Resumo Do que dependeu a implantação geográfica dos diversos contingentes de imigrantes que se estabeleceram no interior paulista, entre as décadas de 1880 e 1950? Este artigo busca responder a tal questão. Para tanto, parte do reconhecimento da existência de uma fronteira em contínua expansão no território paulista, que significou também uma contínua mobilidade das famílias imigrantes. A partir de uma série de fontes documentais, censitárias e da realização de várias entrevistas, elaborou-se então um modelo para se explicar a implantação geográfica dos imigrantes, estruturado segundo determinadas variáveis. Conclui-se que uma fronteira agrícola em contínua expansão, aliada à retração econômica e ao esvaziamento rural de certas áreas a partir dos anos 1930 determinaram um intenso deslocamento de famílias e indivíduos no território.

Abstract What did the geographical implantation of the various contingents of immigrants who settled in the interior of São Paulo between the 1880s and 1950s depend on? This article seeks to answer this question. It starts with the recognition of an expanding agricultural frontier in the territory of São Paulo, which also meant a continuous mobility of immigrant families. Based on a series of documentary and census sources, as well as on several interviews, we elaborate a model to explain the geographical implantation of the immigrants according to some variables. We conclude that a continuously expanding agricultural frontier, together with the economic retraction and rural emptying of certain areas since the 1930s, have led to an intense displacement of families and individuals in the territory.

A key challenge of curricular management is to generate coherence between what is planned to teach, what is being taught in the classroom and what students actually learn (Porter, 2004). Based on international records and the experience of high performance schools that execute improvement processes, we propose a curricular management model that may be transferred using information technology. We present the most relevant records about the problem and its solution. We designed the study as a Case Study and an analysis of situational practices. Results reveal the needs, practices and effects of curricular management, based on the analysis of information from users and experts. We develop an action theory of curricular management, applied to High School education, particularly in mathematics, proposing a model that was used to build a virtual platform to help curricular management practitioners. This platform was subsequently evaluated in a pilot study conducted on a set of metropolitan high schools, obtaining scores that were satisfactory in terms of usability and impact.

Un desafío clave de la gestión curricular es generar coherencia entre lo que se planifica enseñar, lo que se enseña en las salas de clases y lo que los estudiantes aprenden (Porter, 2004). A partir de antecedentes internacionales y de la experiencia de establecimientos de alto rendimiento y que ejecutan procesos de mejora, se propone un modelo de gestión curricular transferible a través de tecnologías de información. Para ello se presentan los principales antecedentes sobre el problema y soluciones relevantes. El diseño corresponde a un estudio de caso y un análisis de prácticas situadas. Los resultados describen necesidades, prácticas y efectos de la gestión curricular, a partir del análisis de información de usuarios y expertos. Se desarrolla una teoría de acción en gestión curricular, aplicada en enseñanza secundaria y en matemáticas, proponiendo un modelo utilizado para construir una plataforma virtual de apoyo a la gestión curricular. Posteriormente esta plataforma fue evaluada en un estudio piloto en establecimientos secundarios de la Región Metropolitana, alcanzando niveles satisfactorios de usabilidad e impacto.

The aim of this qualitative study was to determine the subjective theories related to factors that define the effectiveness of Educational Improvement Plans - SEP law from the perspective of educational directors, and then to contrast these factors with SIMCE measurements. Ten semi-structured interviews were carried out and Improvement Plans developed by schools were reviewed. The data analysis was performed using the Atlas-ti software, based on the three coding processes according to the criteria of Grounded Theory. The results revealed the existence of five types of factors related to the effectiveness: focused primarily on curricular aspects of structuring and organization, personal factors, school life and professional factors, that are based on the existence of sufficient and appropriate resources. Regarding these factors link to SIMCE results, were observed slight differences between the studied facilities.

El objetivo del estudio de tipo cualitativo fue conocer las teorías subjetivas sobre factores que definen la eficacia de los Planes de Mejoramiento Educativo - Ley SEP desde la perspectiva de docentes directivos y contrastar estos factores con mediciones SIMCE. Se efectuaron diez entrevistas semiestructuradas y revisión de los planes de mejoramiento elaborados por las escuelas. El análisis de datos se realizó mediante el programa Atlas-ti, basándose en los procesos de codificación según los criterios de la Grounded Theory. Los resultados revelaron cinco tipos de factores vinculados a la eficacia, que se centraban principalmente en aspectos curriculares, de estructuración y organización, factores personales, profesionales y de convivencia escolar, los que se sustentan en la existencia de recursos suficientes y adecuados. Respecto a la vinculación de éstos con resultados SIMCE se observaron leves diferencias entre los establecimientos estudiados.

O objetivo do estudo qualitativo foi conhecer as teorias subjetivas sobre os fatores que definem a eficácia dos Planejamentos de Melhoria Educacional - Lei SEP a partir da perspectiva de diretores e contrastar esses fatores com medições SIMCE. Foram realizadas dez entrevistas semiestruturadas e feita revisão dos projetos de melhoramento elaborados pelas escolas. A análise dos dados foi realizada por meio do programa Atlas-ti, com base nos processos de codificação de acordo com os critérios da Grounded Theory. Os resultados revelaram a existência de cinco tipos de fatores relacionados à eficácia, concentrando-se principalmente nos aspectos curriculares, de estruturação e organização, fatores pessoais, profissionais e de convivência escolar, os quais se sustentam na existência de recursos suficientes e adequados. No que diz respeito à ligação de estes com os resultados SIMCE, foram observadas pequenas diferenças entre as instituições estudadas.

The study evaluates the effectiveness of an intervention conducted in Chile aimed at developing observation skills in teachers who participated in an educational leadership training program with an emphasis on instructional influence practices. It was a blended program that used a video training strategy consisting in simultaneous and extensive exposure to videos and classroom observation practices. A pre-post video observation task was completed by 171 participants during a five-month training period. The focus of the participant’s observations was analyzed and operationalized in the notion of instructional triangle. This measure allows exploring how focused or distributed the viewer’s attention is regarding the 3 dimensions of the triangle: teacher performance, student activity, or curriculum content. Parametric statistical tests using Student’s t-test for related samples were performed for the comparison of means. Modes of observation were also analyzed, which revealed a descriptive, interpretive, or evaluative emphasis. Significant changes were observed in the pattern and mode of their observations, which indicates that video training strategies are effective for developing instructional leadership skills.

El estudio evalúa la efectividad en Chile de una intervención en el desarrollo de habilidades de observación de sala de clases en el marco de un programa de formación en liderazgo educacional con énfasis en prácticas de influencia instruccional. Se aplicó una estrategia de video formación a través de un formato semi-presencial con exposición simultánea y masiva a videos y prácticas de observación de clases. Se analizaron 171 registros de observación aplicados como pre y post-test en un lapso de 5 meses. Se analizó el foco con que observaban, operacionalizado en la noción de triángulo instruccional. Este permite apreciar cuán centrada o distribuida está la atención del observador en el desempeño del docente, la actividad del estudiante o el contenido curricular. Se realizaron pruebas de comparación de medias, utilizando la prueba t de Student para muestras relacionadas. También se analizaron las modalidades de observación, detectando énfasis descriptivos, interpretativos o evaluativos. Se evidencian cambios significativos en el patrón y modalidad de observación, lo que permite afirmar que las estrategias de video formación son efectivas para desarrollar habilidades de liderazgo instruccional.

A total of 1,482 videos of lessons performed by teachers, whose performance was assessed as satisfactory and outstanding in the teaching assessment and teacher accreditation programs implemented in Chile, were examined. The videos were recorded between 2005 and 2010, at the middle school level, in language and mathematics lessons. The Good Teaching Practices Scheme was applied and 151 videos presenting at least one episode with 2 or more practices highlighted in the scheme were selected. Descriptive and correlational analyses were performed, along with multivariate analyses of variance, to assess differences by sex and education sector, and a repeated measures analysis between the moments of the lesson in the identified variables. Most of the identified good practices are implemented during the development phase of the lesson and seek to promote student participation. The most frequently used teaching strategy involves making reasoning processes explicit. These teaching practices are linked to a notion of teaching as transmission and are compatible with the externalist pattern of teaching that prevails in Chile.

Se investigaron 1.482 videos de clases de profesores evaluados como competentes y destacados en los programas de evaluación y acreditación docente en Chile. Los videos se grabaron entre 2005 y 2010 en clases de segundo ciclo básico, en los subsectores de lenguaje y matemáticas. Aplicando la Pauta de Buenas Prácticas Docentes, se seleccionaron 151 videos que presentaban al menos un episodio con 2 o más prácticas destacadas en la pauta. Se realizaron análisis estadísticos descriptivos y correlacionales, análisis multivariados de varianza para evaluar diferencias por sexo y sector de enseñanza y un análisis de medidas repetidas para evaluar diferencias entre momentos de la clase en las variables identificadas. La mayoría de las buenas prácticas identificadas se implementa durante el desarrollo de la clase y busca concitar la participación de los estudiantes. La estrategia de enseñanza más observada es la explicitación de procesos de razonamiento. Estos patrones de enseñanza están vinculados a una concepción de la enseñanza como transmisión y son compatibles con el patrón externalista de enseñanza dominante en Chile.

A key aspect of pre-service teachers training is students' participation in real-life educational contexts. However, students' access to these experiences is limited and training programs face practical limitations to fully mediate these experiences. This article comes from a research project aimed at developing an online repository of classroom videos. The web platform, named Videoteca de Buenas Prácticas Docentes, is expected to enhance students' access to mediated observation of real-life classrooms. The present study introduces the design, implementation and evaluation of a teaching model supported on international training experiences. The specific goal was to develop observation skills and knowledge based reasoning among students. A pre and post video observation task was carried out, and data were processed using content analysis. Results show advances in participants' ability to observe and reflect on classroom videos, focusing on the student-teacher-content triangle, and improving their observation stance from general description to specific ones, and also interpretations.

Uno de los aspectos claves de la formación inicial de profesores es la participación de los estudiantes en experiencias pedagógicas en contextos reales. Estas experiencias suelen ser limitadas y parcialmente mediadas por los profesores de los programas de formación. El presente artículo se enmarca en el desarrollo de una videoteca docente, cuyo uso en la formación inicial pretende aumentar la exposición mediada de los estudiantes a prácticas reales. En este contexto, se presenta el diseño, implementación y evaluación de un modelo pedagógico basado en evidencias internacionales sobre video formación. Específicamente, se buscó desarrollar en los estudiantes la capacidad de observación y razonamiento basado en conocimientos. Se aplicó un protocolo de observación de video, y se condujo un análisis de contenido. Los resultados muestran avances de los participantes en su capacidad de focalización en el triángulo estudiantes-profesor-contenido, y en la modalidad de observación, pasando de descripciones generales a específicas, e interpretaciones.

Um dos aspectos chave da formação inicial dos professores é a participacao dos estudantes em experiências pedagógicas em contextos reais. Estas experiencias geralmente são limitadas e parcialmente mediadas pelos professores do programa de formacao. O presente artigo tem como marco o desenvolvimento de uma biblioteca docente, enquanto o seu uso na formação inicial tem como objetivo aumentar a exposicao guiada dos estudantes á práticas reais. Neste contexto apresenta-se a formulação, implementação e avaliação de um modelo pedagógico, fundamentado em evidencias internacionais sobre vídeos formação. Especificamente, procuro-se desenvolver nos estudantes a capacidade de observacao e raciocinio baseado nos conhecimentos. Se aplicou um protocolo de observação de vídeo e se dirigiu uma análise de conteúdo. Os resultados mostram avances dos participantes na sua capacidade de focalização no triángulo estudantes-professor-conteúdo, e na modalidade de observacao, passando de descrições gerais até as específicas, e interpretações.

Insecticidal activity of essential oils of Pelargonium graveolens, Lippia alba and compounds geraniol, linalool, 1,8-cineole, limonene, carvone, citral and Azamax® were evaluated against Spodoptera frugiperda. Topical application assay showed essential oil of P. graveolens has acute toxicity against Spodoptera frugiperda larvae (third instar) with LD50 1.13 µg/mg per insect and LD90 2.56 µg/mg per insect. Three essential oils of L. alba also exhibited insecticidal activity with LD50 ranging from 1.20 to 1.56 µg/mg per insect and LD90 from 2.60 to 3.75 µg/mg per insect. Geraniol, linalool, carvone and citral caused significant mortality of 30, 90, 84 and 64% respectively, compared to negative control. The bioinsecticide, Azamax®, caused lower mortality than the compounds of the essential oils.

The objective of this study is to investigate the relation between the meaning students attribute to their school tasks and the performance level they achieve in them. Based on the approach of situated cognition, a video strategy was defined to elicit, record, and interpret the meanings that emerge when students observe their own performance in scenes previously recorded in their classroom. The students' responses were taped and subjected to semantic and gestural analysis. Three patterns of meaning could be identified in the results: automatic, instrumental, and projective. These patterns place students along three different courses of action, despite dealing with the same school task. In particular, students that, from the observation of their tasks, create projective meanings demonstrate better understanding, greater performance and, eventually, higher qualifications. The conclusions highlight the methodological and pedagogical value of this project, since it helps to understand the different meanings created by the students, and reveals how these factors impact on school performance and success. (160 palavras)

El objetivo de este estudio es investigar la relación entre el significado que los estudiantes elaboran respecto de sus tareas escolares y el nivel de desempeño que alcanzan en ellas. Basada en un enfoque de cognición situada, se diseñó una estrategia videográfica para elicitar, registrar e interpretar los significados que emergen cuando los estudiantes observan su propio desempeño a través de videos previamente filmados en su sala de clases. Las respuestas de los estudiantes fueron filmadas y sometidas a un análisis semántico y gestual. En los resultados se evidencian tres patrones de significado: automático, instrumental y proyectivo. Estos patrones sitúan a los estudiantes en tres cursos de acción diferentes, a pesar de que se trate de la misma tarea escolar. En particular, los estudiantes que desde la observación de sus tareas elaboran significados proyectivos, demuestran mejor comprensión, mejor desempeño y, a su vez, calificaciones superiores. En las conclusiones se destaca el valor metodológico y pedagógico del diseño de este estudio, pues facilita la comprensión de los diferentes significados que elaboran los estudiantes y evidencia cómo éstos influyen en el desempeño y logro educativo.

The study of interactions between variables macro and micro in educational organizations, is a challenge in the understanding of the effects of social programs, organizational interventions and classroom strategies that seek to improve the quality and coverage of learning in schools. The goal of this study is to go further in the analysis of the effects of the Critical Schools Program in Chile, comparing the results of SIMCE (National System for Measuring the Quality of Education) 2002-2005-2006 with a control group. For this, a multilevel study was conducted that allows to explain better the variability of the results. We obtain that the largest increases occurs in schools that have a lower socioeconomic status. We estimated a school effect equivalent to 6% and we found that a significant predictor of individual academic achievement is the variable parents expectations. These results indícate the urgency of increasing the school impact in schools of high vulnerability.

El estudio de las interacciones entre variables macro y micro de las organizaciones educativas representa un desafío para la comprensión de los efectos de los programas sociales, las intervenciones organizacionales y las estrategias en sala de clases que buscan mejorar la calidad y cobertura de los aprendizajes escolares. El objetivo de este estudio es profundizar el análisis de los efectos del Programa de Escuelas Críticas, comparando los resultados SIMCE 2002-2005-20061 de las escuelas intervenidas con un grupo control. Para esto se realizó un análisis multinivel que permitió explicar mejor la variabilidad de los resultados, obteniéndose que los mayores incrementos los obtienen las escuelas de menor nivel socioeconómico. Además se estimó un efecto establecimiento equivalente al 6% y se encontró que las expectativas de los padres y apoderados son un predictor significativo del logro académico a nivel individual. Estos resultados indican la urgencia de aumentar el efecto escolar en sectores de alta vulnerabilidad.