Autoria e escrita: uma reflexão acerca do autorar em memórias de leituras de alunos de 9º ano do ensino fundamental

This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer

Conectores sequenciadores e e aí em contos e narrativas de experiência pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and AÍ, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and AÍ in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and AÍ in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

Estudo sistemático de estrelas variáveis na era dos grandes surveys

The interest in the systematic analysis of astronomical time series data, as well as development in astronomical instrumentation and automation over the past two decades has given rise to several questions of how to analyze and synthesize the growing amount of data. These data have led to many discoveries in the areas of modern astronomy asteroseismology, exoplanets and stellar evolution. However, treatment methods and data analysis have failed to follow the development of the instruments themselves, although much effort has been done. In present thesis, we propose new methods of data analysis and two catalogs of the variable stars that allowed the study of rotational modulation and stellar variability. Were analyzed the photometric databases fromtwo distinctmissions: CoRoT (Convection Rotation and planetary Transits) and WFCAM (Wide Field Camera). Furthermore the present work describes several methods for the analysis of photometric data besides propose and refine selection techniques of data using indices of variability. Preliminary results show that variability indices have an efficiency greater than the indices most often used in the literature. An efficient selection of variable stars is essential to improve the efficiency of all subsequent steps. Fromthese analyses were obtained two catalogs; first, fromtheWFCAMdatabase we achieve a catalog with 319 variable stars observed in the photometric bands Y ZJHK. These stars show periods ranging between ∼ 0, 2 to ∼ 560 days whose the variability signatures present RR-Lyrae, Cepheids , LPVs, cataclysmic variables, among many others. Second, from the CoRoT database we selected 4, 206 stars with typical signatures of rotationalmodulation, using a supervised process. These stars show periods ranging between ∼ 0, 33 to ∼ 92 days, amplitude variability between ∼ 0, 001 to ∼ 0, 5 mag, color index (J - H) between ∼ 0, 0 to ∼ 1, 4 mag and spectral type CoRoT FGKM. The WFCAM variable stars catalog is being used to compose a database of light curves to be used as template in an automatic classifier for variable stars observed by the project VVV (Visible and Infrared Survey Telescope for Astronomy) moreover it are a fundamental start point to study different scientific cases. For example, a set of 12 young stars who are in a star formation region and the study of RR Lyrae-whose properties are not well established in the infrared. Based on CoRoT results we were able to show, for the first time, the rotational modulation evolution for an wide homogeneous sample of field stars. The results are inagreement with those expected by the stellar evolution theory. Furthermore, we identified 4 solar-type stars ( with color indices, spectral type, luminosity class and rotation period close to the Sun) besides 400 M-giant stars that we have a special interest to forthcoming studies. From the solar-type stars we can describe the future and past of the Sun while properties of M-stars are not well known. Our results allow concluded that there is a high dependence of the color-period diagram with the reddening in which increase the uncertainties of the age-period realized by previous works using CoRoT data. This thesis provides a large data-set for different scientific works, such as; magnetic activity, cataclysmic variables, brown dwarfs, RR-Lyrae, solar analogous, giant stars, among others. For instance, these data will allow us to study the relationship of magnetic activitywith stellar evolution. Besides these aspects, this thesis presents an improved classification for a significant number of stars in the CoRoT database and introduces a new set of tools that can be used to improve the entire process of the photometric databases analysis

Caracterização do ritmo de atividade/repouso do Mocó (Kerodon Rupestris) em fotoperíodo artificial

Kerodon rupestris (rock cavy, mocó) is an endemic caviidae of Brazilian northeast that inhabits rocky places in the semi arid region. The aim of this study was to characterize the activity/rest rhythm of the rock cavy under 12:12 h LD cycle and continuous light. In the first stage, seven animals were submitted to two light intensities (LD; 250:0 lux and 400:0 lux; 40 days each intensity). In the second stage four males were kept for 40 days in LD (470:<1 lux), for 18 days in LL 470 lux (LL470) and for 23 days in red dim light below 1 lux (LL<1). In the third stage three males were initially kept in LD 12:12 h (450:<1 lux) and after that in LL with gradual increase in light intensity each 21 days (<1 lux LL<1; 10 lux-LL10; 160 lux LL160; 450 lux LL450). In the fourth stage it was analyzed the motor activity of 16 animals in the first 10 days in LD. Motor activity was continuously recorded by passive infrared movement sensors connected to a computer and totaled in 5 min bins. The activity showed circadian and ultradian rhythms and activity peaks at phase transitions. The activity and the rest occurred in the light as well as in the dark phase, with activity mean greater in the light phase for most of the animals. The light intensity influenced the activity/rest rhythm in the first three stages and in the first stage the activity in 400 lux increased in four animals and decreases in two. In the second stage, the tau for 3 animals in LL470 was greater than 24 h; in LL<1 it was greater than 24 h for one and lower for two. In the third stage the tau decreased with the light intensity increase for animal 8. During the first days in the experimental room, the animals did not synchronize to the LD cycle with activity and rest occurring in both phases. The results indicate that the activity/rest rhythm of Kerodon rupestris can be affected by light intensity and that the synchronization to the LD cycle results from entrainment as well as masking probably as a consequence of the action of two or more oscillators with low coupling strength

A apreciação musical infantil: aspectos da constituição da infância contemporânea no discurso de crianças do Ensino Fundamental

Music can be found in peculiar historical and social context with distinct functions, such as religious rituals, ethic-esthetic education of subjects, therapeutic elements, critic and maintenance of established patterns, among others. Considered as language, music acts on dialogue dimensions of the body, the senses, the affectionate-cognitive and of social interactions. Their uses reveal the social forces that cross the culture and constitution of subjectivities. The attribution of senses by the subjects to musical production reveals the cultural voices in dialogue, that circumscribe determined social places to them. Our aim in this work is to investigate the child musical appreciation, with children about 7 to 9 years old, and, by attributing uses and senses to music, unveil the voices that settle the places intended and assumed by infancy in contemporaneity The child constructs its musical appreciation through cultural access and mediation, possible by circulation in several socializing groups like family, school, church, infant groups, community groups and, more recently, publicity and media These last two spheres, enabled by the development of the technological means of communication, contributed to the dissemination of the set of consume ideas and for the emergence of the cultural industry, characteristic of the capitalistic production way in its present configuration. They develop new possibilities of perception of the world, in which the limits between childhood and adulthood are not anymore the same that have been established in previous centuries. So, the child musical appreciation is constituted by homogeneity regarding the senses built and disseminated by cultural industry and by the logical merchandizing, and singularities, associated to the construction of senses in interaction with global, local, and multiple contexts, through which the subject circulates and constitutes himself polyphonically

O pátio escolar do ensino fundamental como ambiente de brincar segundo as crianças usuárias

The intention of the present study was to analyze the adequacy of the playground of elementary schools, according to the point of view of the child student, direct user of this type of environment, what estimated its critical in respect to these spaces and aimed at to contribute for its improvement. Many studies have analyzed the quality of the physical environment available for activities of leisure in specific places for children, focusing in the influence of the physical space in the interpersonal relationships and the comfort and satisfaction generated by the physical characteristics of these spaces. Concern with scholar environment, specially the interest on playgrounds, has been subject of recent studies; however, little attention has been given to the opinion of the user-child in relation to this school environment. In this inquiry of the playground of two state schools of 1ª to 4ª series of elementary school in the city of Piracicaba, SP, was used: assystematics observations, photographic register of the studied environments, interviews with child-users and behavioral mapping. The main subjects resulting from the analysis of the interviews content were: adaptation, density and interpersonal relationships, and infantile confinement. The results revealed the unsatisfactory conditions of the courtyards, in respect to person-environment relationship. The children demonstrated to be critical, creative and responsible when answering questions related to the quality of the school courtyard. This finding confirms previous studies and leads to the conclusion that the child, as the direct user, should be included as an excellent source of consultation in the planning of the constructed environment

Síntese, caracterização e avaliação catalítica do silicoaluminofosfato SAPO-11 sulfatado

Due to environmental restrictions around the world, clean catalytic technology are of fundamental importance in the petrochemical industry and refineries. Creating the face of this a great interest in replacing the liquid acids for solid acids, so as molecular sieves have been extensively studied in reactions involving the acid catalysis to produce chemical substances with a high potential of quality. Being the activity of the catalysts involved in the reaction attributed to the acid character of them involved for the Lewis and Brönsted acid sites. Based on this context, this study aimed to prepare catalysts acids using a molecular sieve silicoalumino-phosphate (SAPO-11) synthesized in hidrotermical conditions and sulphated with sulphuric acid at different concentrations, using to it the method of controlled impregnating. The samples resulting from this process were characterized by x-ray difratometry (DRX), scanning electron microscopy (SEM), Fourier transform infrared spectroscopy (FT-IR), thermal analysis (TG-DTG) and determination of total acidity (by n-butilamin adsorption). The results show that the synthesis method used was efficient in the formation of AEL structure of SAPO-11 and when being incorporated the sulfate groups in this structure the acidity of the material was increased, pointing out that to very high concentrations of acid there is a trend of decrease the main peaks that form the structure. Finally they were tested catalytictly by the reaction model of conversion of m-xylene which showed favorable results of conversion for this catalyst, showing to be more selective of cracking products than isomerization, as expected, in order that for the o-xylene selectivity there was no positive change when to sulfate a sample of SAPO-11, while for light gases of C1-C4 this selectivity was remarkably observed

Síntese, caracterização e estudo fotofísico de complexos de 4,4- diaminoestilbeno-2,2-dissulfonato com íons lantanídeos

This is a work involving fundamental studies of chemistry where the synthesis and structural characterization, as well as a possible future application of these new compounds as luminescent sensors or sunscreen agents, complexes with 4,4 diaminostilbene-2,2-disulfonic (DSD) and trivalent lanthanide ions La3+, Nd3+, Eu3+, Gd3+ and Yb3+, were synthesized in the ratio of 3 mmol: 1 mmol (DSD: lanthanides). The complexes obtained with these ions were present in powder form and were characterized by complexometric titration with EDTA CHN Elemental analysis, molecular absorption spectroscopy in the ultraviolet region, the absorption spectroscopy in the infrared, thermal analysis (TG / DTG), Nuclear Magnetic Resonance - NMR 1H and Luminescence Spectroscopy. The complexometric titration and CHN analysis, confirmed the TG / DTG which suggest that these complexes have the following general chemical formulas: [La2(C14H12S2O6N2)2(H2O)2Cl2].7H2O,[Nd2(C14H12S2O6N2)2(H2O)2Cl2].6H2O,[Eu2(C14 H12S2O6N2)2(H2O)2Cl2].7H2O,[Gd2(C14H12S2O6N2)2(H2O)2Cl2].4H2O e [Yb2(C14H12S2O6N2)2(H2O)2].6H2O. The disappearance of the bands in the infrared spectrum at 2921 cm-1 and 2623 cm-1 and the displacement of the bands in the spectra of the amine complex indicate that the lanthanide ion is coordinated to the oxygen atoms and the sulfonate groups of the nitrogens amines, suggesting the formation of the dimer. The disappearance of the signal and the displacement signal SO3H amines in the 1H NMR spectrum of this complex are also indicative coordination and dimer formation. The Thermogravimetry indicates that the DSD is thermally stable in the range of 40º to 385°C and their complexes with lanthanide ions exhibit weight loss between 4 and 5 stages. The Uv-visible spectra indicated that the DSD and complexes exhibit cis isomers. The analysis of luminescence indicates that the complexes do not exhibit emission in the region of the lanthanides but an intense emission part of the binder. This is related to the triplet states of the ligand, which are in the lowest energy state emitting lanthanide ions, and also the formation of the dimer that suppress the luminescence of ion Eu3+. The formation of dimer was also confirmed by calculating the europium complex structure using the model Hamiltonian PM6 and Sparkle

Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental

The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its implications in the exploitation of that process. The investigation was developed with two teachers from the first years of the Elementary School, from a public school in Pau dos Ferros-RN. It adopts as basis the notion of knowledge as a set of individual and social relations that the individuals maintain with the world and with themselves, in the teaching and learning relation. (CHARLOT, 2000). It considers yet that the knowledges are immediate processes, reconstructed and mobilized by the practice of reflection, in dialogical and interactional contexts in contact with others. (BAKHTIN, 2002, 2003; VYGOTSKY, 1991, 2004, 2005). The collaborative approach was the theoretical and methodological background that oriented the investigative-educative process. By choosing a collaborative research as basis of the investigative pathway, it starts from the knowledge that the critical and collaborative reflection developed with the teachers from the first years of the Elementary School contribute to explicitate and resignify the meanings assigned to the knowledges that these teachers mobilize in the organization of the teaching-learning and its implications in this process. The results of the reflexive and investigative process developed with the teachers demonstrate that the familiar, scholastic, academic, professional, and the work knowledges lived, constitute the consciousness of being a teacher, and that these knowledges implicate in the dynamics of the process of teaching-learning, but not always the teachers take consciousness about these knowledges. The critical and collaborative reflection, mediated by the actions of describing, announcing, facing and reconstructing allowed to the participants of the research to realize the knowledges of themselves and of the other, the difficulties and possibilities in the organization of the teaching-learning process

Saberes docentes, alfabetização, respeito à infância: a criança de 6 anos no ensino fundamental

Éste trabajo se inserta en el ámbito de los cambios en la Enseñanza Fundamental (EF) brasileño que, por la Ley Federal n.º 11.114/2005 anticipa el EF para seis años de edad, y de la Ley n.º 11.274/2006 que amplia el mismo nivel de enseñanza de ocho para nueve años Tales cambios tienen sido respaldados por el argumento de la importancia de se anticipar y promover un mayor acceso a la educación y garantizar una permanencia bien sucedida del alumno en la etapa obligatoria de la Educación Básica. La inclusión de los niños de seis años en el EF puede ser considerada una conquista en el ámbito de las políticas públicas brasileñas destinadas a la educación de niños. Sin embargo, la sencilla simples anticipación/ampliación de matrículas en el EF puede constituirse en más una forma de exclusión, si no fueren garantizadas las condiciones necesarias para se ofrecer una educación de calidad que considere las peculiaridades de una práctica pedagógica de alfabetización con niños más jóvenes. Evidentemente, muchos son los factores que pueden influenciar la calidad de la educación y el tratamiento escolar financiamiento, gestión, organización del espacio escolar pero la acción del profesor, en ése sentido, es un factor primordial entre otros determinantes. Así pensando, definimos como objetivo de éste trabajo investigar saberes docentes requeridos de el profesor para el desarollo de una práctica pedagógica que tiene por meta la apropiación de la lengua escrita, por el niño de seis años recién-ingresa en la Enseñanza Fundamental respetando su condición de ser niño . Para tanto, en el ámbito del enfoque cualitativo de la encusta, realizamos un estudio de caso en dos instituciones públicas: Escola Municipal Professora Emilia Ramos y Centro Municipal de Educação Infantil Marise Paiva, ambas ubicadas en la Zona Este en la ciudad de Natal. De la análisis del contenido de los datos, emergió la temática Saberes Docentes para la Alfabetización de Niños de seis años en la Enseñanza Fundamental que, a la vez, cubre dos categorías de saberes, con suyas respectivas subcategorías: Saberes Docentes Transversales a las Práctica Pedagógica de Alfabetización y Saberes Docentes Específicos a la Práctica Pedagógica de Alfabetización. Entre tantos aprendizaje proporcionadas por el estudio, comprendemos que, sea en la Educação Infantil, sea en la Enseñanza Fundamental, el trabajo con el niño no debe constituirse en la negación de su infancia. Sin embargo, en se tratando de el EF, el esfuerzo para no desvirtuar la voluntad política de proporcionar al niño oportunidades de alfabetización debe ser redoblado, una vez que ésa etapa de la educación podrá ser la marca de un rico y agradable proceso de alfabetización, como puede ser motivo para que el niño se torne desinteresado y acobardado para aprender a leer y a escribir, si no fueren respetadas las necesidades y especificidades propias de ése momento de su desarollo. El estudio también ratificó nuestra comprensión de que la Alfabetización es un proceso peculiar, no constituyéndose, por lo tanto, en tarea simple para el docente, ni tampoco para el niño, visto que la lengua escrita, por si misma, ya es un objeto de estudio bastante complejo. Comprendemos, sin embargo, que esa complejidad no puede tornarse obstáculo para que, también en la escuela pública, ya a los seis años, se permita al niño un trabajo de calidad que tiene por meta su alfabetización, hasta porque, mientras participantes de una sociedad letrada, antes de ingresar a la escuela, los niños ya construyeran concepciones previas sobre la lectura y la escrita, a las cuales el profesor debe estar muy atento

Uma justificava da validade do teorema fundamental da álgebra para o ensino médio

Among several theorems which are taught in basic education some of them can be proved in the classroom and others do not, because the degree of difficulty of its formal proof. A classic example is the Fundamental Theorem of Algebra which is not proved, it is necessary higher-level knowledge in mathematics. In this paper, we justify the validity of this theorem intuitively using the software Geogebra. And, based on [2] we will present a clear formal proof of this theorem that is addressed to school teachers and undergraduate students in mathematics