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

A etnomatemática em uma cerâmica da região do Seridó/RN

This work has as objective to describe mathematical knowledge used as tools in the manufacture and marketing of tiles of red ceramic by potters of the Currais Novos village/ RN, located 250 km from the capital of Rio Grande do Norte. For us to reach our objective, we rely on conceptions ambrosianas of Ethnomatematics, besides of the qualitative research in an ethnographic approach. In the empirical part of the research, that went it accomplishes in the period from 2009 to 2012 in the Currais Novos Village, we support the following tools for data collection, semi-structured interviews, field diary, photographs, audio recordings and participant observations. In the analysis of the collected data, we can conclude that there are mathematical knowledge in the management of manufacture and marketing of tiles, often different from the academic mathematics, mainly in the wood cube, on cube of the clays, in the handler with the measures time, the count method , in the arrangement of tiles, in the preparation of the ceramic mass and sale of tiles. Theses knowledge were described and analyzed in the light of the theoretical Ethnomatematics, also supported in official documents, such as Parameters Nacional Curriculares. The analyzes of these knowledge generated subsidies for elaboration of an educational product - a proposal of didactic sequence destined to the Teaching of Mathematics in Elementary and Middle levels for the community schools and region, this proposal is in the Appendix to this work

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

Dificuldades de aprendizagem em estequiometria: uma proposta de ensino apoiada na modelagem

In order to learn/teach chemistry some themes are relevant, like the stoichiometry, which consists in the study of the weight ratios in the combination of elements and compounds between themselves. This is an underlying subject in the understanding/representation/forethought of chemical reactions. Considering these aspects, our study presents a modeling-based proposal to develop the content of stoichiometry with prospective chemistry teachers. With this aim, we have made a review of literature, which we considered when tried to identify the learning difficulties using both quizzes and pedagogical tests, and then, from those difficulties we could propose a teaching unit for this concept and, consequently the evaluation of our proposal. The participants were chemistry undergraduates at the Universidade Federal do Rio Grande do Norte (UFRN) from assorted levels. As a methodological framework, we rely on the discursive textual analysis to characterize the speech of participants. As main results we observed ideas of appearance or disappearance of matter during chemical transformations, disregard of stoichiometric proportions when using drawings to represent the microscopic level of a reaction and confusion between the magnitude amount of matter and other magnitudes such as mass and volume. The final product is a sequence of instruction, based on the modeling previous research literature , with the goal of improving students ability to articulate the macroscopic and submicroscopic levels of representation of the matter

Citologia: uma proposta formativa na EaD - UFRN a partir de concepções alternativas

Learning difficulties can have a direct influence on the teaching-learning process of students by reducing their school performance. One factor that may contribute to this negative influence on learning refers to the presence of alternative conceptions, which may have different origins in the educational process. It is of paramount importance, for teachers, for example, to identify the concepts and the difficulties of their students in order for that knowledge can be able to contribute significantly to improve the teaching and learning process. From the following considerations, the present study (still in progress) aims to investigate aspects related to the concepts and difficulties of graduating students in relation to the contents of Biology. The participants of the research were undergraduate students in Biological Sciences from UFRN, studying by Distance Learning (Educação a Distância). To develop the survey, questionnaires were developed to identify the contents in Biology that these students have more difficulties as well as an interview to raise misconceptions regarding the content of cytology. Another tool developed was a textbook evaluation form, which was applied in conjunction with a questionnaire in workshops (short courses) in order to identify possible errors and mistakes that could jeopardize the process of teaching and learning, such as the importance that these learners assign to textbooks in the educational process. From the data collected, a booklet on the content of cytology was developed as a product. It is expected that it can be applied in classrooms in order to improve the teaching and learning in references to Biology, to minimize, for example, alternative conceptions than can occur related to the theme

Dificuldades na construção de gráficos de funções

This study describes about graduation s students difficulties of to draw functions graph. Specifically, we intend to observe their abilities evolution, as well as their difficulties during Calculus I subject in engineering course. For that, we show them publications about the elaboration of graphs and its difficulties in obstacle terms and some researches witch contain this subject and that it was done during postgraduate studies in mathematical education. It shows by research methodology aspects related to French didatic s mathematic and some theories of cognitive psychology considering the high value between theoretical-methodological relation that was evidenced in both theoretical conceptions about ways to understand and teach mathematic. This methodology is based on didactic engineering purpose, that consist in preliminaries analysis, conception and didactic sequence analysis prior, trials by application followed analysis up and conclusion. We had also used pedagogicals actions and analysis of results achieved, to classify types of errors made by the 2005 s students during second semester, from conceptions related to the episthemologic and didactics obstacles

O gênero crônica na sala de aula do ensino médio

In this work we present the results of a research that aims to study the chronicle gender produced in a class of native language. The texts were written by students of a high-school class, under the orientation of the teacher who conducted a didactic sequence in order to explore this gender. In our analysis we observed aspect such as the structure of the general structure of the texts, types of speech and linguistic sequences, some mechanisms of textualization and the characteristics of the gender. In order to attain that, we adopted the theoretical presuppositions of Textual Linguistics and of the Socio-discursive Interactionism, grounding the study of texts and gender in Bronckart (2003; 2006) and Koch (2002; 2004). As a background of the Chronicle Gender we used the studies of Coutinho (1987); Moisés (2003); Sá (2005); Bender; Laurito (1993); Melo (1994); Cândido et al. (1992) among others. The corpus, made up of 15 texts, showed that the narrative is the most used linguistic sequence in the producing of the texts, the discursive world prevailing in the narrative and some instances of the world of exposing. As for the gender characteristics, the daily life was used in order to amuse the reader and make him to reflect upon the daily life. Humor, irony, social criticism and colloquial language were also observed in the texts produced by the students. Although some texts presented the characteristics of the gender, explored in the classroom, some were typically school narratives. That make us believe that a work with textual production under the approach of a text gender is viable, but it is not consolidated yet in many schools as the main object of the central teaching of the Portuguese language. This make us defend a better systematization of the teaching contents having as the main point the reading practice and text production in order to contribute for the growing of the students´ discursive potentialities and, therefore, their effective participation in the language social practices

As Noites Mussetianas na Lírica Castroalvina

Ce mémoire de master a comme objectif étudier l influence du recueil Les Nuits d Alfred de Musset dans la poésie de Castro Alves. Nous allons procéder à une analyse textuelle des poèmes A volta da primavera , Murmúrios da tarde et Adeus à partir de la transposition des thèmes traités par le poète français dans La nuit d août , La nuit de mai et La nuit d octobre . A traves l intertextualité manifestée par des épigraphes de ces poèmes mussetiens, nous trouvons des ressemblances et dissemblances éventuelles qui assurent d un rapport entre ces deux auteurs. Le lyrisme romantique d orientation mélancolique établit des liens entre des poètes qui ont un concep cyclique du sentiment amoureux: de la naissance à la mort, et de celle-ci à la renaissance. La femme, qui se trouve liée aux événements naturels, change le paysage, sa présence étant une raison raison de joie et son absence, une souffrance. La nature évoquée et ses saisons servent de décor vivant aux penchants d états d esprit parmi les amants. Alors, nous verront dans le premier poème castroalvino l euphorie des noces printanières; La mélancolie éprouvée au déclin du jour et ses soupirs évanescents dans le deuxième poème; et dans le dernier, le deuil fermé d un amant qui resiste à accomplir le deuil de l objet d amour

Projetos de letramento na educação de jovens e adultos: o ensino da escrita em uma perspectiva emancipatória

This ethnographical research-action is included in the Applied Linguistics area and its study object is related to literacy projects (KLEIMAN, 2000), since they bring a new sense to the literacy practices in school and emphasizes the agentive writing character and the role of the discursive genres in the formation of literacy agents who aim at the action and the social change. Considering the emancipatory potential that these didactic organizations have in the civic literacy of those who live in social risk and vulnerability situations our aim in this investigation is: to reflect about the role of the redefinition of the literacy school practices and investigate how the action of teachers and students as literacy agents occur. The specific aims are: to promote literacy events which encourage the writing practice for the action and social change; to comprehend how the identity construction of the literacy student-agent occurs by the reflection of its agency process in the literacy projects; to identify teaching strategies and procedures which enable the development of emancipatory language practices; to investigate the axiological values constructed by the learners in and about the writing work in literacy projects. Our discussion is based on the language conception supported by Bakhtin (BAKHTIN/VOLOSHINOV, 2000; BAKHTIN, 1990, 2003); in literacy studies (KLEIMAN, 1995; BAYNHAM, 1995; BARTON; HAMILTON; IVANIC, 2000, LAZERE, 2005); on critical studies which defend the idea that the texts are ideological instruments able to give power to the individuals (MCLAREN, 1988, 1991, 1997, 1999, 2000, 2001; FREIRE, 1971, 1978, 1979, 1982, 1992, 1996, 2001a, 2001b, 2009; GIROUX, 1983, 1986, 1990, 1992, 1997, 1999, 2003; APPLE, 1989); on the social genre approach inspired by the New Rhetoric (BAZERMAN, 2005, 2006, 2007; MILLER, 1984, 2009). The data were generated between 2006 and 2010 in the Youth and Adult Education (YAE), in public schools in Natal-RN. The research permitted us to deduce, firstly, that the redefinition of the work with discursive genres provide the learner to read and write to act discursively in the social world, earning, thus, empowerment, autonomy and emancipation; secondly, that involving the students in literacy projects goes beyond didactic competence related to specificities and content domain. It is necessary that the teacher is certain about to whom, what, why and how to teach and that he/she gets a reflexive posture, becoming a learner as well; thirdly, that through the literacy practices which were developed, the collaborators of the research have constructed a more conscious and a more critical view in relation to the language and to the world where they live through the social-political writing and they have improved as interventive and politicized citizens

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

As origens históricas do Zaratustra nietzcheano: o espelho de Zaratustra, a correção do mais fatal dos erros e a superação da morte de Deus

Through a careful examination of the relationship between Zoroastrianism and the Western tradition, and a detailed and critical reading of the writings of Nietzsche, this work aims at showing to what extent the character Zarathustra , his discourses and poetical-philosophical thoughts, and related passages from many distinct Nietzschean works, directly or undirectly reflect a philosophy that harvests contributions from the Zoroastrian tradition or its headways (in the Judeo-Greco-Christian tradition, and furthermore in the whole Western philosophical tradition). Supplied with this provisions, and with the interpretation cast upon them, Nietzschean philosophy questions the entire Western tradition of thought, and proposes its replacement by a new attitude towards life. This work also intends to show the way the Nietzschean Zarathustra was built up, in the writings of the German philosopher, together with the idea of making, out of the namesake character of the ancient Iranian prophet (Zarathushtra or Zoroaster, the founder of Zoroastrianism), the herald of that important text that intended to bring the German language to its highest perfection , clumping together, and leading to a prophetic-poetic climax consonant with the meaning of the Earth , Nietzsche s key ideas about the rectification of the most fatal of errors and about the death of God . An elaborate investigation has been pursued after the reasons and manners of the building up of Nietzsche s Zarathustra mirroring its Iranian namesake (sections 1.1 to 1.6), and a survey of the works of Nietzsche has suggested unquestionable relations with the Zoroastrian tradition, mostly through the Jewish, Greek or Christian repercussions of this tradition. These relations have been put in context, in many framings (sections 2.1 to 2.3.2), in the ambit of the most fatal of errors - the - creation of morals in the very occasion of its transposition to metaphysics (Ecce Homo, Why I am a destiny , 3). Through an evaluation of the possible circumstances and repercussions of the death of God , the relations between Nietzsche s writings and Zoroastrian tradition have been investigated (sections 3.1 to 3.7), allowing the understanding of this event as an essential component, and tragic outcome, of the rectification of the most fatal of errors

Sistemática integrativa de Cichlasoma orientale Kullander 1983 e Crenicichla menezesi Ploeg 1991 (Teleostei: Cichlidae) das bacias hidrográficas do Nordeste do Brasil

Understanding the historical and ecological relationships which are influent in current biological diversity is one of the most challenging tasks of evolutionary biology. Recent systematics emphasizes the need of integrative approaches to delimit different lineages and species. The northeastern Brazil, mostly placed in Caatinga biome, is characterized by a semi-arid weather, low precipitation and seasonal behavior of rivers. This region is regarded lacking as ichthyological knowledge and one of the most threatened by anthropic activities. Further, will be affected by a massive water diverpsion work that will transfer waters from São Francisco basin, to other major four basins: Jaguaribe, Apodi-Mossoró, Piranhas-Açu and Paraiba do Norte. Loss of diversity and richness, hibridizitation, community interactions changes, population homogenization, changes in water quality and flow regime, are examples of environmental impacts already related with similar works. The present study aims to investigate morphological and molecular variation of Cichlasoma orientale Kullander 1983 and Crenicichla menezesi Ploeg 1991, two cichlid species present in northeastern Brazil basins. Further, the study aims to evaluate the influence of geomorphological and climatic processes in this variation, and point some possible impacts of the artificial connectivity which can be brought by São Francisco interbasin water transfer to their population dynamics. Geometric morphometrics and phylogeographical analysis were used to investigate the populations from three different hydrological regions. Our results showed a significant morphological variation of populations from basins that are involved in the São Franscisco s diversion project, not related to an ancient separation between populations, emphasizing morphological variation which could represent a set of plastic responses to the variable hydrological regime in Northeastern Brazil. The role of plastical responses in naturally variable habitats as well as the potential disturbs that could be brought by the interbasin water transfer works are discussed here. Further, our molecular data allowed us to make inferences about species distribution and their taxonomy, and identification of a potential new species of Crenicichla for São Francisco river basin. Our data also allowed to identify some shared haplotypes for both species, which could be related to lineage sorting scenarios or recent gene flow between populations. However a strong structure in most of the pairwise comparisons between populations for both species was revealed. Climatic events such as Atlantic forest regression during the Pleistocene, sea level fluctuations and dispersion by paleorivers in the mouth of Apodi-Mossoró river, and neotectonic events regulating the connection between drainages are likely to have had a contribution for the actual lineages distribution in northeastern Brazil. Further, analysis of molecular variation (AMOVA and SAMOVA) showed that the actual basin s isolation is an important factor to molecular variation, in spite of the signal of recent contact between some basins. Different genetic diversity patterns between species could be related to multiple historic events of colonization, basins landscapes or biological differences. The present study represents the first effort of integrative systematics involving fish species of northeastern Brazil, and showed important morphological and molecular patterns which could be irrecoverably affected by the artificial connection that might be caused by the São Francisco interbasin water transfer

Contribuição ao estudo das redes complexas: extensão do modelo de afinidade

Neste trabalho, elaboramos e discutimos uma rede complexa sem escala, ou seja, uma rede cuja distribuição de conectividade segue uma lei de distribuição de potência. Nosso trabalho pode ser resumido da seguinte forma: Para efeito de didática vamos começar com redes aleatórias que estão relacionados com situações reais e artificiais, e depois comentar as redes livres de escala, como proposto por Barabási-Albert (BA). Depois disso, discutimos uma extensão deste modelo, onde Barabasi e Bianconi (BB) incluem a qualidade. Discutimos também o modelo de afinidade, ou seja, (Ver Almeida et al). Finalmente vamos mostrar o nosso modelo, uma extensão do modelo de afinidade dada por e apresentar os resultados correspondentes. Para realizar tal tarefa modificamos a regra de ligação preferencial do modelo de BB colocando um fator que apresenta o grau de probabilidade entre os sítios da rede. Esta quantidade é feita pela diferença entre a qualidade do novo sítio e a qualidade dos anteriores. Este novo parâmetro produz novos resultados interessantes: a distribuição que segue uma lei de especial de potência, expoente apropriado. A evolução temporal da conectividade do sítio também é calculada . Além disso, mostramos também, os resultados que foram obtidos, via simulação numérica, para o menor caminho médio e o coeficiente de agregação da rede gerada pelo nosso modelo, isto é, pelo modelo de afinidade.