Estudo do meio físico e caracterização da capacidade de suporte natural da região de Pirassununga/SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Efeito da área, da quantidade de habitat e do tipo de matriz sobre dieta de gato-maracajá (Leopardus wiedii)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Ocorrência de fungos negros em ambientes domésticos

Black fungi are able to adapt to extreme environmental conditions, such as: high temperatures, the presence of toxic chemical substances and lack of nutrients. Besides, they are also potential pathogens to humans. The natural environment of many black fungi is still unknown and some studies are being conducted to evaluate the biodiversity of this group and their different habitats. This study aimed to isolate black fungi in domestic environments and facilities, such as toothbrushes, fridge sealing rubbers, bathroom strainers and divisions, windows, wall tiles and bath sponge. For the collection, material surfaces were scratched with a scalpel and the resulting fragments were sewed in Mycosel agar (DifcoTM), supplemented with actidione to inhibit the growth of highly-sporulating fungi. Plates were incubated at 25ºC for three weeks. The 46 isolated fungi were maintained on MA2% slants at 8ºC and cryopreserved at -80ºC. Fungal identification was performed through the analysis of macro and microscopic features and ITS rDNA sequencing. The following black fungi taxa were found: Ascomycota sp., Cladosporium spp., Dothideomycete sp., Exophiala alcalophila, Ochroconis mirabilis and Rhinocladiella atrovirens. Non-melanized fungi were also found, such as Geosmithia sp., Penicillium sp. and Rhodotorula mucilaginosa. The temperature tests showed that isolated black fungi were not able to grow at 37°C, however, this temperature proved to be fungistatic to 43% of them. According to literature, all black fungi isolated in this study are opportunistic pathogens and additional studies are necessary to evaluate the risk that these micro-organisms offer to health, once they were isolated from domestic environments

As características da temperatura do ar em bairros com produção do espaço urbano distintas: uma análise do Parque Higienópolis e Jd. Morada do Sol em Presidente Prudente-SP

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Procedimentos do ensino da leitura no primeiro ano do ensino fundamental: concepções, estratégias e resultados

The theme of the reading in the first year of the literacy cycle has become recurrent in academic papers, research groups, discussion forums, conferences etc. and raised different positions depending on the theoretical framework with which it is studied. While it is granted that reading instruction this school year is to ensure the ability to encode and decode and learn and understand the meanings and the meanings of what we read. In this work, it formed a general objective to investigate how reading skills are being developed in the classroom and the strategies used to develop decoding and understanding of meanings. The question that formed the north to the survey was as follows: The strategies and procedures being used in the teaching of reading in the early literacy process develop the coding and decoding skills beyond the grasp and understanding of the meanings of ideas? The specific objectives were established: a) investigate how is the teaching of reading in the first grade of elementary school; b) identify the teaching strategies and the design of reading and reader that the teacher of the class has observed and relate it to the way he teaches; c) verify that the teaching of reading in the first year of the literacy process, develop the early reading skills, decoding, and favors the development of the apprehension and understanding of the meanings of what we read. The methodology included field research, from a qualitative interpretation approach and had as direct data source the natural environment in which the teaching of reading has been developed. The work then displays data results analyzed in the light of literacy concepts distinguished by Soares (2011), and reading by Silva (1983), Foucambert (1994), Solé (1998), among others. The results were extracted inferences and interpretations. It is hoped that this work raises in literacy teachers, reflections on the teaching of reading in the literacy cicle, in order to establish the...

A literatura no Ensino Fundamental - anos iniciais: entre o prazer emancipatório e o escolar pragmático

The Children's Literature is an invaluable tool for human formation, ethics, aesthetics and politics, as well as serves as an instrument for the formation of interdiscourse and transforms teaching procedures of text written production. Then, the investigation of how the literature is being worked in school. Therefore, in this work, constitutes the general objective, to investigate how the teaching of Children's Literature is organized in the early years of elementary school and if that organization promotes the development of literary literacy of the student, and language skills written and the reader behavior, making it critical on several topics. The question that served as a north to the research was the following one: is Teaching Children's Literature, in the early years of elementary school, organized to develop the literary literacy while acting as a catalyst tool for learning to read and write? Have been established the following objectives: a) describe how the teaching of children's literature is organized (teaching routine) in the 1st, 2nd, 3rd, 4th and 5th years of elementary school ; b) identify the literary genres that have worked in each school year, describe how they are worked out, analyze whether this work is related to the teaching of writing and the nature of that relation ship; c) verify if the Children's Literature teaching procedure seeks ways to articulate literary activities with the establishment of the interdiscourse as content for writing the textual production. The methodology that was included was the field research, from a qualitative interpretation approach and it had as direct data source the natural environment in which it was developed the teaching of Children's Literature. The work presents data results analyzed according to the concepts of Aesthetics of Reception (Iser, 1977; Jauss, 1977), and the functions of Literature, according to Candido (2000), Yasuda (2004), among others. From the results were extracted