vs. GA + AA). Furthermore, similar frequencies of minor allele were found in groups when the number of losses was considered in RPL group (women with four or more RPL vs. women with three, p >0.05) and when the period of pregnancy loss was considered (women with early losses vs. women with late losses, p>0.05). Our data suggest that polymorphisms in SERPINE1 and CPB2 are not associated with a risk of having RPL. Financing: FAPESP (Proc 2007/57605-0), CAPES. Disclosures: No relevant conflicts of interest to declare.

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Plataforma digital para difusão dos acervos de arquitetura e design da FAUUSP

Brazilian Journal of Information Science ◽

10.36311/1981-1640.2021.v15.e02125 ◽

2021 ◽

Vol 15 ◽

pp. e02125

Author(s):

Gisele Ferreira de Brito ◽

Eduardo Augusto Costa ◽

Leandro Manuel Reis Velloso

Keyword(s):

Sao Paulo ◽

Structured Data ◽

Special Topic ◽

São Paulo ◽

Dublin Core ◽

History Of ◽

Historical Moment ◽

The University

This article presents the collections of the Faculty of Architecture and Urbanism of the University of São Paulo and describes the results obtained from the implementation of an online interface for FAUUSP collections, developed with the Omeka S platform for sharing and collaborating with organized and structured data and information. As part of the discussion, it summarizes the historical moment in which the importance of the design and architecture archives, and collections is discussed, raising the history of the institution’s catalogue and covering issues involving their online dissemination. A special topic of metadata, specifically Dublin Core, the standard adopted by FAUUSP, is also presented. Results are commented and perspectives for the continuity of the platform are also discussed.

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História da escola da aplicação da FEUSP (1976-1986): a contribuição de José Mário Pires Azanha para a cultura escolar

10.31012/978-65-5861-238-4 ◽

2020 ◽

Author(s):

Nívia Gordo

Keyword(s):

School System ◽

Historical Perspective ◽

Sao Paulo ◽

Public School System ◽

São Paulo ◽

School Of Education ◽

The Public ◽

History Of ◽

Cultura Escolar ◽

The University

This study aims at describing the history of the Escola de Aplicação (EA), at the School of Education of the University of São Paulo (USP) during the period of 1976-1986, when I was both the pedagogical coordinator and the director. During this period, Professor José Mário Azanha, as a Representative of the School of Education of USP, headed the organization and functioning activities of the Elementary school, with the goal that the Escola de Aplicação (EA) could contribute with some ideas for improving the public school system of the state of São Paulo. This study seeks to reconstruct, through a historical perspective, both theoretical and practical aspects of the work that took place during the mentioned period.

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Formative Literary Visions and Prewar Politics

PMLA ◽

10.1632/pmla.2009.124.3.918 ◽

2009 ◽

Vol 124 (3) ◽

pp. 918-923

Author(s):

Albert Camus ◽

Jorge Amado ◽

Alain-Philippe Durand ◽

Ralph Schoolcraft

Keyword(s):

Sao Paulo ◽

Academic Institution ◽

São Paulo ◽

Cultural Anthropologist ◽

History Of ◽

The University ◽

Fernand Braudel

During the launching of the university of São paulo, The 1930s added another distinguished chapter to the storied history of Franco-Brazilian intellectual and artistic collaborations. Starting in 1934 several promising French scholars began teaching at this new academic institution. Among the most prestigious were the cultural anthropologist Claude Lévi-Strauss, the historian Fernand Braudel, the geographer Pierre Monbeig, the classicist Michel Berveiller, and the Portuguese-literatures specialist Pierre Hourcade (Riedinger 443).

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Flávio Lichtenfels Motta

Revista Thésis ◽

10.51924/revthesis.2017.v2.173 ◽

2017 ◽

Vol 2 (4) ◽

Author(s):

Hugo Segawa

Keyword(s):

Sao Paulo ◽

São Paulo ◽

Introductory Essay ◽

History Of ◽

History Of Architecture ◽

The University

Professor Flávio Motta (1923-2016) was one of the founders of the Department of History of Architecture and Aesthetics of Project of the Faculty of Architecture and Urbanism of the University of São Paulo. His passing in July 2016 and the silence of academia motivated this introductory essay of his role in the formation of generations of architects of FAU USP, from the testimony of a former student who took the path in the field of History of Architecture.

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Significando a experiência: autoanálise de três professores iniciantes no Estágio Supervisionado (Meaning the experience: self-analysis of three beginning teachers in the Supervised Practice)

Revista Eletrônica de Educação ◽

10.14244/198271992582 ◽

2019 ◽

Vol 12 (3) ◽

Author(s):

Eliane Aparecida Miqueletti ◽

Milenne Biasotto ◽

Tiago Dziekaniak Figueiredo

Keyword(s):

Beginning Teachers ◽

Basic Education ◽

Close Relation ◽

Sao Paulo ◽

São Paulo ◽

Initial Formation ◽

Belo Horizonte ◽

And Mathematics ◽

First Moment ◽

The University

This work in form of reflexive report aims to present the professional experience of three teacher advisor in their firts contact with Compulsory Supervised Practice in Letters and Mathematics courses at Universidade Federal da Grande Dourados (UFGD). Through the production of the reflexive report, which is going to work as a self-analysis mechanism, we intend to assign meanings to the experiences we lived between 2016 and 2017. For this, in the first moment, we are going to present some information about the teachers advisors and their first impressions about the Supervised Practice. After this, the paths taken by these professionals in the attempt of construction of an initial formation intermediated by the Supervised Practice are indicated. With this, we expect to deepen the dialogical relation between theory, practice and reflection on practice in the curricular component we conduct, providing improvement both for the future teachers initial formation and a close relation between university and basic education. We verified that Mandatory Supervised Practice involves structural and pedagogical factors that influence its development, among them are: the gap between the school calendar of basic education and the university one, the number of trainees per teacher advisor, the profile of the trainees, especially those of night courses. Reflecting on our practices, supported by theories that underlie this reflection, leads us to attribute meaning to our actions and consequently to seek changes when necessary.ResumoEste trabalho, em forma de relato reflexivo, visa apresentar a experiência profissional de três professores formadores em seu primeiro contato com o Estágio Supervisionado Obrigatório nos cursos de Letras e Matemática da Universidade Federal da Grande Dourados (UFGD). A partir da produção do relato reflexivo, que funcionará como mecanismo de autoanálise, buscaremos atribuir significados às experiências por nós vivenciadas entre os anos de 2016 e 2017. Para isso, no primeiro momento, apresentaremos informações sobre a formação desses professores orientadores e as primeiras impressões com o Estágio Supervisionado. Logo depois, os caminhos percorridos por esses profissionais na tentativa de construção de uma formação inicial intermediada pelo Estágio Supervisionado. Esperamos, com isso, aprofundar a relação dialógica entre teoria, prática e reflexão sobre a prática no componente curricular que conduzimos, propiciando tanto melhorias para a formação inicial dos futuros docentes que orientamos, como uma relação mais estreita entre universidade e educação básica. Verificamos que o Estágio Supervisionado Obrigatório envolve fatores estruturais e pedagógicos que influenciam no seu desenvolvimento, entre eles estão: o descompasso entre o calendário escolar da educação básica e da universidade, a quantidade de estagiários por orientador de estágio, o perfil dos estagiários, sobretudo dos cursos noturnos. Refletir sobre nossas práticas, amparados por teorias que fundamentam essa reflexão, leva-nos a atribuir significação às nossas ações, e, consequentemente, a buscar mudanças quando necessárias. Keywords: Supervised practice, Teacher advisor, Teachers initial formation.Palavras-chave: Estágio supervisionado, Professor orientador, Formação inicial do professor. ReferencesAROEIRA, K. P. Estágio supervisionado e possibilidades para uma formação com vínculos colaborativos entre a universidade e a escola. In: PIMENTA, S. G., ALMEIDA, M. I. de. Estágios Supervisionados na formação docente. São Paulo: Editora Cortez, 2014.AZEVEDO, M. A. R.; ANDRADE, M. F. R. O trabalho de orientação dos estágios frente aos diferentes cenários educacionais. In: Currículo sem Fronteiras, v.11, n.2, pp.147-161, jul./dez. 2011.CONSELHO DE ENSINO, PESQUISA, EXTENSÃO E CULTURA DA UNIVERSIDADE FEDERAL DA GRANDE DOURADOS. Aprova o regulamento geral dos cursos de graduação da UFGD, parte integrante desta resolução. RESOLUÇÃO Nº. 53 DE 01 DE JULHO DE 2010.CONSELHO DE ENSINO, PESQUISA, EXTENSÃO E CULTURA DA UNIVERSIDADE FEDERAL DA GRANDE DOURADOS. Aprova o Regulamento de estágio para os estudantes dos cursos de graduação da UFGD, parte integrante desta Resolução. RESOLUÇÃO Nº139 de 18 de setembro de 2014.FREIRE, P. Pedagogia da autonomia. Saberes necessários à prática educativa. 6°ed. São Paulo: Editora Paz e Terra, 1996.GATTI, B. A. Licenciaturas: crise sem mudança? In: DALBEN, A. I. L. de F. et al. (orgs.). Convergências e tensões no campo da formação e do trabalho docente. Belo Horizonte: Editora Autêntica, 2010a. p. 485-508.GATTI, B. A. Formação de professores no Brasil: características e problemas. Revista Educação e Sociedade, Campinas, v. 31, n. 113, p. 1355-1379, out.-dez. 2010b.MINISTÉRIO DA EDUCAÇÃO. CONSELHO NACIONAL DE EDUCAÇÃO CONSELHO PLENO. Define as Diretrizes Curriculares Nacionais para a formação inicial em nível superior (cursos de licenciatura, cursos de formação pedagógica para graduados e cursos de segunda licenciatura) e para a formação continuada. RESOLUÇÃO Nº 2, DE 1º DE JULHO DE 2015.PÉREZ GOMES, A. I. Qualidade do ensino e desenvolvimento profissional do docente como intelectual reflexivo. Motriz, Rio Claro, v. 3, n. 1, p. 29-43, Junho/1997. PIMENTA, S. G.; LIMA, M. S. L. Estágio e docência. São Paulo: Cortez, 2004.PIMENTA, S. G. O estágio na formação de professores: unidade teoria e prática? 11. ed. São Paulo: Cortez, 2012.SIGNORINI, I. Gêneros catalisadores: letramento & formação do professor. São Paulo: Parábola Editorial, 2006.TARDIF, M.; LESSARD, C. O trabalho docente: elementos para uma teoria da docência como profissão de interações humanas. 8. Ed. Petrópolis, RJ: Vozes, 2013.ZABALA, A. A prática educativa: como ensinar. Porto Alegre: Artmed, 1998.ZABALZA, M. A. O estágio e as práticas em contextos profissionais na formação universitária. São Paulo: Editora Cortez, 2014.

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Elite da Liberdade: a contribution to the history of black clubs in Brazil

Brasiliana- Journal for Brazilian Studies ◽

10.25160/bjbs.v9i1.114909 ◽

2020 ◽

Vol 9 (1) ◽

pp. 396-411

Author(s):

Petrônio José Domingues

Keyword(s):

Social Inclusion ◽

Black Identity ◽

Sao Paulo ◽

São Paulo ◽

Educational Discourse ◽

History Of ◽

The Creation

This article investigates the trajectory of the Grêmio Dramático, Recreativo e Literário Elite da Liberdade (the Liberdade Elite Guild of Drama, Recreation, and Literature), a black club active in São Paulo, Brazil, from 1919 to 1927. The aim is to reconstruct aspects of the club’s history in light of its educational discourse on civility, which was used as a strategy to promote modern virtues in the black milieu. By appropriating the precepts of civility, Elite da Liberdade helped construct a positive black identity, enabled the creation of bonds of solidarity among its members, and made itself a place of resistance and struggle for social inclusion, recognition, and citizens’ rights.

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