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Artykuły w czasopismach na temat „Formal”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

CATARINO, GISELLE FAUR DE CASTRO, GLÓRIA REGINA PESSÔA CAMPELLO QUEIROZ, and MARIA DA CONCEIÇÃO DE ALMEIDA BARBOSA-LIMA. "O formal, o não formal e as outras formas: a aula de física como gênero discursivo." Revista Brasileira de Educação 22, no. 69 (2017): 499–517. http://dx.doi.org/10.1590/s1413-24782017226925.

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RESUMO Pesquisas têm enfatizado aproximações e diferenças entre a educação formal e não formal. Podemos afirmar que os dois tipos de educação são diferentes, requerendo uma formação, inicial e continuada, diferenciada para professores que desejem transitar nos dois espaços de educação. Entendemos que tal formação é possível e é realidade para licenciandos que assumem atividades em espaços não formais ligados à educação. Nosso objetivo, neste artigo, o qual faz parte de uma tese de doutorado, é compreender benefícios e obstáculos gerados no cotidiano de professores que transitam nos dois âmbito

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2

Petroff, Valery V. "Philosophical and Aesthetic Views of Vyacheslav Ivanov in His Essay “Forma Formans and Forma Formata”." Studia Litterarum 4, no. 2 (2019): 228–51. http://dx.doi.org/10.22455/2500-4247-2019-4-2-228-251.

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3

Woleński, Jan. "What is Formal in Formal Semantics?" Dialectica 58, no. 3 (2005): 427–36. http://dx.doi.org/10.1111/j.1746-8361.2004.tb00315.x.

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4

Tudor, Sofia Loredana. "Formal – Non-formal – Informal in Education." Procedia - Social and Behavioral Sciences 76 (April 2013): 821–26. http://dx.doi.org/10.1016/j.sbspro.2013.04.213.

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5

Ibáñez D., Marcela. "Supervivencia de formas mercantiles simples de producción, una aproximación formal." Revista Desarrollo y Sociedad, no. 39 (January 1997): 209–41. http://dx.doi.org/10.13043/dys.39.7.

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6

Colomer Feliu, Jordi, and Teresa Serra. "Communication in formal and non-formal science." Communication Papers 7, no. 13 (2018): 217. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21990.

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Communication in both formal and non-for-mal education requires specific spaces, com-municators and activities. Communication in formal science is highly regulated by research needs and the purposes of higher education institutions. In non-formal science, communi-cation is more intrinsic, voluntary and typica-lly non-sequential, given that it is a function of activities designed in out-of-school envi-ronments. In both cases, communication is linked to learning and is mediated by indivi-dual or community engagement and the need for constant dialogue between communica-tors and public and by the

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7

Sakurai, Taro. "On formal concepts of random formal contexts." Information Sciences 578 (November 2021): 615–20. http://dx.doi.org/10.1016/j.ins.2021.07.065.

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8

KURKE, HERBERT, DENIS V. OSIPOV, and ALEXANDER B. ZHEGLOV. "FORMAL GROUPS ARISING FROM FORMAL PUNCTURED RIBBONS." International Journal of Mathematics 21, no. 06 (2010): 755–97. http://dx.doi.org/10.1142/s0129167x10006203.

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9

Breuer, Peter T., and Simon Pickin. "A formal nethod (a networked formal method)." Innovations in Systems and Software Engineering 6, no. 4 (2010): 255–68. http://dx.doi.org/10.1007/s11334-009-0121-4.

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10

Elice, Deti, Andino Maseleno, and Agus Pahrudin. "Formal, Informal and Non Formal Education Systems." Journal of Learning and Educational Policy, no. 41 (December 1, 2023): 30–35. http://dx.doi.org/10.55529/jlep.41.30.35.

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This paper presents formal, informal, and non formal education systems. Education is likened to a ship and students are the captain, then we do not know where the ship will sail. Similarly, education is steered by students who do not know anything, so it will be difficult for us to know where the process of thinking about educational goals without taking into account the social context. Therefore, formal, informal, and nonformal education is expected to shape students to be better. These three types of education are expected to be able to be a breakthrough in programming the behavior of educat

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11

Sambin, Giovanni, and Giorgio Trentinaglia. "On the Meaning of Positivity Relations for Regular Formal Spaces." JUCS - Journal of Universal Computer Science 11, no. (12) (2005): 2056–62. https://doi.org/10.3217/jucs-011-12-2056.

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A careful analysis of the original definition of formal topology led to the introduction of a new primitive, namely a positivity relation between elements and subsets. This is, in other terms, a direct intuitionistic treatment of the notion of closed subset in formal topology. However, since formal open subsets do not determine formal closed subsets uniquely, the new concept of positivity relation is not yet completely clear. Here we begin to illustrate the general idea that positivity relations can be regarded as a further, powerful tool to describe properties of the associated formal space.

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12

Banach, Richard. "Formal MethodsGuest Editorial." JUCS - Journal of Universal Computer Science 13, no. (5) (2007): 593–601. https://doi.org/10.3217/jucs-013-05-0593.

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This introductory paper gives some historical background to the emergence of formalmethods, overviews what subsequently happened, and surveys prospects for the future. Brief introductions to the remaining papers in the Special Issue are given.

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13

Borges Neto, José. "Semântica formal." Fórum Linguístico 17, Núm. Esp. (2020): 4689–700. http://dx.doi.org/10.5007/1984-8412.2020v17nespp4689.

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O propósito do texto é a apresentação de um mecanismo descritivo de estruturas semânticas, desenvolvido em parceria por lógicos, linguistas e especialistas em processamento computacional de línguas naturais, denominado por vezes semântica de modelo teórico, que se serve de uma metalinguagem de natureza lógica para descrever as estruturas linguísticas. Depois de uma introdução em que se discute a natureza dos modelos analíticos na Linguística e de uma seção em que se discutem as características de um sistema formal, em geral, busca-se a caracterização da semântica formal desenvolvida, em boa pa

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14

Phelan, Peggy, and Jeanne Walker. "Formal Pleasures." Women's Review of Books 2, no. 4 (1985): 8. http://dx.doi.org/10.2307/4019623.

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15

Anisov, A. M. "Formal metaontology." RUDN JOURNAL OF PHILOSOPHY 21, no. 2 (2017): 166–78. http://dx.doi.org/10.22363/2313-2302-2017-21-2-166-178.

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16

Mounce, H. O. "Formal Ethics." International Philosophical Quarterly 38, no. 1 (1998): 89–91. http://dx.doi.org/10.5840/ipq199838173.

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17

Haines, John, and Frederick Feirstein. "Formal Objections." Hudson Review 43, no. 2 (1990): 345. http://dx.doi.org/10.2307/3851882.

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18

Муттанен, А. "Formal Methodology." Logical Investigations 15 (November 30, 2009): 296–313. http://dx.doi.org/10.21146/2074-1472-2009-15-0-296-313.

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In general terms, methodology is a study of the entire scientific inquiry process: how science arrives at the posited goal. There are different kinds of goals for scientific inquiry. For example, goals may be epistemic (truth), aesthetic (simplicity) or several kinds of pragmatic goals (efficiency, economy, and explanatory power). It is not the concern of methodology what this goal happens to be. More generally, formal methods turned out to be effective tools in philosophical analysis, in the paper we will show this introducing the interrogative model and some basic properties of it, let us me

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19

Wiltshire, Caroline, András Kornai, and Andras Kornai. "Formal Phonology." Language 72, no. 2 (1996): 433. http://dx.doi.org/10.2307/416680.

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20

Donkel, Douglas L. "Formal Contamination." Philosophy Today 40, no. 2 (1996): 301–9. http://dx.doi.org/10.5840/philtoday199640225.

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21

Treib, Marc. "Formal problems." Studies in the History of Gardens & Designed Landscapes 18, no. 2 (1998): 71–92. http://dx.doi.org/10.1080/14601176.1998.10435535.

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22

Santow, Gigi, and David P. Smith. "Formal Demography." Contemporary Sociology 22, no. 2 (1993): 220. http://dx.doi.org/10.2307/2075762.

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23

Odden, Dave. "Formal Phonology." Nordlyd 40, no. 1 (2013): 249. http://dx.doi.org/10.7557/12.2476.

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24

Clarke, Edmund M., and Jeannette M. Wing. "Formal methods." ACM Computing Surveys 28, no. 4 (1996): 626–43. http://dx.doi.org/10.1145/242223.242257.

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25

Smith, Kathleen K. "Formal assessment." Nature 323, no. 6087 (1986): 404. http://dx.doi.org/10.1038/323404a0.

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26

Aguirre, Gustavo D., Hannes Lohi, Maria Kaukonen, and Leonardo Murgiano. "Formal commentary." PLOS Genetics 16, no. 11 (2020): e1009059. http://dx.doi.org/10.1371/journal.pgen.1009059.

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27

Leveson, Nancy. "Formal methods." ACM SIGSOFT Software Engineering Notes 17, no. 1 (1992): 49–50. http://dx.doi.org/10.1145/134292.134298.

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28

Eyers, Tom. "Formal Differences." Novel 50, no. 2 (2017): 307–11. http://dx.doi.org/10.1215/00295132-4150432.

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29

Vries, Hent de. "Formal Indications." MLN 113, no. 3 (1998): 635–88. http://dx.doi.org/10.1353/mln.1998.0046.

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30

Baker, Elizabeth Brooke. "Formal Diagnosis." Anesthesiology 126, no. 4 (2017): 755. http://dx.doi.org/10.1097/aln.0000000000001364.

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31

Woodcock, Jim, Peter Gorm Larsen, Juan Bicarregui, and John Fitzgerald. "Formal methods." ACM Computing Surveys 41, no. 4 (2009): 1–36. http://dx.doi.org/10.1145/1592434.1592436.

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32

Colin, Violaine. "Formal microlocalization." Comptes Rendus de l'Académie des Sciences - Series I - Mathematics 327, no. 3 (1998): 289–93. http://dx.doi.org/10.1016/s0764-4442(98)80148-1.

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33

Berry, Daniel M. "Formal Methods:." Electronic Notes in Theoretical Computer Science 25 (1999): 10–22. http://dx.doi.org/10.1016/s1571-0661(04)00127-6.

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34

Omicini, Andrea, and Enrico Denti. "Formal ReSpecT." Electronic Notes in Theoretical Computer Science 48 (June 2001): 179–96. http://dx.doi.org/10.1016/s1571-0661(04)00156-2.

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35

Meenakshi, B. "Formal verification." Resonance 10, no. 5 (2005): 26–38. http://dx.doi.org/10.1007/bf02871329.

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36

Szlankó, J., V. Haase, R. Mitchell, J. Quemada, and T. Tempelmeier. "Formal specification." IFAC Proceedings Volumes 21, no. 3 (1988): 83. http://dx.doi.org/10.1016/b978-0-08-036236-6.50017-5.

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37

Easwaran, Kenny. "Formal Epistemology." Journal of Philosophical Logic 44, no. 6 (2015): 651–62. http://dx.doi.org/10.1007/s10992-015-9350-1.

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38

Sarkar, Sahotra. "Formal Darwinism." Biology & Philosophy 29, no. 2 (2014): 249–57. http://dx.doi.org/10.1007/s10539-013-9416-9.

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39

Bauer, Tilman. "Formal plethories." Advances in Mathematics 254 (March 2014): 497–569. http://dx.doi.org/10.1016/j.aim.2013.12.023.

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40

Arismunandar, Wiranto. "Formal Opening." International Astronomical Union Colloquium 148 (1995): 2–4. http://dx.doi.org/10.1017/s0252921100021588.

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41

Soysal, Zeynep. "Formal analyticity." Philosophical Studies 175, no. 11 (2017): 2791–811. http://dx.doi.org/10.1007/s11098-017-0982-6.

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42

McLellan, Anne. "Formal Address." Journal of Sustainable Forestry 4, no. 3-4 (1997): 11–17. http://dx.doi.org/10.1300/j091v04n03_02.

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43

Nolt, John. "Formal Logic." Teaching Philosophy 12, no. 4 (1989): 424–26. http://dx.doi.org/10.5840/teachphil1989124112.

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44

Wing, Jeannette M. "Formal methods." ACM SIGAda Ada Letters 33, no. 3 (2013): 85–86. http://dx.doi.org/10.1145/2658982.2527291.

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van der Linden, Frank J. "Formal methods." ACM SIGPLAN Notices 29, no. 7 (1994): 29–38. http://dx.doi.org/10.1145/181593.184668.

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46

Reynolds, Clay. "Formal Attraction." American Book Review 33, no. 3 (2012): 27. http://dx.doi.org/10.1353/abr.2012.0084.

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Wilson, James Matthew. "Formal Protests." American Book Review 28, no. 4 (2007): 23–24. http://dx.doi.org/10.1353/abr.2007.0070.

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48

Perseil, Isabelle. "ALF formal." Innovations in Systems and Software Engineering 7, no. 4 (2011): 325–26. http://dx.doi.org/10.1007/s11334-011-0168-x.

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49

Pavicevic, Miljana, and Danijela Petrovic. "Differences between formal, non-formal and informal education." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 103–13. http://dx.doi.org/10.5937/zrufpl1509103p.

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50

García de Andrés, Carmen, and Ángel Serrano Almodóvar. "Se trata de aprendizaje: formal, no formal, informal." Padres y Maestros / Journal of Parents and Teachers, no. 385 (March 11, 2021): 21–25. http://dx.doi.org/10.14422/pym.i385.y2021.004.

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El aprendizaje, entendido en su sentido más amplio como el desarrollo de competencias y destrezas de todo tipo (personales y académicas, técnicas, profesionales…) se produce en distintos contextos —formales, no formales, informales— y siempre con la premisa de la atención e interés de quien aprende. No hay dos personas iguales y, por tanto, no hay dos formas iguales de aprender. ¿Por qué nos empeñamos en enseñar de una manera estandarizada que, más allá de ordenar, ha creado un modelo encasillado y limitante para el alumno?

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