Fauna edáfica sob modelos em estágio inicial de restauração de floresta subtropical

The goal of this study was to compare areas under different forest restoration technologies in relation to abundance, richness, diversity and composition of the present fauna in the litter and soil. The treatments evaluated were: natural regeneration (RN); high diversity tree plantations (L) and nucleation (N). An area of secondary forest was included in the study as a reference of soil conditions. The experimental design was in randomized block with four replications. Samples were collected for extraction of mesofauna (October/2012; July and October/2013) and macrofauna (June and October/2013) in six points of each plot, totaling 24 samples per treatment. For collecting soil macrofauna was used TSBF method. The mesofauna was collected with a metal cylinder and extracted by Berlese-Tüllgren funnel. Litter and soil were collected separately at each point and the fauna was identified level of class/taxonomic order. The springtails were classified using morphotypes. In total, considering the mesofauna, macrofauna and three times collected were accounted 28618 organisms. In relation soil mesofauna, the evaluated technologies did not differ, after three years of restoration, in relation to total abundance of organisms and community composition. The Shannon diversity index (H), in soil mesofauna, followed a human impact gradient. This index was higher in natural regeneration, which not was undergone technical interventions and showed higher moisture in the soil. The tree planting technology, under the control of volunteer plants in total area, showed lower H index. In the case of litter mesofauna, the technologies did not differ in relation the mean richness, total abundance of organisms and community composition. Considering edaphic macrofauna, technologies did not differ in relation to the abundance and richness, and in the evaluation of June/2013, RN showed higher H index and differed in relation to the community composition of other technologies. In October/2013 evaluation, the differences between the technologies in relation to H index were narrower and these did not differ in terms of composition of soil macrofauna community. In litter macrofauna, in June/2013, the RN presented greater richness and H index when compared to other technologies and in evaluation October/2013 technologies did not differ in relation to community composition, richness and mean abundance of organisms. In the case of springtails, technologies after three years in the restoration process, did not differ in relation to the abundance, richness and composition of Collembola community for different morphotypes. The secondary forest, in relation to forest restoration technologies, presented greater abundance of saprophages, predators and greater diversity of morphotypes of springtails. From these results it, we recommended to natural regeneration by to have the lowest cost of deployment, followed by nucleation and online planting. The animals should be monitored over time, in the restoration technologies, as well as the physical and chemical characteristics of the soil, in order to understand the possible changes in the composition and diversity of organisms.

Programa Etnomatemática: ponderações da prática pedagógica

The aim of this present work is investigating the interest and motivation for learning, awakened in pupils when the educator practice is guided by the ethnomathematics perspective. The main question is: Can an ethnomathematic approach awaken enthusiasm in pupils, causing it to become more critic and active in building their knowledge? The methodology that guides the investigation is qualitative, based on technical arising of the ethnographic case study. Theoretical contributions that support the investigation are from the scientific methodology and from ethnomathematics. The research material is composed by: researcher’s field diary, audio recording of participant observation, interviews reports of community residents and students parents, highlighting the material produced by students. This study was developed on an 8º year of high school of rural community. During the work were prioritized the ethnomathematics concepts of the Ethnomathematic Program, which establish a link exchange, where the lecturers inserts themselves on the reality of pupils in a way that promote an appreciation of their identity and a commitment to their learning. The educator investigates and values the ideas of pupils throughout dialogues. There are challenges for the application of education with ethno mathematic perspective, pointed out by authors, listed and supplemented in the research. In this context, it is believed that the socio-cultural knowledge must be respect, and as they are understood their specialties, capabilities and characteristics, this can guide teaching practice, making significant process for pupils, providing appropriation of scientific knowledge. Analysis of research practice indicated that students, research subjects, when they decided contextual issues, with their way of life, felt appreciated. The conclusion is that, with continuous action of contextualized of school mathematics, from the recognition of the environment and of cultural identity, the educator has the opportunity of review their own participant condition, and therefore promote an enthusiasm for learning. Because a motivated pupil becomes active, since that the all project is guided in a significant theme.

Relação universidade-escola: o PIBID como instrumento de intervenção sobre o real da formação de professores

The theme of teacher education has always been rich in discussion and presents an abundant literature on the subject. Historically this topic has generated concerns in both development bodies and universities / schools where these people learn or are engaged in professional work. Training teachers is complex and these elements of complexity make necessary a review of paradigms of initial and continuing education. Despite the efforts of the past decades, the lack of teachers in some areas of knowledge is still a big concern, and it can become even worse in the future, what reinforces the importance of new decisions and new directions in order to change this situation. Therefore, the university-school relationship is of fundamental importance, linking and articulating theory and school practice, contextualizing knowledge, renewing and adapting curricula to current times and spaces in order to be able to improve and recover the social and professional value of teachers. From this perspective the education public policies should turn to the encouragement and the rescue of values and principles in quality teacher training. In the course comes the Institutional Teaching Initiation Scholarships Program - PIBID as an innovative program of teacher education working and adding essential factors to the university-school to reinforce good teaching practices taking up the role of co-developer schools. This research is aimed at analyzing the factors that PIBID inserts in the university-school relationship within IFPR Campus Palmas. The theoretical route was marked by authors as Edgar Morin (2003, 2010a, 2010b, 2012), Enrique Leff (2002a, 2002b, 2003, 2010), Boaventura Sousa Santos (1988, 2010a, 2010b, 2013) Menga Lüdke (2005, 2013), Demerval Saviani (2000, 2013), Paulo Freire (2011), among others, among them official documents of PIBID were used in this research too. The methodological approach with exploratory approach, descriptive explanatory was of fundamental importance through data collected by the documentary analysis (BRAZIL, 2007, 2009, 2013) and in the focus groups activities (GATTI, 2012). The focus groups interlocutors constituted of three groups: Area Coordinators, supervisors and teaching initiation scholarships. The categories were defined a priori from the Programme's objectives and emerging categories identified from the analysis process. After both documentary and interlocutors analysis, it was possible to identify that PIBID inserts the following factors in the university-school relationship: the Recognition of the Profession; Innovative Program and Dialogues of Knowledge. For the recognition of the profession mainly because it is an initial and continuing education program; it approximates theory and practice; upgrades the role of the teacher at school and motivates methodological innovations. This Innovative Program promotes the role of co-educational school and it also approximates knowledge of the school reality and promotes the continuous training. The third emerging category university-school relationship promotes dialogs of knowledge; bringing together theory and practice; it allows information exchange and opens new perspectives for teacher training. Finally, it is possible to realize that besides being a new program, PIBID has promoted visible changes through the actions carried out by all subprojects in partnerships between universities and schools, restoring and giving new meanings to the pedagogical practices.