Indicador de vulnerabilidade agropecuária a extremos climáticos para o nordeste do Brasil

The effects of climate change on human societies have become the focus of many researchers for their research. Understanding weather patterns (circulation of the atmosphere, precipitation, temperature) is essences for predicting extreme weather, but analyze how these extreme events act in our society and look for ways to reduce the impact caused by these events is the great challenge. Using a concept very in the humanities and social sciences to understand these impacts and the adaptation of the society's vulnerability. The objective of this work is to develop and apply a methodology for evaluating fining scale and quantify the vulnerability of the Brazilian Northeast to climatic extremes, developing a methodology that combines aspects of vulnerability to drought, as well as socioeconomic and climatic indicators used to assess exposure, ability to adaptation and the sensitivity of geographical microregions of the region. The assessment of the susceptibility or degree of exposure to risk is the regional using the SPI (Standardized Precipitation Index) by the degree of magnitude dried (MD), the rate of precipitation such as PCD (Precipitation Concentration Degree) and PCP (Precipitation Period Concentration) helped characterize and regional climatology, these indices showed satisfactory results in the pilot study of Rio Grande do Norte to assess the degree of exposure to drought. Regarding sensitivity agricultural / livestock multivariate statistical technique to factor analysis showed acceptable results for the proposed model using data for the period 1990-1999 (P1). The application of the analysis of vulnerability considering the adaptive capacity, as the adaptive disability have almost similar results with much of the region's vulnerability to extreme south of Bahia state as a part of the semiarid region has a degree of vulnerability among moderate and mean

A intercompreensão em Línguas Românicas nas aulas de Espanhol: o que querem e o que podem essas línguas?

The official documents that guide the teaching and learning process of a Foreign Language in Brazil, Parâmetros Curriculares Nacionais de Língua Estrangeira, suggest a linguistic and intercultural communication as the main objective of teaching a foreign language inorderto contribute withareflexive formation of the students.Toachieve this goal, a Virtual Interchange was realized connecting distant places like Córdoba, in Argentina, and Natal in Brazil, between High School students through Moodle platform and Facebook. The Interchange is based in the Intercomprehension in Romance Languages(IC) guidelines, inthiscase between Portuguese and Spanish, according to which every student speaks their own language and makes an effort to comprehend the others througha collaborative process thatgo es beyond the limits of mere linguistic objectives and favors the students’ reality acceptance before the diversity. This qualitative study with thno graphic characteristic stries to know whe ther differentiate projects can increase students’ interest to learn the target language. It was also set as an aim of this study to develop the intercultural competence of our students and foster the respect for different cultures. In the case of Argentinian and Brazilian students, wetried to promote reflection about social representation trying to destroy stereotypes between both groups. As methodological resources, we used interviews, questionnaires and intercomprehension activities during the Project, as well as a participant observation of the interactions betweenthe students of both countries.Webe lieve tobe contributing towards the integral formation ofth student asacriticalcitizenthatthinksa bouttheir posture before the world, which is one of the formal education aims according to Parâmetros Curriculares Nacionais. Our theoretical foundation is based on Intercomprehension in Romance Languages (IC) as a plurilingualism didactics, (JAMET AND SPIŢĂ 2010; ARAÚJO AND SÁ et al., 2003; CAPUCHO, 2010; ANDRADE etal.,2003), some the oriesaboutinter culturalisman didentity(Vallespir, 1999;DUARTE&SANCHES,2004; REVUZ,1998;SILVA,2000;CHAUÍ2006; SERRANI-INFANTE 1998), motivation and second language learning (DECI & RYAN, 1985; DÖRNYEI AND OTTÓ, 1998; DÖRNYEI, 2000, 2001; 2011) and Significant Learning Theory (AUSUBEL, 1968). The results show an increase of students’ motivation when in contact with the target language through dynamic activities in an IC context. Moreover, we noticed that a deeper thinking aboutthe Argentinian culture helped to deconstruct previous cultural representation.