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Search Results: 1 - 10 of 241766 matches for " Ana Lúcia Manrique "
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Perceptions of Teachers in the First Years of Primary Education Regarding Socio-Emotional Education and Problem Solving  [PDF]
Alexandra Amadio Belli, Ana Lúcia Manrique
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.813144
Abstract: In the school context, the development and education of children and adolescents involve inter-relations between emotion, cognition and socialization; in other words, emotional and social skills management cannot be disconnected from student learning. The aim of this study is to analyze teacher training in the early years of Primary Teaching through the reading, analysis and reflection of texts on Socio-emotional Competencies and Problem Solving. Audio recordings were used, along with their transcriptions, with a view to supplying the teachers’ words in their entirety, although for the article only extracts that were relevant to the understanding of the problem studied in this research were used. The conclusions indicate that Socio-emotional Education can contribute to the practice of teaching and teacher training. In addition to this, as reported by the teachers participating in the research, with the use of Problem Solving methodology in the teaching of mathematics in the classroom, space and opportunity have been gained for the development of Socio-emotional Competencies with students, improving the management of stress and conflicts in the school environment.
Challenges in Inclusive Mathematics Education: Representations by Professionals Who Teach Mathematics to Students with Disabilities  [PDF]
Geraldo Eustáquio Moreira, Ana Lúcia Manrique
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.57056
Abstract:

In the face of the lack of research that investigates the relations between Mathematics teachers and students with special educational needs, an investigation was launched with the aim of identifying the social representations that these professionals have regarding disability, in addition to learning about their knowledge, opinions and doubts on this theme. The research was carried out with the participation of 65 mathematics teachers and data collection resulted from replies given to three proposed situations in an interview. Collective subject discourse methodology was used, with social representation Theory employed as a theoretical-methodological reference. The results showed the presence of distinct representations concerning the theme, with attitudes that range from support and incentive for the inclusion of students with disabilities, with evidence of knowledge of the theme, to representations that revealed the manifestation of doubts, opinions and attitudes, with positions contrary to the philosophy of inclusion.

ICTs in the Classroom, Multiliteracy and Special Education: A Required Interface  [PDF]
Ana Lúcia Manrique, Eliana Vianna Brito Kozma, Ely Antonio Tadeu Dirani, Meire Luci da Silva, Annie France Frere
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.77100
Abstract: Many children have special difficulties to interact with their counterparts, but use tablets and smartphones with resourcefulness. Cards with graphic symbols are very useful to assist communication. However, the teacher who works in a classroom with forty students in Brazil does not have time to train the special student to properly use this alternative means of communication. Therefore, this research developed and tested an application installed on a smartphone, which identified the communication card and verbalized its meaning, repeating this action as often as necessary without teacher intervention. It also allows one to test the knowledge of students. The system is based on a web application with source code developed by Google and electromagnetic sensors fixed on the cards. The functionality test showed good performance and usability and may be useful in the training of children with communication difficulties.
O que conhecemos sobre o trabalho infantil?
Kassouf, Ana Lúcia;
Nova Economia , 2007, DOI: 10.1590/S0103-63512007000200005
Abstract: interest in research and economic analysis related to child labor reappears in the literature around 1995, mainly due to a growing emphasis on the reduction of poverty and the accumulation of human capital to obtain economic development, which means that child labor is seen as an impediment to economic progress. empirical analysis to find the causes, consequences and solutions for child labor are now being facilitated by the increase in the availability of high quality microdata and ease of obtaining computational data. poverty, parents' education, family composition, gender of the head of the household, age parents started working and the household location are the most analyzed and important determinants to explain the allocation of the child's time to work. the most important social-economic consequences of child labor are related to the reduction in years of education, school performance, wages and health status. the objective of this study is to present a summary of what is known in the economic literature related to child labor and to indicate directions for future research.
Condi??es de trabalho do professor de Sociologia
Lennert, Ana Lúcia;
Cadernos CEDES , 2011, DOI: 10.1590/S0101-32622011000300005
Abstract: this paper aims to present the working conditions of sociology professors, in the current period, and also describe and analyze the changes resulting from a series of laws approved in semester of 2009, in s?o paulo state. the text is structured as follows: (1) brief history of sociology as a discipline in schools. this topic presents the history of the discipline through educational policies, emphasizing on their effects in the most recent period in s?o paulo state. (2) working conditions. the purpose of this topic is to analyze four points related to working conditions, according to the legislation discussed. the points are as follows: (2.1) salary; (2.2) journeywork; (2.3) career and (2.4) labor relations. this paper is justified by the understanding of the consequences of new laws in academic labor and in the history and institutionalization of sociology as a discipline in schools.
Reforma psiquiátrica e mídia: representa??es sociais na Folha de S. Paulo
Machado,Ana Lúcia;
Ciência & Saúde Coletiva , 2004, DOI: 10.1590/S1413-81232004000200024
Abstract: the brazilian press has been closely tracking the psychiatric reform movement, making new concepts and the new language adopted to describe mental illness known with a view to proposing dignified care. the goal of this study is to describe information placed into circulation by folha de s. paulo regarding the reform. the theoretical reference is that of social representations. folha de s. paulo newspaper cd-roms containing editions from 1994 to 1999 were consulted. theme analysis of the texts was done in order to verify present social representations. two dichotomized categories - transition and maintenance reform - arose. the production of such texts unveils groups that create references, recreate concepts, may or may not hide transformation, innovate on political, assistance-related and governmental proposals as well as on planning broad intervention strategies.
O Programa Nacional de Bolsa Escola e as a??es afirmativas no campo educacional
Valente, Ana Lúcia;
Revista Brasileira de Educa??o , 2003, DOI: 10.1590/S1413-24782003000300012
Abstract: the text analyses the national programme of school scholarships based on an evaluation of the first initiatives and their ramifications, in the period from august 2001 to november 2002. it seeks to sustain the view that the programme was planned as a wide-ranging educational proposal, which extrapolates the school walls. the proposal seeks to contribute on at least three levels. firstly, by favouring poor children's access to and permanence in the school, it undertakes affirmative actions of a universalistic nature. secondly, by requiring the development of socio-educational actions, it is able to promote activities which give value to the cultural diversity of local populations. and thirdly, by proposing to follow up the actions by means of a council made up of members of the community it sets in motion a process aimed at the construction of citizenship.
Os negros, a educa??o e as políticas de a??o afirmativa
Valente, Ana Lúcia;
Revista Brasileira de Educa??o , 2002, DOI: 10.1590/S1413-24782002000100007
Abstract: this text seeks to further our understanding of the historical movement which underlies the implementation of policies of affirmative action for negroes in the field of education considering this to be the condition for attending the interests and needs of this group, in the perspective of transformation. to this end, the text takes up reflections developed on other opportunities explaining ideas debated for years by scholars and militant negroes and discussing the moments in which differences are transformed into a "problem", when they are in fact distinctive and necessary marks of the human condition. thereafter, we seek to evaluate the material and ideological conditions of present day capitalism, the process of 'ethnicisation' of the work force and the dislocation of the debate from the cultural/ educational sphere promoted by international organisations.
A??o afirmativa, rela??es raciais e educa??o básica
Valente, Ana Lúcia;
Revista Brasileira de Educa??o , 2005, DOI: 10.1590/S1413-24782005000100006
Abstract: on the basis of the methodological proposal for combating racism in primary education, developed with positive results in schools in campo grande (state of mato grosso do sul) and belo horizonte (state of minas gerais), we propose: a) to indicate that this level of schooling presents the most serious educational situation for black children; b) to reflect upon affirmative policies of a universal and specific character, in different levels of education, defending the perspective that setting them in opposition, as if they were exclusive, is a false question; c) to argue that the greater or lesser efficacy of policies of affirmative action for negroes is inversely related to the level of education, that is, the earlier racism, discrimination and prejudice are faced up to, the better will be the educational results and d) to point to challenges for the formation of teachers in this perspective.
Empresas transnacionais e quest?es ambientais: a abordagem do realismo crítico
Guedes, Ana Lúcia;
Revista de Sociologia e Política , 2003, DOI: 10.1590/S0104-44782003000100004
Abstract: this article reports results of a research, based on empirical and positivist premisses, that studied the environmental discourses and practices of transnational firms (tnfs) in brazil. when the research was concluded, it became evident that the use of critical theory would have permitted a greater understanding of these tnfs' environmental practices. in this regard it is demonstrated that , based on data obtained in field research carried out in brazil, critical realism is a more useful approach for explaining the environmental practices of tnfs in developing countries. finally, it suggests that analyses based on realist approaches are necessary, since tnfs are the firms that are primarily responsible for generating and disseminating managerial and technological knowledge related to environmental issues in numerous sectors of industry.
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