Navegando por Palavras-chave "mediation"
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- ItemSomente MetadadadosAvaliação do desempenho do tutor na percepção do aluno e sua relação com as notas das provas presenciais do curso a distância de especialização em saúde da família da UNA-SUS/UNIFESP(Universidade Federal de São Paulo (UNIFESP), 2014-11-26) Coelho, Silvia Maria [UNIFESP]; Ramos, Monica Parente Ramos [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Objective: This study aimed to analyze the correlation between the performance of tutors in the perception of students and students' grades in two residential proofs P1 and P2, the distance of the Course of Specialization in Family Health. Methods: Using quantitative method, based on a correlational study, we tried to verify the existence of a statistical relationship between the variables proposed in this study. The course examined in the survey was the first class (2010), Specialization in Family of Open University Health System in the Federal University of São Paulo Health - UNA-SUS | UNIFESP. An instrument for data collection with 27 items in digital format on Google Documents Form application used. This tool was developed to meet the quality of interaction with the tutor and the students mastery of content and use of teaching strategies, validated by Zerbini (2007) in his doctoral thesis. Results: The average age of students was 37.4 years, 83% female, 17% male and distributed among the professional categories: 52.2% nurses, 19.6% and 28.2% doctors dentists. The 27 items of the instrument were grouped into four categories: mediation, interaction, encouragement and knowledge related to the presence and mentioned in CoI (Community of Inquiry). Conclusions: Based on the survey sample of 408 students, no correlation between the average of the marks obtained in tests P1 and P2 and the performance of tutors in four categories related to its powers and duties found.
- ItemAcesso aberto (Open Access)A relação com a linguagem escrita na inclusão escolar de uma criança com deficiência visual: mediação pedagógica e (im)possibilidades de ensino-aprendizagem(Universidade Federal de São Paulo (UNIFESP), 2015-01-09) Carvalhais, Keuri Costa [UNIFESP]; Carvalho, Maria de Fátima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This work deals with the relation between children with visual disability [hereafter named under the acronym DV ? translator?s note], and written language in a school inclusion policy during the first year of elementary school, together with specialized educational attendance [hereafter named under the acronym AEE ? translator?s note]. It aims to discuss the conditions and ways it is accomplished within such educational contexts, and within situations which objective is to introduce children(in)directly to both reading and writing practices, its teaching and learning as well. The investigation is based on Vygotsky?s cultural-storic Psychology (1897-1943), a current of thought that assumes both writing and language as social practices, emphasizing their role on the constitution of cultural functions, and in the school development of children. It also aims to outline the moderator role of the other and that of the language, and the importance they give to the use of cultural instruments towards the development of forms of psychological measures within the existence of any kind of disability. Carried out a case study throughout participant observation, this research was developed with a six-year-old boy with diagnosticated visual disability [hereafter named under the acronym DV ? translator?s note], enrolled in the 1st year of elementary public school, in the city of Guarulhos/SP, and beneficiated by the specialized educational attendance (AEE).During the elaboration of the case study, it was also made semi-structured interviews with the research participants: an AEE?s teacher, a teacher from the elementary school?s classroom, her trainee, the school committee, the visual disabled child, and his mother. The data analysis, carried out under the focus of cultural-storic Psychology outlines the mediation of the teachers ? ways and devices to achieve the pedagogical work that involves the approach towards writing and its learning ? indicating it as preponderant to the construction of the (im)possibilities related to DV children and written language, its learning and development.
- ItemAcesso aberto (Open Access)Sujeito, Território e Propriedade: tecnologias digitais e reconfigurações sociais.(Departamento de Sociologia – UFSCar, 2014-06) Parra, Henrique Zoqui Martins [UNIFESP]; http://lattes.cnpq.br/8314245614310718Neste artigo, partimos de uma abordagem sociológica que analisa os fenômenos de mediação técnica sob o duplo aspecto da construção sociopolítica da tecnologia e de sua tecnicidade específica. Em seguida, investigamos as reconfigurações sociais, em três domínios distintos (o sujeito, o território e a propriedade), relacionadas à mediação das tecnologias digitais de comunicação. Interessa-nos observar a maneira como essa mediação técnica específica modifica algumas das fronteiras (conceituais e práticas) historicamente construídas sobre cada um desses elementos. Concluímos indicando a emergência de um novo campo político que tem como objeto de disputa as configurações (sociais e técnicas) que governam o funcionamento dos dispositivos digitais.