Agricultura familiar em Rio Claro - SP: em busca de alternativas para permanência no campo

As we focusing in the Brazilian rural area we see that it presents the spatial diversity and the different organization forms of the space arising from its diversity, tied to the different economic, social, politic and cultural contexts .These contextual diversities bring results that is not limited to the agrarian sector, but get beyond the border of the rural world, taking different ways of organization and structuring in the urban areas. The building and management of the rural spaces are constituted as an attribute of the agricultural production that in the course of the centuries made disappear and reduce significant proportions from the natural areas. In many places, the intensification of the production process gives satisfaction to the globalized markets and that return allows the reproduction of the productive conditions. In other areas the access difficulties to the market and the proximity to the developed urban centers cause the abandonment of the agricultural activity and the maintenance of property without production or with specific services (tourism, for example). That process triggers a multiplicity of factors that are defining the pace of the rural areas in Brazil. This work sought to understand all the deals of the ‘’rural’’ county of Rio Claro-SP and what’s the role and the situation that we find the familiar agriculture in the advanced urban areas, which is the case of this study. Where the agriculture doesn’t represent the flagship of the economy. It was the intention, identify what activities and practices socio-spatial are developed in the county rural area. Trying to understand the public politics acts in the promotion and encouragement to the already developed activities or even other activities that can represent the possibility of a social and territorial reproduction of the families on the country

Modelo petrofísico 3D do Arenito Namorado no Campo de Namorado - Bacia de Campos, RJ

The Namorado Oil Field represents the beginning of the oil exploration in Brazil, in the 70s, and it is still a subject of researches because the importance of this turbidite sandstone in the brazilian oil production. The Namorado’s production level was denominated “Namorado sandstone”, it is composed by turbidite sandstone deposited during the Albian-Cenomanian. In order to define the structural geometry of the main reservoir, geological and geophysical tools like RECON and Geographix (Prizm – Seisvision) softwares were used, and its application was focused on geological facies analysis, for that propose well logs, seismic interpretation and petrophysical calculations were applied. Along this work 15 vertical wells were used and the facies reservoirs were mapped of along the oil field; it is important to mentioned that the all the facies were calibrated by the correlation rock vs log profile, and 12 reservoir-levels (NA-1, NA-2, NA-3, NA-4, NA-5, NA-6, NA-7, NA-8, NA-9, NA-10, NA-11 e NA-12) were recognized and interpreted. Stratigraphic sections (NE-SW and NW-SE) were also built based on stratigraphic well correlation of each interpreted level, and seismic interpretation (pseudo-3D seismic data) on the southeastern portion of the oil field. As results it was interpreted on two- and three-dimensional maps that the deposition reservoir’s levels are hight controlled by normal faults systems. This research also shows attribute maps interpretation and its relationship with the selection of the reservoir attribute represented on it. Finally the data integration of stratigraphic, geophysical and petrophysical calculations lets us the possibility of obtain a detail geological/petrophysical 3D model of the main reservoir levels of “Namorado sandstone” inside the oil/gás field

Análise das respostas de atributos sísmicos dos carbonatos barremiano, albiano e neógeno no campo de Bonito, bacia de Campos - RJ

The Bonito oil field, located on southwest of Campos Basin-RJ, has been explored since 1982. The main reservoir is composed by calcarenites of Quissamã Formation (Macaé Group) from Albian, but two other carbonate levels are present on the field, firsts is Coqueiros Formation (Aptian) and the second Siri Member (Oligo-Miocene). In this context and considering that carbonates reservoirs are a challenge for exploratory geoscientists, since the difficulty on recognize the effective reservoir distribution. This work aim to characterize the geophysical/geological facies based on seismic attributes responses, related to reservoir geometrical distribution, for the tree carbonates intervals on Bonito oil Field. A tree dimensional interpretation of the levels has been developed, based on well cross correlation and a 3D seismic interpretation, resulting on the stratigraphic and structural framework of the field, which showed a NE-SW fault trend controlling the Aptian carbonates reservoirs, and halocnetics structures showing a structural trap on Albian carbonates reservoirs. The definition of the structural/ stratigraphic framework possibly the seismic attributes calculations over the reservoir intervals. To select the best response in comparison with the reservoir distribution, obtained by seismic interpretation, the attributes response were compared with isopachs maps of each carbonate stratigraphic level. The attributes Maximum Amplitude, Maximum Magnitude and Rms Amplitude showed a good answer to reservoir distribution. The Rms Amplitude also showed a good correlation with physical rock properties, like RHOB bulk density, for the Albian and Aptian carbonates, as consequence it is possible make a characterization of reservoir distribution based on seismic attribute answer

A criança de 01 a 03 anos: uma reflexão sobre a evolução da imitação no processo de formação do eu

This investigation aims to observe play contents and elements that make it possible to notice if a child is at the imitation stage. First of all, this study reviews Piaget’s findings about the origins of imitation, and how it develops into representation. After that, “game” is analyzed in order to understand the cognitive representation and how children develop the ability to use symbols. Based on these assumptions, a study was developed into a public school (Profª Maria Teixeira Fittipaldi) with 9 children, aged between 1 to 3. Methodology included the observation of play and activity time; a diary to record the observations; and the analysis of the collected data, based on Piaget’s research into the classification and development of symbolic play. The results show that all observed situations were at the “first stage”, which reveal the apogee of ludic symbolism, and that the kind of game varied according to the child’s age. Moreover, it was possible to notice the importance of symbolic play at preschool, since it triggers world knowledge development and helps interpersonal relationship growth.

Formação continuada em educação física e inclusão do deficiente no ensino regular sob a ótica de professores =: The ongoing graduation in physical education studies and the inclusion of disable people in regular schools under the teacher's perception

Pós-graduação em Ciências da Motricidade - IBRC

A dimensão estética na formação das educadoras e dos educadores da infância: todos os tons do mundo

Pós-graduação em Artes - IA

A ideologia dos meios de comunicação social na formação da consciência familiar

Pós-graduação em Serviço Social - FCHS

Trabalho com projetos na formação inicial de professores de matemática na perspectiva da educação inclusiva

Pós-graduação em Educação Matemática - IGCE

Caracterização de práticas de governança territorial no processo de desenvolvimento contemporâneo em Timor-Leste: análise a partir da questão da formação profissionalizante

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Formação e profissionalização docente: análise do Programa Especial de Formação Pedagógica da UTFPR - Câmpus Medianeira

Pós-graduação em Educação - FFC

Calcários albianos de campo petrolífero na Bacia de Campos: fácies, diagênese e modelo deposicional

Pós-graduação em Geologia Regional - IGCE

Educação e desenvolvimento da criança na primeira infância: o campo das responsabilidades

The new educational context requires the prospect of a more playful and pedagogic practices more flexible, and that meets promote child development, which includes the child in her singularity and allows her to read display that features the world, that stimulates exercise and allow the creative act that respects the feelings and emotions she has, which values ​​the different forms of infantile expression. The child needs and is entitled to promote his integral development potential. Therefore, it is necessary to have professional commitment to promote a quality educational services for children.

Inclusão de alunos com deficiência em escolas do campo: desafios da docência em contextos multisseriados

The challenges of dealing with diversity in the school, in a society that values standards, which homogenizes subjects, have been one of the main issues raised, both by researchers in the field of education as the segments that produce the policies in our country. The teatchers transformations, in the new needs prevailing in the era of postmodernity have inspired improvements in the teaching- -learning process and provide conditions to seek training professionals aware and critical in the process of being on social diversity. The present study aimed to investigate the challenges of teaching practice in the process of inclusion of students with disabilities in public schools in the Field of Concordia-SC. Such institutions have structures in their multigrade classes and organizations – with one teatcher for all. The methodological approach was qualitative in nature, with the instruments to collect data, semi-structured interviews and non-participant observation. We research subjects, two teachers of multigrade classes, Azucena and Dalia, which have enrollment of disabled students and the schools that comprise the Concordia Field. It was observed that as a result the main themes emerged from the interviews were: 1) Valuing and respecting the characteristics and capabilities of each student, 2) Design of classroom space as heterogeneous, rich in human diversity, 3) Cooperative work as a potentiator rhythms and different styles of learning, 4) continuing training of teachers: ensuring a “know-how”. It is hoped that the results of this study contribute to the formation and performance of the teacher in the process of inclusion of students with disabilities in school areas, especially in schools field.

Memória, infância e brincar em escritos de Walter Benjamin: cultura lúdica e processos de formação e prática docente

This text aims to present some ideas of the philosopher Walter Benjamin, one of the most intriguing intellectuals of our time, trying to outline in his work the relationship that the author establishes between childhood playing and ludic culture, more precisely regarding the memory of playing, childhood, culture, history and memory in contemporary society after the twentieth century. Thus, in order to identify reinterpreted experiments, as places, forms of playing and types of toys made out of this paradigm, we were guided by the notes, essays, translations and articles in which Benjamin identified conceptions of childhood and ludic culture. Benjamin's view of childhood is not childish, simplistic or reductive. His works allow us to discuss and justify the need for a more detailed analysis on the phenomenon of development and teaching practice within the everyday schoolchildren. By revisiting the original ideas, and irreverent criticism of Benjamin, thinking education from his account, we hope to contribute with other studies in the field of education, by elucidating the process of development and teaching practice in relation to the ludic childhood culture, specifically regarding childhood and the places of childhood in the contemporary context.

Sexualidade e orientação sexual na escola em foco: algumas reflexões sobre a formação de professores

This article discusses the training of teachers to work with sexuality issues in regular school environment after the creation of the National Curriculum (PCNs) in 1997. The authors note that over a decade there have been no official regular and systematic initiatives or incentives to provide teachers with sex education disciplines at undergraduate level in Pedagogy, Teachers’ Training, Continuing Education or Initial Training courses, with rare exceptions. Generally the work with sexuality and sex education carry with it some coadjutors such as ignorance, prejudice, taboo and discrimination. In this way, if teachers are prepared to approach the field, they will experience a significant gain in performance and in the psycho-social development of their students, as well as work in a process of citizenship education.