cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7676279
title: The Pedagogy of Competencies in a Business Administration Undergraduate Course: the challenge presented by the transition from a pedagogical project to the teaching practice

description: ABSTRACT The aim of this paper is to analyse the discourse and the practice of the Pedagogy of Competencies in a Business Administration course from a private Higher-Education School in the state of Minas Gerais, Brazil, in order to identify and indicate the possibilities and challenges demanded by the implementation process taking place when moving from the course pedagogical project to a pedagogical practice. The focus of professional competencies distinguishes four dimensions, which were used as categories of analysis in this paper: identification, normalization, formation and certification/assessment. The project research methodology was qualitative-descriptive, carried out in three different occasions during three years. Data collection was done from the documentation of the course investigated as well as from semi-structured interviews. The research results indicate that, on one hand, there was a discourse to form students’ competencies. On the other hand, it was evident that there were some limitations related to such models of students’ formation. The conclusion reached has showed that even with indications of some elements of a Pedagogy of Competencies in the course investigated, they did not represent a systematic and articulate guidance given in a global way amongst other elements forming the teaching-learning process proposed by a students’ competency-based formation. Finally, we emphasize that this article is justified for its contribution to enhancing the knowledge on the implementation of this model of formation, and therefore to provide a basis for changes in the teaching-learning process as well as to enable actions aiming to overcome the challenges encountered in Business Management courses in relation to students’ competency-based formation.
DOI: 10.6084/m9.figshare.7676279.v1
title: The Pedagogy of Competencies in a Business Administration Undergraduate Course: the challenge presented by the transition from a pedagogical project to the teaching practice

description: ABSTRACT The aim of this paper is to analyse the discourse and the practice of the Pedagogy of Competencies in a Business Administration course from a private Higher-Education School in the state of Minas Gerais, Brazil, in order to identify and indicate the possibilities and challenges demanded by the implementation process taking place when moving from the course pedagogical project to a pedagogical practice. The focus of professional competencies distinguishes four dimensions, which were used as categories of analysis in this paper: identification, normalization, formation and certification/assessment. The project research methodology was qualitative-descriptive, carried out in three different occasions during three years. Data collection was done from the documentation of the course investigated as well as from semi-structured interviews. The research results indicate that, on one hand, there was a discourse to form students’ competencies. On the other hand, it was evident that there were some limitations related to such models of students’ formation. The conclusion reached has showed that even with indications of some elements of a Pedagogy of Competencies in the course investigated, they did not represent a systematic and articulate guidance given in a global way amongst other elements forming the teaching-learning process proposed by a students’ competency-based formation. Finally, we emphasize that this article is justified for its contribution to enhancing the knowledge on the implementation of this model of formation, and therefore to provide a basis for changes in the teaching-learning process as well as to enable actions aiming to overcome the challenges encountered in Business Management courses in relation to students’ competency-based formation.
DOI: 10.6084/m9.figshare.9739676
title: Body composition indices in Brazilian adults: age-specific and sex-specific percentile curves

description: ABSTRACT Objective To establish percentile curves for measures and indices of body composition by age and sex and compare them with data from other ethnic groups. Subjects and methods Cross-sectional, population-based study with adults aged 20-59 years (n = 689). Percentile curves adjusted by a third degree polynomial function were constructed for skeletal mass index (SMI), fat mass index, body fat, and load-capacity metabolic indices (LCMI) based on dual-energy X-ray absorptiometry (DXA). Results SMIweight and SMIBMI showed decline from the third decade of life in both sexes, whereas SMIheight was not able to identify lean mass loss over the ages studied. There was a slight drop at the end of the fifth decade (50-59 years) in men. Among Americans and Chinese, the 50th percentile curve of SMIheight showed an earlier decline. The estimates of adiposity and LCMI curves peaked between 40-49 years and Americans and Chinese maintained an upward curve throughout adulthood. Conclusion The data and curves showed that the SMI adjusted for BMI and body weight were more adequate in detecting the decline of lean mass in adults due to aging. In contrast, SMIheight had a positive correlation with age and its curve increased throughout the evaluated age groups. The results contribute to the evaluation to the nutritional status of adults and to the prevention and treatment of outcomes related to adiposity and deficit lean mass.
DOI: 10.6084/m9.figshare.9739676.v1
title: Body composition indices in Brazilian adults: age-specific and sex-specific percentile curves

description: ABSTRACT Objective To establish percentile curves for measures and indices of body composition by age and sex and compare them with data from other ethnic groups. Subjects and methods Cross-sectional, population-based study with adults aged 20-59 years (n = 689). Percentile curves adjusted by a third degree polynomial function were constructed for skeletal mass index (SMI), fat mass index, body fat, and load-capacity metabolic indices (LCMI) based on dual-energy X-ray absorptiometry (DXA). Results SMIweight and SMIBMI showed decline from the third decade of life in both sexes, whereas SMIheight was not able to identify lean mass loss over the ages studied. There was a slight drop at the end of the fifth decade (50-59 years) in men. Among Americans and Chinese, the 50th percentile curve of SMIheight showed an earlier decline. The estimates of adiposity and LCMI curves peaked between 40-49 years and Americans and Chinese maintained an upward curve throughout adulthood. Conclusion The data and curves showed that the SMI adjusted for BMI and body weight were more adequate in detecting the decline of lean mass in adults due to aging. In contrast, SMIheight had a positive correlation with age and its curve increased throughout the evaluated age groups. The results contribute to the evaluation to the nutritional status of adults and to the prevention and treatment of outcomes related to adiposity and deficit lean mass.
DOI: 10.6084/m9.figshare.11267849
title: THE THEMES OF EVOLUTION AND PROGRESS IN THE DISCOURSES OF THE EDUCATIONAL PSYCHOLOGY AND THE HISTORY OF EDUCATION.

description: Abstract The article consists of an analysis of a set of textbooks of educational psychology and history of education aimed at teacher education, whose objective is to identify the approximations and distances between these disciplines with respect to the presence of the themes of evolution and progress. It focuses on manuals published in Brazil between 1934 and 1972 and is inspired by Foucault's writings on discourse analysis. In the textbooks of these disciplines, it was observed the recurrence of the association between the child development and the social progress, often described in the light of recapitulation theory. This theory was not, however, the object of consensus, but it was a focus of controversy, representing one aspect of the debate between representatives of the New School movement and Catholic educators during the period considered.
DOI: 10.6084/m9.figshare.11267864
title: READING AND WRITING AS A POSSIBILITY OF AN INFANT RELATIONSHIP WITH TIME

description: Abstract This paper problematizes the way in which children have related with time, by examining school notebooks dated from 1923 to 2016 collected in the State of Rio Grande do Sul, in the south of Brazil, and workshops held with students and teachers in public schools. Arche-genealogically, it highlights the displacement of writing and reading practices that addressed life and death to a focus on a chronological time counting, in which childhood has been both narrated as a promise of future and, more contemporarily, crossed by symptoms of acceleration, performance and utilitarian instrumentality. Thus, it regards childhood as a condition of experience, which can be potentialized by writings and readings that might enable other ways of thinking and existing.
DOI: 10.6084/m9.figshare.11267864.v1
title: READING AND WRITING AS A POSSIBILITY OF AN INFANT RELATIONSHIP WITH TIME

description: Abstract This paper problematizes the way in which children have related with time, by examining school notebooks dated from 1923 to 2016 collected in the State of Rio Grande do Sul, in the south of Brazil, and workshops held with students and teachers in public schools. Arche-genealogically, it highlights the displacement of writing and reading practices that addressed life and death to a focus on a chronological time counting, in which childhood has been both narrated as a promise of future and, more contemporarily, crossed by symptoms of acceleration, performance and utilitarian instrumentality. Thus, it regards childhood as a condition of experience, which can be potentialized by writings and readings that might enable other ways of thinking and existing.
DOI: 10.6084/m9.figshare.11267714
title: THE IDEAS OF DURKHEIM IN THE MANUALS OF HISTORY OF EDUCATION: SCIENTIFIC METHOD AND LAY MORALITY IN SOCIAL LIFE AND IN THE SCHOOL

description: Abstract Analysis of the ideas of Durkheim contained in manuals of the History of Education, from foreign authors published in Brazil from 1939 to 2010. This study was based on Fernandes (1994), Pickering (2008), and Weiss (2009). Some manuals were found not to mention Durkheim directly, but addressed ideas near to his thought. Most of the others mentioned Durkheim, though in different intensities. In them, Durkheim was taken simultaneously as a source of information and analyses, but also as the bearer of an original and influential perspective on education, sociological pedagogy. In addition, critiques of his thought were found, coming above all from the authors of manuals linked to the field of Catholicism.
DOI: 10.6084/m9.figshare.11267849.v1
title: THE THEMES OF EVOLUTION AND PROGRESS IN THE DISCOURSES OF THE EDUCATIONAL PSYCHOLOGY AND THE HISTORY OF EDUCATION.

description: Abstract The article consists of an analysis of a set of textbooks of educational psychology and history of education aimed at teacher education, whose objective is to identify the approximations and distances between these disciplines with respect to the presence of the themes of evolution and progress. It focuses on manuals published in Brazil between 1934 and 1972 and is inspired by Foucault's writings on discourse analysis. In the textbooks of these disciplines, it was observed the recurrence of the association between the child development and the social progress, often described in the light of recapitulation theory. This theory was not, however, the object of consensus, but it was a focus of controversy, representing one aspect of the debate between representatives of the New School movement and Catholic educators during the period considered.
DOI: 10.6084/m9.figshare.7509977
title: Influence of the seasonality of stream flows on water use rights criteria: a case study of the Paraopeba river basin

description: Brazil has one of the most modern laws of water resource management in the world. Among its management and planning tools, the granting of water use rights allows water resource management agencies to control water usage both quantitatively and qualitatively. Given the importance of the granting of water use rights as an instrument of water usage control, this paper sought to analyze the criteria used to grant water use rights considering the influence of the seasonality of yearly stream flows, with the objective of establishing a technical, scientific basis for decision-making by water resource management agencies. The quantitative effects of adopting four-month and six-month seasonal period criteria were analyzed in comparison to the annual periods of stream flow references Q7,10, Q90, and Q95 in order to quantify the relative differences in water availability between the stream flow references adopted for water use rights purposes. In the analysis of Q7,10, the results showed that applying seasonal criteria may increase the amount of water available for water use grants in the periods of higher water availability by up to 126%. Meanwhile, stream flows associated to the permanence of 90% (Q90) and 95% (Q95) showed increases of up to 99% during the rainy period. During the dry period, however, water availability decreased by up to 24.5% in comparison with the annual period criteria calculation base period. Results showed that stream flow analysis based on seasonal criteria provides more flexibility of water availability for water use grants during certain periods of the year.
DOI: 10.6084/m9.figshare.7514558
title: Geochemistry and sedimentary provenance of the Upper Cretaceous Uberaba Formation (Southeastern Triângulo Mineiro, MG, Brazil)

description: ABSTRACT: The campanian Uberaba Formation, which crops out around the homonymous town, is composed of greenish lithic sandstones and conglomerates with possible volcanoclastic contribution. In this unit, heavy minerals such as ilmenite, garnet, perovskite and magnetite, besides clinopyroxene, plagioclase, quartz, calcite and apatite, are found. The Uberaba Formation geochemistry is marked by high grades of Ba, Ta, La, Nb and Th, with flat (no Eu anomaly) and highly fractionated (LaN/YbN = ca. 128) chondrite-normalized rare earth elements. Mineral chemistry analyses of detrital garnets from the Uberaba Formation indicate the predominance of chorlomite with an affinity to crustal garnets (G3). The sedimentary provenance of the Uberaba Formation corresponds to a mixing of materials from the alkaline districts of the Alto Paranaíba and from the erosion of the Serra Geral Formation and the Canastra and Araxá groups. Diamond-producing conglomerates which crop out nearby, in Romaria, were considered by some authors as correlated to the Uberaba Formation. However, the composition of garnets recovered from those conglomerates is different, plotting in the field of mantle garnets (G9/G10). We consider, then, that those units are not correlated, and that the Uberaba Formation is not a possible source for the alluvial diamonds found in the homonymous river.
DOI: 10.6084/m9.figshare.11267714.v1
title: THE IDEAS OF DURKHEIM IN THE MANUALS OF HISTORY OF EDUCATION: SCIENTIFIC METHOD AND LAY MORALITY IN SOCIAL LIFE AND IN THE SCHOOL

description: Abstract Analysis of the ideas of Durkheim contained in manuals of the History of Education, from foreign authors published in Brazil from 1939 to 2010. This study was based on Fernandes (1994), Pickering (2008), and Weiss (2009). Some manuals were found not to mention Durkheim directly, but addressed ideas near to his thought. Most of the others mentioned Durkheim, though in different intensities. In them, Durkheim was taken simultaneously as a source of information and analyses, but also as the bearer of an original and influential perspective on education, sociological pedagogy. In addition, critiques of his thought were found, coming above all from the authors of manuals linked to the field of Catholicism.
DOI: 10.6084/m9.figshare.7509977.v1
title: Influence of the seasonality of stream flows on water use rights criteria: a case study of the Paraopeba river basin

description: Brazil has one of the most modern laws of water resource management in the world. Among its management and planning tools, the granting of water use rights allows water resource management agencies to control water usage both quantitatively and qualitatively. Given the importance of the granting of water use rights as an instrument of water usage control, this paper sought to analyze the criteria used to grant water use rights considering the influence of the seasonality of yearly stream flows, with the objective of establishing a technical, scientific basis for decision-making by water resource management agencies. The quantitative effects of adopting four-month and six-month seasonal period criteria were analyzed in comparison to the annual periods of stream flow references Q7,10, Q90, and Q95 in order to quantify the relative differences in water availability between the stream flow references adopted for water use rights purposes. In the analysis of Q7,10, the results showed that applying seasonal criteria may increase the amount of water available for water use grants in the periods of higher water availability by up to 126%. Meanwhile, stream flows associated to the permanence of 90% (Q90) and 95% (Q95) showed increases of up to 99% during the rainy period. During the dry period, however, water availability decreased by up to 24.5% in comparison with the annual period criteria calculation base period. Results showed that stream flow analysis based on seasonal criteria provides more flexibility of water availability for water use grants during certain periods of the year.
DOI: 10.6084/m9.figshare.11267837
title: EDUCATION, SOCIETY AND DEMOCRACY: JOHN DEWEY IN THE HISTORY OF EDUCATION AND/OR PEDAGOGY MANUALS (BRAZIL, 20TH CENTURY)

description: Abstract This paper communicates the results of investigation in the area of History of Education, specifically with in the theme of the History of School Subjects, with a focus on the ideas of John Dewey as disseminated in History of Education and/or Pedagogy manuals from foreign authors, translated and published in Brazil from 1939 to 2010. These manuals had wide circulation in teacher training schools and teacher education courses in higher education. This study was based on the ideas of Chervel (1990), Bastos (2006, 2007), and Gatti Jr. (2009). Sources included a reference bibliography and twelve History of Education and/or Pedagogy manuals. Results indicate perception of four emphases in approaches to Dewey: Hegelian legacy, evolutionist features, individual / society relationship (industrial and democratic) and the emergence of experimental psychology.
DOI: 10.6084/m9.figshare.11267837.v1
title: EDUCATION, SOCIETY AND DEMOCRACY: JOHN DEWEY IN THE HISTORY OF EDUCATION AND/OR PEDAGOGY MANUALS (BRAZIL, 20TH CENTURY)

description: Abstract This paper communicates the results of investigation in the area of History of Education, specifically with in the theme of the History of School Subjects, with a focus on the ideas of John Dewey as disseminated in History of Education and/or Pedagogy manuals from foreign authors, translated and published in Brazil from 1939 to 2010. These manuals had wide circulation in teacher training schools and teacher education courses in higher education. This study was based on the ideas of Chervel (1990), Bastos (2006, 2007), and Gatti Jr. (2009). Sources included a reference bibliography and twelve History of Education and/or Pedagogy manuals. Results indicate perception of four emphases in approaches to Dewey: Hegelian legacy, evolutionist features, individual / society relationship (industrial and democratic) and the emergence of experimental psychology.
DOI: 10.6084/m9.figshare.11267855
title: EDUCATION OF THE ABNORMAL FROM THE INTELLIGENCE TESTS

description: Abstract The research aims to understand the presence of intelligence tests in the area of special education in Brazil. Thus, it is characterized as a documentary and bibliographic study, from sources that seek a context of education in Brazil. The text states that the process of construction of the test of Binet-Simon, as well as its entrance to Brazil. Performs an analysis of the application of the special education area test. The results of the study expose the absence of public policies of attention to the person with disability, direct relation of education with the health area valued to the clinical diagnosis, as well as the characterization of the test as determinant for the process of exclusion and compulsory isolation of the person with in schools and society.
DOI: 10.6084/m9.figshare.7514558.v1
title: Geochemistry and sedimentary provenance of the Upper Cretaceous Uberaba Formation (Southeastern Triângulo Mineiro, MG, Brazil)

description: ABSTRACT: The campanian Uberaba Formation, which crops out around the homonymous town, is composed of greenish lithic sandstones and conglomerates with possible volcanoclastic contribution. In this unit, heavy minerals such as ilmenite, garnet, perovskite and magnetite, besides clinopyroxene, plagioclase, quartz, calcite and apatite, are found. The Uberaba Formation geochemistry is marked by high grades of Ba, Ta, La, Nb and Th, with flat (no Eu anomaly) and highly fractionated (LaN/YbN = ca. 128) chondrite-normalized rare earth elements. Mineral chemistry analyses of detrital garnets from the Uberaba Formation indicate the predominance of chorlomite with an affinity to crustal garnets (G3). The sedimentary provenance of the Uberaba Formation corresponds to a mixing of materials from the alkaline districts of the Alto Paranaíba and from the erosion of the Serra Geral Formation and the Canastra and Araxá groups. Diamond-producing conglomerates which crop out nearby, in Romaria, were considered by some authors as correlated to the Uberaba Formation. However, the composition of garnets recovered from those conglomerates is different, plotting in the field of mantle garnets (G9/G10). We consider, then, that those units are not correlated, and that the Uberaba Formation is not a possible source for the alluvial diamonds found in the homonymous river.
DOI: 10.6084/m9.figshare.11267855.v1
title: EDUCATION OF THE ABNORMAL FROM THE INTELLIGENCE TESTS

description: Abstract The research aims to understand the presence of intelligence tests in the area of special education in Brazil. Thus, it is characterized as a documentary and bibliographic study, from sources that seek a context of education in Brazil. The text states that the process of construction of the test of Binet-Simon, as well as its entrance to Brazil. Performs an analysis of the application of the special education area test. The results of the study expose the absence of public policies of attention to the person with disability, direct relation of education with the health area valued to the clinical diagnosis, as well as the characterization of the test as determinant for the process of exclusion and compulsory isolation of the person with in schools and society.
DOI: 10.6084/m9.figshare.11267822
title: METAPHORS AND COMPARISONS THAT TEACH TO TEACH:THE REASON AND THE IDENTITY OF PEDAGOGY IN TEACHERS’ GUIDES (1873-1909)

description: Abstract Would pedagogical manuals be closer to a book or a recipe? Taking this question as a starting point, this article analyzes five titles published between 1873 and 1909 - Compêndio de pedagogia by Antônio Marciano da Silva Pontes (1873) Pedagogia e metodologia by Camillo Passalacqua (1887), Lições de pedagogia by Valentim Magalhães (1900), Compêndio de pedagogia by Dario Vellozo (1907), and Tratado de metodologia by Felisberto de Carvalho (1909). By exploring the references to pedagogy in those texts, their reasons and identities, we observe that it is sometimes referred to as science, and sometimes as art. Moreover, through the analysis of the metaphors used in the teachers’ guides, it is possible to identify the images from which pedagogical knowledges are defined and presented as reading material for the teaching practice.