Ambiente criativo: estudo de caso na cidade de Natal/RN

The creative city can be identified by their cultural quarters, the existence of creative territories or the dynamics of a creative class. Whether we classify a city as creative, we can conceive that as creative environment charge of development of creativity in organizational settings, but also in urban dynamics and public participation itself. The creativity social phenomenon is an important and essential element but it is not the only contributor to the development of the creative environment. From the city of Natal, state of Rio Grande do Norte, we tried to identify and characterize statistically the main creative sectors. Thus, we set off for the application of semi-structured interviews in the three key creative sectors: Research, Architecture and Advertising. Besides, the proposal of a summary table of the analysis of the creative industries in the city of Natal, the research allowed to propose an analysis model of urban environment of a city whose main dimensions are population, cultural resources, networks and public policy

Ambiente institucional no crédito rural :avanços e retrocessos

This work aims to study the institucional environment for the implementation of financing policies directed to familiar agriculture. The central hypothesis is that, although all changes occured in the credit norms, in order to reduce the existing obstacles for the access of outsiders, the same institucional arrangement remains which gave support to the modernization - crystallizer of strengthening structures of this exclusion. The most relevant pressuposition is that the poor agriculturists are the most displayed to the institucional limitations. The concepts of institucional arrangements and environments used in this work had been constructed with support of the institucional school, contemplating itself the economic dimension, the organizational sociology and political science. In the relation of the institucional changes with the state performance, the theorist reading was important that reflect on the relative autonomy of the State and studious of the Brazilian State. The empirical part consisted of a research which had been applied questionnaires with benefited and non-benefited agriculturists with PRONAF B, in thirteen cities of Rio Grande do Norte. In each city, interviews with four of its main mediators had been carried out. The research results had ratified the hypothesis of the work of that the conception of the public policies does not take in account the institution role in the behavior and the choices of the individual and collective agents, inferring itself that this policy, as others, lacks of mediation that exceed the rationality of legal landmarks

Avaliação da aprendizagem no curso a distância de licenciatura em ciências biológicas da Universidade Estadual de Pernambuco

In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature

Literatura de monteiro lobato no ensino de ciências

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Serões de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor José Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science´s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Serões de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

Avaliação da degradação de macrófitas aquáticas descartadas em ambiente protegido

Com o intuito de buscar informações sobre a degradação de macrófitas aquáticas descartadas em pilhas, após ações do controle mecânico, foi conduzido um experimento no Departamento de Recursos Naturais - Ciências Ambientais, UNESP, campus de Botucatu-SP. Para atender o objetivo proposto, foram montadas pilhas com volume de 2,25 m³, compostas, principalmente, por três espécies de macrófitas, retiradas do reservatório da UHE Americana/SP. Foram coletadas amostras na montagem das pilhas, aos 15, 30, 60 e 90 dias, para o acompanhamento da temperatura da pilha e do pH do material orgânico durante o processo, além de uma análise química do composto ao final dos 90 dias. Os tratamentos foram: T1 - somente plantas aquáticas e revolvimento da pilha a cada sete dias; T2 - somente plantas aquáticas e revolvimento a cada quatro dias; T3 - plantas aquáticas + permagel, com revolvimento a cada sete dias; e T4 - plantas aquáticas + permagel e revolvimento a cada quatro dias. Utilizou-se o delineamento estatístico inteiramente casualizado, sendo a análise estatística realizada para coleta aos 90 dias, empregando o programa SISVAR. Concluiu-se que os resultados de macro e micronutrientes, temperatura, umidade, pH, relação C/N e redução do volume das pilhas foram semelhantes aos observados quando se procedeu ao descarte em pilhas com volume de 4,5 m³ sobre o solo.

Método não destrutivo de estimativa da área foliar de plantas daninhas de ambiente aquático: tanner-grass e capim-fino

The continuous inputs from agriculture areas and human or industrial sewer have been provided a widely demographic explosion of tropical tanner-grass and para grasss plants in the rivers and water reservoirs of Brazil. Considering the importance of these noxious weeds there is a vast necessity of basic studies on aspects related to reproduction, growing, development, nutritional requirements, responses to control systems and others. In most studies, leaf area knowledge is crucial and it is one of the most difficult characteristics to be measured because it usually requires expensive equipments or it uses a destructive technique. The objective of this work was to develop equations for leaf blade dimensional parameters to allow determination of the leaf area of African tanner-grass (Brachiaria subquadripara (Trin.) Hitchc) and para grass (Brachiaria mutica (Forsk.) Stapf.). Correlations between real leaf area and dimensional parameters of leaf blade such as length along the main vein (L) and maximum width (W) perpendicular to the main axis were studied. Only the linear equations allowed a good leaf area estimate. It is suggested to opt for a simple linear equation involving respective products of length times maximum width considering linear coefficient equal to zero. Thus, B. subquadripara (SS) and B. mutica (SM) non destructive leaf blade area estimates may be performed by the following formulas: SS = 0.7719 (L x W) and SM = 0.7479 (L x W), with coefficients of determination (R(2)) of 0.9594 and 0.9408, respectively.

Efeito de doses e tipos de compostos orgânicos na produção de alface em dois solos sob ambiente protegido

Avaliou-se o efeito de três doses de composto orgânico de três composições distintas, aplicados em dois solos [Latossolo Vermelho Escuro, textura arenosa (LE) e Areia Quartzoza (AQ)], na produção e absorção de nutrientes pela planta de alface. Conduziu-se de 02/07 a 27/08/1997 um experimento dentro de túnel plástico, pertencente à UNESP, em Botucatu, em vaso plástico, contendo quatro quilos de solo. Os solos foram corrigidos para atingirem saturação por base de 80% e todos os vasos receberam adubação fosfatada (150 mg de P kg-1 de solo), potássica (100 mg de K kg-1 de solo) e micronutrientes. Os compostos foram misturados aos solos nas quantidades de 60; 120 e 240 g de composto por vaso. Os três compostos foram originados a partir de casca de eucalipto, serragem de madeira e palhada de feijão, misturados com esterco de aves. O experimento foi realizado em delineamento inteiramente casualizado, em três repetições, com vinte tratamentos em esquema fatorial (3 doses x 3 compostos x 2 solos) mais um tratamento testemunha para cada solo (ausência de composto orgânico). O composto de palhada de feijão aumentou a biomassa fresca da parte aérea e a quantidade de N, K, Ca, Mg, B, Cu, Fe e Zn nas plantas de alface. Para o P e Mn o composto de palhada de feijão diferiu significativamente apenas em relação ao composto de casca de eucalipto. em todas as características avaliadas no LE houve melhores respostas da cultura em relação ao AQ. Quanto às dosagens utilizadas, as diferenças foram observadas somente nos tratamentos com palhada de feijão, onde as maiores dosagens propiciaram o aumento de biomassa fresca e seca da parte aérea, e nas quantidades de macro e micronutrientes.

Coeficiente do tanque Classe A obtido por diferentes métodos em ambiente protegido e no campo

There are several methods for determining the Class-A pan coefficient (Kp) to estimate the reference evapotranspiration (ETo), which is of great importance to water management in agriculture. Most of these methods take into account the wind speed, relative humidity and the fetch area. This study was done in region of Botucatu, SP, in greenhouse and field in the months of July-August (dry) and September-October (rainy), used the methods of Doorenbos e Pruitt (1977), Cuenca (1989), Snyder (1992), Pereira et al. (1995), Allen et al. (1998) and correlation between ETo determined by Penman-Monteith (EToPM) and evaporation of the Class-A pan (ECA). The EToPM was used as standard for the correlations between the ETo determined by the Class-A pan (EToTCA) obtained by different methods of Kp. The Kp in greenhouse ranged between 0.51 and 0.85, and in the field from 0.33 to 0.85. The methods of Allen et al. (1998) and Snyder (1992) are the most recommended for dry months in greenhouse and rainy months the correlation between the ECA and EToPM e Cuenca (1989). In the field condition, the methods of Allen et al. (1998) and of correlation between the ECA and EToPM for dry months, and for rainy months of Allen et al. (1998) and Cuenca (1989). The method of Allen et al. (1998) was the most efficient, regardless of the environment and of months analyzed. The fixed value of Kp should only be used when it is not possible to determine from its more sophisticated methods.

O ambiente virtual na formação inicial de professores de alemão como apoio para o ensino e a aprendizagem da língua e a reflexão sobre ações docentes

Estudiosos dos campos da Educação, da Linguística Aplicada e da Formação de Professores de Línguas insistem hoje na grande importância da inclusão de Tecnologias de Informação e Comunicação (TICs) na formação inicial, bem como na necessidade de promover o desenvolvimento do pensamento crítico-reflexivo dos futuros professores. Tomando como pressupostos teóricos estudos acerca das características da sociedade de informação, dos ambientes virtuais e da formação de professores, este trabalho tem como objetivo discutir possibilidades oferecidas pela plataforma Moodle de aprendizagem na formação inicial de professores de alemão. Para tanto, apresentaremos diferentes formas de uso de ambientes virtuais e de ferramentas neles disponíveis, que demonstraram ser de grande valor no processo de formação de licenciandos, tanto em língua alemã, quanto durante suas práticas iniciais. As experiências apontam para um valor inestimável de ambientes virtuais no acompanhamento de licenciandos no processo de aprendizagem da língua e nas primeiras experiências com a docência.

A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente

This research part of the educational context of the Federal Rio Grande do Norte, through the resumption of legal frameworks that characterize it as an institution belonging to the Federal Network of Professional Education and Technology Brazilian, with a focus on continued education policies for the servers who work there specifically teachers, especially those who have their work in the Teaching of Natural Science and Mathematics. To do this the cut in an agreement between the IFRN and UFRN PPGECNM through the professional master's degree Teaching of Natural Sciences and Mathematics. This agreement as we have research collaborators 08 master teachers who graduated in the period 2004 to 2010, so we undertook a qualitative and quantitative research aimed to conduct the study in general terms of description and analysis of the impacts caused by the formation of masters IFRN in PPGECNM UFRN, taking into account the production of the same academic (dissertation), his performance in the context of the institution and the historical, social, economic and political aspects involved, and also meet the guidelines of the project at the Observatory in 2008 - MEC / CAPES / BSD-P. We used the theoretical options methodological elements of Comprehensive Interview and multireferentiality, our data collection instrument was the main interview, we also performed the analysis of dissertations by lecturers and teachers featured, from the specific descriptors used in catalogs USP / IFUSP (1992, 1996) and UNICAMP / FE / CEDOC (1998) and by other researchers. In analyzing and understanding the speech of the interviewees were able to identify the implications of teacher education in the school context, the motivation to seek the Master; how was the construction of the object of study of the educational product and its use in teaching practice and intervention, the question of the role of master teachers in the school environment to the post master taking into account changes in professional performance and influence in the working groups, how does the use of research and investigation in the classroom after training and between training and educational quality in the context of IFRN. In reading and analysis of the dissertations were able to identify the main focus and under-explored thematic focus as well as the theoretical methodological references. At the end of the research developed a product that could be used for technical analysis studies and assessment in quantitative terms the results achieved by the master teachers IFRN through his training in PPGECNM UFRN

Física do meio ambiente: desafios de uma disciplina focada na formação de habilidades gerais

A disciplina Física do Meio Ambiente (FMA) foi criada em 1976 no Departamento de Física Teórica e Experimental da UFRN e, atualmente, faz parte da estrutura curricular do curso de Licenciatura em Física da UFRN e é de caráter obrigatório. Tal caráter se justifica, dentre outros motivos, pelo fato de que esta disciplina representa uma boa oportunidade dos licenciandos estudarem de que forma a Física pode contribuir para a compreensão de fenômenos relativos ao nosso Meio Ambiente, sejam eles relacionados às atividades humanas ou aos fenômenos naturais propriamente ditos e que, de uma forma ou de outra, afeta a sociedade. O nosso trabalho de pesquisa teve como objetivo principal elaborar um novo programa de ensino para a disciplina de Física do Meio Ambiente adequado às necessidades da educação científica para o século XXI. A pesquisa foi conduzida inicialmente com um levantamento histórico da disciplina desde sua origem no Departamento de Física ate os dias atuais, analise dos Projetos Pedagógicos do curso de Licenciatura em Física da UFRN, revisão bibliográfica sobre as definições de competências e habilidades em um contexto de ensino e segundo o pensamento de vanguarda nesse campo de pesquisa, acompanhamento do curso durante um semestre através de aulas observacionais, aplicação de questionário para a coleta de dados e análise de alguns livros didáticos de Física do Ensino Médio. A partir do perfil ou modelo profissional para o licenciado em Física da UFRN definimos os objetivos gerais para a disciplina de FMA em termos de habilidades gerais relacionadas com as atividades que um futuro professor de Física irá desempenhar no seu dia a dia. O nosso programa de ensino foi pensado no sentido de introduzir conteúdos de didática específica ao longo da disciplina, isto é, familiarizar os professores em formação com investigação e inovação didáticas voltadas para o ensino de temas que envolvam a conexão entre Física e Meio Ambiente. Como resultado de nossa pesquisa foi proposto um novo Programa de Ensino para FMA que pode ser útil aos futuros professores desta disciplina e foi elaborado segundo uma metodologia de organização científica do processo ensino

Ensino por investigação: contribuições de um curso de formação continuada para a prática de professores de ciências naturais e biologia

Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time

Criar o próprio jogo didático ou apenas jogar? Efeitos de diferentes estratégias de ensino na motivação e aprendizado de ciências

The use of games as educational tools is common, however the effectiveness of games with educational purposes is still poorly known. In this study we evaluated three different low-cost teaching strategies make and play your own board game, just play an educational science game and make a poster to be exposed in the school regarding: (1) science learning; (2) use of deep learning strategies (DLS); and (3) intrinsic motivation. We tested the hypothesis that, in these three parameters evaluated, scores would be higher in the group that made and play their own game, followed respectively by the group that just played a game and the group that made a poster. The research involved 214 fifth-grade students from six elementary schools in Natal/RN. A group of students made and played their own science board game (N = 68), a second group played a science game (N = 75), and a third group made a poster to be exposed at school (N = 71). Our hypothesis was partly empirically supported, since there was no significant difference in science learning and in the use of DLS between the group that made their own game and the group that just played the game; however, both groups had significantly higher scores in science learning and in use of DLS than the group that made the poster. There was no significant difference in the scores of intrinsic motivation among the three experimental groups. Our results indicate that activities related to non-digital games can provide a favorable context for learning in the school environment. We conclude that the use of games for educational purposes (both making a game and just playing a game) is an efficient and viable alternative to teach science in Brazilian public school

Protozoários de vida livre em dois trechos da bacia hidrográfica do rio pirangi (RN): relações com a educação em ciências e preservação

The vast hidric wealth of Brazil gets its watersheds more susceptible to impacts that compromise the water quality, affecting the ecosystem stability of aquatic environments. The decrease in the quality of water resources also results in a decrease of its multiple uses, especially in tourist areas of the coast, where the continuous flow of people to these sites increases even further the probability of inappropriate behavior of both tourists and local residents. Studies regarding the microbiological communities are still scarce, especially on the free-living protozoa that play unique roles in the food chain of aquatic ecosystems. Due to the large role played by this group of microorganisms in aquatic environments, the present study aimed at identifying the genus and species of free-living protozoa present in two sections of the Pium River, east coast of Rio Grande do Norte, making an association between the its occurrence and trophic conditions of the environment in which they are, also checking the bioindicator capacity of these organisms in water quality. It also aimed to conduct a survey with students to identify the main difficulties regarding the knowledge of free-living protozoa and hydric transmission diseases in two public schools near the river studied in the Pium district, county of Parnamirim. The survey was analyzed by means of questionnaires at both schools. Students identified several activities developed Pium river, highlighting its multifunctionality and importance to the region. A total of 76 taxa of free-living protozoa was recorded, of these, 33 were ciliates, 19 flagellates and 24 sarcodia. The spatial and temporal patterns of these organisms to both points studied revealed the bioindicator potentiality of some effective species identified. However, knowledge about the free-living protozoa proved quite lagged, presenting misconceptions that show them as pathogenic organisms exclusively, totally disregarding their ecological role. In order to remedy the flaws existing in students in relation to the functional role of protozoa, workshops were planned on these microorganisms while also addressing issues related to hydric transmission diseases through lectures, recreational activities and interactive presentations. These practical activities of Science Education had the goal of bringing students the context of local water resources, aiming to promote a greater clarification regarding of the functional role of free-living protozoa in aquatic environments