Vozes sociais em diálogo: uma análise bakhtiniana dos diários de leituras produzidos por alunos do ensino médio

The work aims to analyze high school students utterances, in reading diary discursive genre, starting from the language concept proposed by the Bakhtin Circle. The genre in question has peculiar characteristics which justify its choice for this work, especially with regard to subjectivity marks, that reveal, through the ideological clash, positions on various issues. From the utterances selected for the corpus, categories were created, during the research, according to the guidelines of Guba and Lincoln (2006), Mazzotti and Gewandsznajder (1998) and Amorim (2002), for whom the research in human sciences cannot be based on pre-established categories. We consider diary as a discursive genre (BAKHTIN, 2010a), which carries the characteristics of composition, style and content. Other concepts of the Circle, concerning to utterance, dialogical relations, social voices, responsiveness and exotopy also formed the basis for the study. Moreover, during the analysis of the utterances that compose the corpus of research, we used the concepts of discursive polemics (BAKHTIN, 2010b) and Framework (2010a). At the end of the research, we realized that the assessment situation of students, the fact that they are in an institution whose policy follows national documents, based on diversity and plurality, and live together in a classroom space where there are differences of social class, age, and finally, different realities, were not sufficient factors for this diversity be well accepted in their positions. Thus, their utterances bring voices that demonstrated a difficulty in accepting others that are different from themselves. In view of this, we conclude that teachers need to be prepared to handle these discourses, creating strategies for mediating these dissonant voices, with which must make contact every day at school

O gênero joke em atividades de inglês: uma proposta intercultural de ensino-aprendizagem para o ensino médio

Our research has arisen from the interest of aligning English as a Foreign Language (EFL) classroom practice to current discussions in the ambit of learning and teaching Foreign Languages (FLs). Because of the need to integrate the linguistic development to the development of notions clung to the practice of citizenship, we have adopted a cultural perspective. We have noticed jokes as a fertile ground for discussing cultural aspects in classroom. Considering such factors, our research question is: how to explore cultural aspects in jokes for the elaboration of EFL activities which aim for the development of intercultural competence and interaction? Therefore, our general goal is to explore cultural aspects in jokes for the elaboration of EFL teaching and learning activities and our specific goals are: (I) to study official suggestions (LDB, 1996; PCNEM, 2000; PCN+EM, 2002; OCEM, 2006) regarding culture at foreign languages teaching and learning, (II) to select 05 (five) jokes and analyze them focusing on their cultural aspects, (III) to identify possible interpretations for jokes; (IV) to elaborate EFL activities which grant a privilege to jokes cultural aspects. This investigation is descriptive and documental and relies on qualitative paradigm (CHIZZOTTI, 2010; FLICK, 2009; CHAROUX, 2006; BOGDAN; BIKLEN, 1994; 1992). The corpus is constituted by jokes taken from Internet sites and by official documents (LDB, 1996; PCNEM, 1998; PCN+EM, 2000; OCEM, 2006). For the elaboration of activities we have chosen a weaker version of Content-based instruction (CBI), in which contents are cultural aspects in jokes and we have undertaken a reflection on methods, approaches and perspectives, among which there are notions about post-method and CBI, which talk to EFL learning and teaching. For theoretical support we have some discussions about FL methods and approaches (BELL, 2003; KUMARAVADIVELU, 2003; WESCHE; SKEHAN, 2002; PRABHU, 1990), a cultural perspective (KRAMSCH, 1998, 1996, 1993; BYRAM; FENG, 2004), some works in Linguistics about jokes (POSSENTI, 2010, 1998; CHIARO, 1992); notions about implicit (MAINGUENEAU, 2004, 1996; CHARAUDEAU; MAINGUENEAU, 2012) and about ambiguity (KEMPSON, 1977; CHARAUDEAU; MAINGUENEAU, 2012; TRASK, 2011), having the adoption of such categories emerged from the analyzes of some jokes

Acionamento de frames e esquemas no processo de construção de sentidos no padrão discursivo charge por alunos do ensino médio

Our research has as goal to describe and analyze the main processes related to the activation of conceptual domains underlying the comprehension in the discourse pattern cartoons by the students of third grades of high school, at Professor Antonio Basílio Filho School. Theoretically, we are grounded on assumptions of Conceptual Linguistics, whose interest analyzes our cognitive apparatus in correlation with our socio-cultural and bodies experiences. We intend to check how is the process of meaning construction and integration of various cognitive domains that are activated during the reading activity. That s why, we take the concept of cognitive domains as equivalent to the structures that are stored in our memory from our sociocultural and corporeal experiences and they are stabilized, respectively, through the frames and schemas. The activation of these conceptual domains, as evidenced by our data, supports the assumption that previous knowledge from our inclusion in specific sociocultural contexts, concurrently with the functioning of our sensory-motor system are essential during the construction activity direction. With this research, we still intend to present a proposal confront the expectations of responses produced by students from the activation of frames and schemas with our predictions

A aula de português no ensino médio: o ensino que se deseja, o ensino que se faz

Settled within the realm of a problematization towards teaching and learning the Portuguese language, this study aims to investigate the way how the Portuguese Language discipline is dealt with in Secondary School. We propose specifically to analyze the orientations of the official documents concerning the educator practice, examining the way the PCNEM proposal is approached in the didactic book, identifying the treatment given to language questions, analyzing the way the teacher uses the didactic book and verifying the relations between the official approach and the pedagogical practice. The analysis takes into account the several discourses concerning school literacy, considering the various political-educational instances which institutionalize the teaching of the mother tongue - where we locate the teaching that is wanted . In what teachers and students say in their activities and concerning them - the realm of the teaching that is performed - we presuppose that there are signs of the principles - or conceptions - that orientate what they understand by language, teaching and learning. Such evidences are considered within the interrelation of the enunciative places where this literacy is promoted: the public policies concerning education - focusing the language questions - the academic researches about those questions, the educator formation and capacitation and the very school practices in the complexity of their discoursive inter-subjectivity. The principles - or conceptions - are pursued in what is said (or not) about what is done (or not) in the classroom when dealing with the Portuguese Language. The corpus is made up of oral and written texts produced in Portuguese classes in the Secondary School at a public school in the city of Natal, Rio Grande do Norte, Brazil. Situated in the realm of Applied Linguistics, the research is conducted in a qualitative and interpretative perspective, following the ethnography of communication procedures and the contributions of the Functional Linguistics. In the observations, language conceptions were discerned, among others, besides beliefs and representations where the theoretical and practical aspects, professional roles, expectations and uncertainties were diluted.

Vozes em diálogo na escola : uma análise de posicionamentos sobre a disciplina língua portuguesa no ensino médio integrado à educação profissional do IFRN

Esta investigación toma como tema la asignatura Lengua Portuguesa en el contexto de la enseñanza media integrada a la educación profesional, implementado en el año de 2005, en el Instituto Federal de Educação, ciência y tecnología del Rio Grande do Norte. En el ámbito general, objetiva analizar las voces reveladas en posicionamientos sobre la asignatura Lengua Portuguesa en este contexto. En este estudio, el uso del adjetivo integrado es comprendido como revelador de una formación escolar no basada en investigaciones dicotómicas, sobre todo en aquellas que evidencian una separación entre el conocimiento y el ejercicio profesional. Se buscó aporte teórico en los debates del área de educación, sobre formación integrada, en la visión de contemporaneidad de Bauman y en la concepción de lenguaje de M. Bakhtin. El corpus se compone de material empírico de la naturaleza cuantitativa y cualitativa, obtenido por medio de aplicación de cuestionarios con alumnos y profesionales, además del análisis documental de los PCNEM y de las OCEM, a lo que se refiere a asignatura Lengua Portuguesa. El direccionamiento metodológico es guiado por el paradigma cualitativo inserido en una perspectiva socio-histórica y eligió como categoría de análisis el concepto de voces sociales. Los resultados indican que la asignatura Lengua Portuguesa, en la perspectiva de integración con el mundo del trabajo, adquiere, en mayor o menor grado, en lo observado en los documentos oficiales y en los posicionamientos de alumnos y profesionales de la enseñanza media integrada a la educación profesional del IFRN, un perfil cuya esencia, lejos de asumir características de una enseñanza instrumental reductora, requiere una concepción de lenguaje que esté en sintonía con el mundo del trabajo de la sociedad contemporánea, una sociedad cada vez más abierta a la pluralidad de opiniones y a la ambivalencia de sentidos

Letramento literário na escola: o poema na aula de língua portuguesa no ensino médio

Esta investigación está incluida en las discusiones sobre las relaciones entre literatura y enseñanza, recortando el lugar de las escritas poéticas en las clases de Lengua Portuguesa en la Enseñanza Media. En términos epistemológicos, nuestra reflexión problematiza, entre otras cuestiones, el desplazamiento que ocurre cuando las manifestaciones literarias se apartan de sus soportes originales y se adentran a las escenas de la clase de lengua materna, transformándose en objeto de enseñanza y contenido didáctico. En el ámbito de las prácticas escolarizadas de la lectura literaria en la Enseñanza Media, nuestra reflexión tiene como objeto la didactización del género textual poema. En esa etapa de la enseñanza, el poema como componente curricular aún no está definido. Eso es ocasionado, de modo general, por dos razones: por la naturaleza específica del género y por los procedimientos didácticopedagógicos utilizados cuando se hace la lectura del poema en clase. En relación al modelo consagrado de la enseñanza de literatura en la Enseñanza Media, apoyado en la descripción de la historia de la literatura brasileña a través de esquemas cronológicos de movimientos estético-culturales, pretendemos hacer un desplazamiento en lo que respecta a ese abordaje y situar el letramiento literario a partir de las formas líricas recurrentes en la producción literaria en Brasil, en la perspectiva de la enseñanza de la lengua mediada por el estudio del texto. Para tanto, utilizaremos como aporte teórico las siguientes áreas del conocimiento: la teoría literaria, la lingüística aplicada y la pedagogía de la enseñanza de lengua materna

Efeito imediato da estimulação elétrica neuromuscular seletiva do músculo VMO em pacientes com síndrome da dor femoropatelar

Patellofemoral pain syndrome (PFPS) is described as anterior or retropatellar pain knee in the absence of other pathologies and is frequently associated with dysfunction of the vastus medialis oblique (VMO). However, several studies have demonstrated the inability to selectively activate this muscle through exercise. To evaluate the effect of Neuromuscular Electrical Stimulation (NMES) selective VMO in women with syndrome. We evaluated thirty-eight women: twenty in the control group (24.15 ± 2.60 years) and eighteen diagnosed with PFPS (25.56 ± 3.55 years). Both groups were evaluated before and after a protocol of electro stimulation. To measure for comparing groups before and after treatment, we assessed the extensor torque concentric and eccentric knee through an isokinetic dynamometer, the intensity (Root Mean Square - RMS) and the onset of activation (onset) of VMO compared to the vastus lateralis (VL) in two types of exercise: open and closed kinetic chain. . Statistical analysis was performed using SPSS 15.0, with a significance level of 5%. Results: Our data showed an increase in the intensity of activation (RMS) of the VMO muscle after NMES in both study groups. During concentric contraction the RMS of the VMO before the NMES was 105.69 ± 32.26 μV and after a single intervention was 122.10 ± 39.62 μV (p = 0.048) for the control group. In the group with PPS, we found a similar behavior, with RMS of the VMO before NMES of 96.25 ± 18.83 μV and 139.80 ± 65.88 μV after the intervention (p = 0.0001). However, there was no evidence in the RMS value of VL muscle. The onset was calculated by subtracting the onset of VL by the onset of VMO. For the group with PFPS, the onset before the intervention was -0.007 ± 0.14 ms, indicating a delay of the VMO relative to VL, and after NMES was 0.074 ± 0.09 ms (p = 0.016), showing an activation previous VMO to VL. The same occurred for the control group. We also observed that NMES increased knee extensor power during the concentric contraction in both groups. Before the intervention the mean power was 28.97 ± 9.01 W for the PPS group and after NMES was 34.38 ± 7.61 W (p = 0.0001). Conclusion: We observed an increase in electromyographic activity of the VMO and also an anticipatory effect of this muscle

Efeitos da eletroestimulação sobre os parâmetros eletromiográficos e dinamométricos do músculo quadríceps femoral

To analyze the effects of electrical stimulation at two frequencies on the EMG parameters (EMG) and dynamometer, in muscles with different typing. MATERIALS AND METHODS: This is a controlled clinical trial, randomized and double blind. Sixty healthy volunteers (23.6 ± 4.2anos; 54.2 ± 7.7kg, 1.62 ± 0.009 cm) of both sexes were divided randomly into three groups: control group (CG), experimental group 1 (SG1) with application of the current Russian 30 HZ and experimental group 2 (EG2) at 70 Hz The volunteers performed an initial assessment (AV1) on the isokinetic dynamometer with three repetitions maximum voluntary isometric (MVC) for knee extension concomitant uptake of EMG for the VM muscle, VL and RF. Later, after application of NMES, they underwent an experimental protocol of isometric fatigue using 70% of MVIC, ending with the completion of a final assessment (AV2) in the same manner as the AV1. RESULTS: By analyzing the profile of the 60 subjects in three broad, VM showed a higher value of RMS behavior when the VL and RF (p = 0.03 and p = 0.02). With respect to Fmed the RF muscle (p = 0.001) showed a higher value for the VM. The VM muscle showed significant increases of Fmed (p = 0.05) after electrical stimulation at 70 Hz when compared the AV1 AV2 and RF showed significant decreases (p = 0.009) after stimulation at 30 Hz during the fatigue showed an increase RMS in the VM and VL, with a reduction in RF. For the variable Fmed was observed in three broad decline during fatigue. CONCLUSION: Our findings provide evidence that the muscles VM, VL and RF fiber typing are different besides indicating that the frequency of NMES tend to relate to the muscle stimulated. Finally suggests the surface EMG as a noninvasive method for characterizing muscle

Efeito da crioterapia e da laserterapia na resposta ao dano muscular induzido pelo exercício excêntrico: ensaio clínico e randomizado

Exercise-induced muscle damage mainly affects individuals who returned to physical activity after a time without practicing it or had some kind of exhaustive exercise, particularly eccentric exercise. To evaluate the effect of cryotherapy and laser therapy in response to muscle damage induced by eccentric exercise on the biceps muscle. This was a randomized clinical trial consisting of 60 female subjects. All subjects initially underwent an evaluation consisting of perimetry, measurement of pain sensation (via algometry and visual analogue scale), electromyography and dynamometry. Then the subjects performed an exercise protocol on the isokinetic dynamometer consisting of 2 sets of 10 eccentric elbow flexors contraction at 60 °/s. Completed this protocol, an intervention was held according to a previously random group distribution: control group (no intervention), cryotherapy group and laser therapy group. Finally, subjects were re-evaluated immediately and 48 hours after the intervention protocol, except for Visual Analogue Scale (VAS), which was also evaluated 24 hours after exercise. The circumference of the limb, the pain sensation (VAS and algometry), the muscle activation amplitude (via Root Mean Square - RMS), median frequency, peak torque normalized per body weight, average peak torque, power and work were analyzed. The median frequency immediately after the intervention protocol on the cryotherapy group was the only variable that showed inter and intra-group differences; the remaining variables showed only intragroup differences. The perimetry values did not change immediately after the protocol on the groups which underwent cryotherapy and laser therapy, however, there was an increase after 48 hours; algometry values decreased in all groups for 48 hours and the VAS values increased 24 and 48 hours also for all groups. Regarding RMS no significant change was observed. For dynamometry, peak torque normalized per body weight and average peak torque had a similar behavior, with a reduction in the post protocol that has remained after 48 hours. For the power and work, a decrease was observed immediately after the protocol with a further reduction after 48 hours. Cryotherapy and laser therapy does not alter the muscle damage response, except for the perimetry values immediately after exercise.

Princípio da Indução Matemática no Ensino Médio

We developed this dissertation aiming its in the process of teaching and learning of the Principle of Mathematical Induction and we set our efforts so that the students of the first year of the high school can assimilate the content having the knowledge seen in the basic education as foreknowledge. With this, we seek to awake in the student the interest on proofs, showing how much it s needed in examples that involve contents that he is already seen

Estudo da imunoexpressão de RANKL e OPG, do índice angiogênico (CD34) e da presença de miofibroblastos (α-SMA) em ceratocistos odontogênicos isolados e associados à síndrome de Gorlin

The odontogenic keratocysts are distinguished from other odontogenic cystic lesions by their potentially aggressive clinical behavior and association, in some cases, with Gorlin syndrome. Studies have suggested that syndrome keratocysts, in comparison with sporadic lesions, have higher growth and infiltration capacity and higher recurrence tendency. The aim of this study was to analyze, by means of immunohistochemistry, the expressions of receptor activator of nuclear factor κB ligand (RANKL) and osteoprotegerin (OPG), the angiogenic index (CD34) and the presence of myofibroblasts (α-SMA) in primary and recurrent sporadic keratocysts and in keratocysts associated with Gorlin syndrome. The sample was composed by 30 sporadic keratocysts (22 primary and 8 recurrent) and 22 syndrome keratocysts. In the epithelium and in the fibrous capsule of the lesions, the immunoexpression of RANKL and OPG was evaluated by determination of the percentage of positive cells, according to the following scores: 0 (less than 10% of positive cells), 1 (11% - 50% of positive cells), 2 (51% - 75% of positive cells) and 3 (more than 76% of positive cells). In addition, cases were classified according to the RANKL score/ OPG score ratio, as follows: RANKL > OPG, RANKL < OPG, and RANKL = OPG. The angiogenic index was analyzed by counting the microvessels immunoreactive to anti-CD34 antibody in 5 fields (200). The analysis of myofibroblasts was performed by counting the cells immunoreactive to anti-α-SMA antibody in 10 fields (400). The analysis of the expressions of RANKL and OPG in the epithelial lining and in the fibrous capsule did not reveal significant differences between groups (p > 0.05). Regarding the RANKL/ OPG ratio in the epithelial lining, most sporadic primary (54.5%) and syndrome lesions (59.1%) showed RANKL < OPG ratio and RANKL = OPG ratio, respectively (p > 0.05). With respect to the RANKL/ OPG ratio in the fibrous capsule, the majority of sporadic primary (81.8%) and sporadic recurrent lesions (75.0%) and most syndrome lesions (45.5%) showed RANKL = OPG ratio (p > 0.05). The mean number of microvessels was 69.2 in sporadic primary lesions, 67.6 in recurrent lesions, and 71.6 in syndrome lesions, with no significant differences between groups (p > 0.05). The mean number of myofibroblasts was 34.4 in sporadic primary lesions, 29.3 in recurrent lesions, and 33.7 in syndrome lesions, with no significant differences between groups (p > 0.05). In conclusion, the results of the present study suggest that the differences in the biological behavior between sporadic keratocysts and keratocysts associated with Gorlin syndrome may not be related to the expressions of RANKL and OPG, the RANKL/ OPG ratio, the angiogenic index or the number of myofibroblasts in these lesions

Características da carcaça e qualidade da carne de ovinos terminados em pastagens cultivadas

The objective of this study was to evaluate the quality of housing and the physical and chemical characteristics of meat from sheep raised on pasture Brachiaria brizantha and Panicum maximum. The experiment was conducted in the physical area of the Study Group on Forage (GEFOR), located in the Academic Unit Specialized in Agricultural Sciences - Federal University of Rio Grande do Norte - UFRN in Macaíba, RN, Brazil. We used 32 lambs SPRD, obtained from herds in the state, with liveweight (LW) of 24.5 kg were assigned randomly to four treatments consisting of tropical grasses, two cultivars of Brachiaria brizantha, Marandu and Piatã, and two of Panicum maximum, Aruana and Massai. The experimental area was 2.88 ha, divided into 4 paddocks of 0.72 ha, where each picket consisted of a farm and was divided into six plots of 0.12 ha, where the animals remained under rotational grazing. The period of adaptation to the pickets was seven days. At the beginning of the experiment the animals were weighed, identified with plastic earrings and necklaces colored according to the treatment, and treated against. The lambs were loose in the paddock at 8 am and collected at 16 hours, which returned to collective pens. During the time of grazing animals had free access to mineral supplement with monensin Ovinofós ® and water. Before entering the paddocks of pasture were sampled to characterize the chemical composition. Every seven days occurred at weighing, with fasting, to monitor the weight development. Cultivars Marandu, Aruana, Piatã and Massai were grazed for 133, 129, 143 and 142 days, respectively, until the lambs reach slaughter weight. Arriving at 32 kg lambs were evaluated subjectively for body condition score by, passed through fasting period, diet and water for 16 hours were slaughtered. Measurements were made in the inner and outer casings in addition to subjective evaluations regarding muscling, finish and quantity of pelvic-renal fat, then each was divided longitudinally into two half-carcases and cuts were made in the commercial left half, and after heavy calculated their income. Between the 12th and 13th thoracic vertebrae, was performed a cut to expose the cross section of the Longissimus dorsi, which was drawn on the rib eye area (REA) in transparent film. Fat thickness and extent of AOL GR were determined using a caliper. A tissue composition was determined by dissection of the legs. Analyzes were performed physical (color, cooking loss and shear force) and chemical composition of meat (moisture, ash, protein and lipids) in Longissimus dorsi muscle. Grazing tropical grass Brachiaria brizantha cvs. Marandu and Piatã and Panicum maximum cvs. Aruana and Massai can be used for lambs SRPD in the rainy season, because not alter the physico-chemical and chemical composition of meat

Caracterização do ciclo sono/vigília de professores do ensino médio em natal/rn

In the school environment is fundamental the knowledge about the sleep-wake cycle (SWC), because we find children and adolescents with excessive sleepiness and learning difficulties. Furthermore, teachers with high demand and with different work schedule, which may contribute to changes in SWC. The aim of this study was to describe the SWC of high school teachers in Natal/RN. Habits and knowledge about sleep, chronotype, SWC, daytime sleepiness, sleep quality and job satisfaction were described in 98 high school teachers from public and private school. These parameters were compared according to the characteristics of work, family structure and gender. Data collection was performed with the use of questionnaires in two stages: 1) "health and sleep" (general characterization of sleep habits), Horne & Ostberg questionnaire (characterization of chronotype), Epworth Sleepiness Scale and the Index of Pittsburg Sleep Quality, 2) The sleep diary for 14 days. From the results, we observe that the teachers woke up and went to bed earlier in the week and showed a reduction of time in bed around 42min comparing to weekend. This reduction in time in bed during the week was accompanied by an increase in nap duration on weekend. In addition the teachers woke up earlier on Saturdays than on Sundays, probably due to housework and leisure. The teachers' knowledge about sleep was low in relation to individual differences and effect of alcoholic beverages on sleep, and high in the consequences of sleep deprivation. The differences found in comparisons on the characteristics of work, family structure and gender were punctual, except concerning the work schedule. The teacher who started work in the morning and finished in the night, woke up earlier, went to bed later and had less time in bed, when compared to teachers who work only in two shifts. In addition, teachers with late chronotypes who begin the work in the morning had a greater irregularity in the wake up time compared to teachers with earlier and intermediate chronotypes. Half of teachers have excessive sleepiness, which was positive correlated with work dissatisfaction. In general, teachers showed IPSQ averages equivalent to poor sleep quality and the women showed worst averages. From the results, it is suggested that the SWC of teachers varies according to work schedule, leading to irregularity and partial sleep deprivation in the week, although these responses vary according to chronotype. These changes are accompanied by excessive daytime sleepiness and poor sleep quality. However, it is necessary to expand the sample to clarify the influence of variables related to work, family structure and gender together

A água nossa de cada dia : percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Embora a escassez de água seja reconhecida como um dos principais problemas mundiais a ser enfrentado pela humanidade, padrões comportamentais ecologicamente insustentáveis ainda persistem. Assim, o objetivo deste estudo foi analisar determinantes do comportamento pró-ambiental relativo à água, bem como os significados que lhe são atribuídos por alunos do ensino médio do Centro Federal de Educação Tecnológica do Rio Grande do Norte, em Natal. Compuseram a amostra de conveniência 315 estudantes, 146 mulheres e 169 homens, que responderam a um questionário sobre uso e percepção da água, contendo também indicadores de pró-ambientalismo, cuidado ambiental, desenvolvimento sustentável, perspectiva temporal, externalidades e coletivismo, além de inquérito sócio-demográfico. Para os participantes, água é sinônimo de vida, muito embora a relação que mantém com ela parece dúbia e, muito mais funcional que ecológica; consideram-na um recurso finito, um patrimônio indispensável à vida, contudo não foi observada coerência entre as concepções manifestadas e os comportamentos auto-relatados de uso da água. Os resultados encontrados apontaram preditores importantes do comportamento pró-ambiental relativo à água: sexo do respondente, Escala Novo Paradigma Ecológico e deixar forma de contato para participar de campanhas futuras. Seja para aprofundamento teórico em novos estudos, seja para auxiliar na elaboração de programas de educação ambiental, que poderiam contribuir para inibir os efeitos de uma cultura de consumo e de uma visão utilitarista da água, ampliando esforços individuais e coletivos para a preservação de bens comuns, como a água. Palavras-chave: psicologia ambiental; sustentabilidade; água; comportamento próambiental. x xi Abstract Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water

A Água nossa de cada dia: percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water