A matemática contábil: das lides comerciais para os cursos secundários técnicos e sua transformação em setor acadêmico no Brasil (1808-1970)

Pós-graduação em Educação Matemática - IGCE

O desenvolvimento da memória na educação infantil: contribuições da Psicologia histórico-cultural para o ensino de crianças de 4 e 5 anos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de Ciências nos anos iniciais do ensino fundamental: o que dizem os professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Trajetórias escolares no ensino fundamental: estudo de uma escola pública

Pós-graduação em Educação Escolar - FCLAR

Agricultura urbana na cidade de Teresina: hortas comunitárias - políticas públicas ou segurança alimentar?

Pós-graduação em Geografia - IGCE

Brincando de gangorra: uma discussão sobre formação de professores e uso de tecnologias

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Influence of lineage of oocyte donor on the yield and morphology of oocytes recovered by ultrasound-guided follicular aspiration in nellore cows

The objective of this study was to investigate the influence of lineage of oocytes donors on the number and quality of oocytes obtained through ultrasound-guided follicular aspiration in Nellore breed cows derived from two lineages of bulls (Karvadi; K and Taj-Mahal; T). Both maternal (Km and Tm) and paternal (Kp and Tp) lineages, as well as their combinations were investigated. Oocyte aspirations were repeatedly performed with an aspiration interval of 15 days in 56 donor females. Recovered cumulus oocyte-complexes (COCs) were counted, morphologically examined and classified into seven categories (grades from I to VII) according to the number of layers of the cumulus oocyte and cytoplasm appearance. The mean number of oocytes retrieved from donors of lineage Tp-Tm was significantly higher (28.23±1.92, P<0.05) than those obtained from lineages Kp-Tm, Kp-Km, and Tp-Km (21.34±1.32, 21.28±1.73, and 16.72±1.31, respectively). There was no significant difference in the mean number of recovered oocytes between donors of lineages Kp-Km and Kp-Tm, whereas animals of lineage Tp-Km yielded the lowest number of oocytes. Higher mean number of grade III oocytes was recovered from donors of lineage Kp than lineage Tp (10.11±0.66 versus 8.79±0.58, respectively), with more grade III oocytes being obtained in both lineages as compared to the others. Paternal lineage did not influence the quality of recovered oocytes in any other category, but both Kp and Tp yielded a great mean number of oocytes graded as I, II, and III (3.14±0.21; 4.93±0.33, and 10.11±0.66 versus 3.19±0.21, 5.59±0.44, and 8.79±0.58, respectively) than those classified as IV, V, VI, and VII. However, when considering the data from the maternal lineage significantly more oocytes (P<0.05) of grade I, II and III were obtained from Taj-Mahal (11.67 ± 0.67, 5.9±0.42 and 3.64±0.25, respectively) than for lineage Karvadi, with similar results for oocytes of grades IV, V, VI, and VII. Similarly to the paternal lineage, the number of oocytes of grade III was superior (P<0.05) when compared to other categories for both lineages. In conclusion, we demonstrate here a direct influence of lineage of oocyte donor on the production and quality of oocytes obtained through ultrasound-guided follicular aspiration in Nellore cows.

Educação física escolar: estado da arte e direções futuras

The aim of this paper is to characterize and discuss the School Physical Education as a profession and subarea of research in the broader academic fi eld of Physical Education and educational research. To do that, it initially defi nes the difference between research in School Physical Education from research about School Physical Education, and point out the themes and research hypotheses for this subarea. It also analyses 289 articles characterized as research in School Physical Education, published in 11 Brazilian periodicals, classifying them in the following categories: “level of schooling”, “bodily practice” and “theme”. The results indicate that the majority of studies are carried out in elementary school, in “games” and “sports”, and in descriptive and interpretative research in School Physical Education practices in several dimensions and interrelations. In conclusion, it points to the need to a focus in the research in teaching, the implementation of public curricula, and teacher education. Finally, it alerts to the need for Brazilian postgraduate programs in the academic fi eld of physical education to invest more in research in School Physical Education subarea.

A agenda da regulação da comunicação social no Brasil: da constituinte aos impasses contemporâneos

The paper analyzes the regulatory framework for the Media in Brazil in the Federal Constitution and the nexus between democratization and constitutional process, interpreting relevant actors (government, political parties, civil society) and figured as the themes of communication and institutional political agenda. The obstacles to the regulation of many of the statements remain constitutional (right of communication; seal monopolies / oligopolies; regionalization of cultural production; nationalist character in control of broadcasting; compatibility between segments state, public and commercial; Social Communication Council), that replaces debate on the very principle of the right to communication regulation by analyzing the corresponding decisionmaking processes. This conflictual agenda-setting involves multiple interests, from strictly commercial aspirations of companies operating in this market, going by the increasing share of religious institutions who also want to expand upon practices of proselytizing until the interests of policy makers who also have control over a slice of that business.

Uma proposta de formação continuada de professores de ciências e matemática na interface do agir comunicativo e das questões sociocientíficas

The objective of this paper is to present a theoretical proposal for the training of teachers of mathematics and science at the interface of communicative action and socio-scientific issues. In this paper we argue for the need for a continuous training of teachers if we are to be interested in developing the scientific training of students from the public school system. To form communicatively competent students, by the end of schooling, becomes necessary the training of argumentatively competent teachers. Therefore, we believe that the theory of communicative action by Jurgen Habermas, will cooperate to this end.

A escola, os professores e a inovação educacional

The purpose of this essay is to reflect on the quality of the school and psychosocial aspects involved in the assimilation of educational innovations by teachers in their teaching practices.Innovations cause resistance which endanger the goals of improving education outcomes. This makes the possibilities of basic schooling fail, preventing contribute to the transformation of living conditions of the working classes.

Projetos de letramento: uma proposta para a ressignificação da produção escrita na escola

Pós-graduação em Letras - FCLAR

O papel dos professores na construção da autonomia moral dos alunos: como pensam e o que fazem

Pós-graduação em Psicologia - FCLAS

Aspiração folicular por videolaparoscopia e maturação oocitária in vitro em pacas (Cuniculus paca – linnaeus, 1766) mantidas em cativeiro e submetidas a protocolos de superestimulação ovariana

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Expectativas de aprendizagem e processos avaliativos na educação física para os anos iniciais do ensino fundamental: análise de proposições teóricas e de perspectivas de professores

Pós-graduação em Docência para a Educação Básica - FC