Rubiaceae em um remanescente de floresta atlântica no Rio Grande do Norte, Brasil

Empresa de Pesquisa Agropecuária do Rio Grande do Norte

Taxonomia de Papilionoideae (leguminosae) da Mata Atlântica do Rio Grande do Norte, Brasil

Leguminosae is the third largest family of angiosperms with about 19.325 species and 727 genera, and it is pantropically distributed. Papilionoideae is the most diverse of the three legume subfamilies, with around 13.800 species (71%), 478 genera, and 28 tribes. Papilionoid legumes include herbs, shrubs, lianas or trees with pinnate, trifoliolate, unifoliolate or simple leaves, flowers frequently papilionate with descending imbricate petal aestivation, the petals highly differentiated into standard, keel, and wings, androecium usually diplostemous, and seeds without pleurogram, with conspicuous hilum, and the embryo radicle usually curved. The current study aims to carry out a taxonomic account of the Papilionoideae from Atlantic Forest remnants in Rio Grande do Norte, Brazil, across the herbaria data surveys, collections of field samples and morphological analysis of the collected specimens and/or herbaria materials. Identification key, descriptions, diagnostic characters, illustrations, and geographic distribution of the 68 species and 32 genera within the following tribes Phaseoleae (11 genera/24 species), Dalbergieae (9/20), Swartzieae (3/3), Millettieae (2/4), Sophoreae (2/2), Abreae (1/1), Crotalarieae (1/3), Desmodieae (1/7), Indigofereae (1/3), and Sesbanieae (1/1). The most species-rich genera were Desmodium Desv. (7 species), Centrosema (DC.) Benth. (5), Stylosanthes Sw. (5), Aeschynomene L. (4) and Macroptilium (Benth.) Urb. (4). Concerning to the habit, the herbaceous and shrubby has predominated with 60% (41 spp.), following by the vine and lianas with 28% (19 spp.) and the woody with only 12% (8 spp.). Thirty two species and the following genera are newly recorded for the flora of Rio Grande do Norte: Chaetocalyx, Cochliasanthus, Crotalaria, Galactia, Geoffroea, Macroptilium, Rhynchosia, Swartzia, Trischidium, and Vigna

Olimpíada de Língua Portuguesa: ressignificação de práticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCHÍNOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (LÜDKE; ANDRÉ, 1986; ANDRÉ, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students‟ texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

Rubiaceae em um remanescente de floresta atlântica no Rio Grande do Norte, Brasil

Empresa de Pesquisa Agropecuária do Rio Grande do Norte