Determinação da distribuição de um nível de turbidito na formação Macaé no campo de Namorado através de uso de atributos sísmicos

This study was developed on the basis of petrophysics characterization, 3D seismic interpretation, and rock-wire-log integration. The results were integrated with amplitude attribute through cross plot (rock attribute x amplitude value). 3D seismic data also allowed inteipreting the top of Lagoa Feia, Macaé, and Carapebus formations, and Outeiro Member. The analyses of the maps of structures and attributes, integrated with wire-log data, suggest that Namorado turbidite level is candidate to be mapped with stratigraphic attributes like AverageTroughAmplitude, RMS velocity and Total AbsoluteAmplitude. Lagoa Feia Formation attribute maps (Dip-Azimuth and TotalEnergy) allows to interpret a low fault density at the carbonate coquina level in the Namorado field. This level is also considered one at the best seismic reflector and an important reservoir of the Campos Basin.

A iniciação esportiva a quem compete ?: um estudo sobre a formação profissional no campo da educação física

Pós-graduação em Ciências da Motricidade - IBRC

O mediador cultural: considerações sobre a formação e profissionalização de educadores de museus e exposições de arte

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A prática em questão: demandas da incerteza e da complexidade para a atuação na Educação Física escolar e para a formação profissional

Pós-graduação em Educação - IBRC

Índios e Poetas: o Instituto Histórico e Geográfico Brasileiro e a invenção do Indianismo Literário 1808- 1860

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A disciplina lazer nos currículos de educação física: um estudo sobre os saberes dos professores nas universidades públicas do estado de São Paulo

Pós-graduação em Ciências da Motricidade - IBRC

A tradução brasileira de O nome da rosa, de Umberto Eco

O presente trabalho, que é uma crítica à tradução brasileira da obra em epígrafe, propõe-se enfatizar a responsabilidade do tradutor, bem como a necessidade do domínio não apenas das línguas com as quais se trabalha, como também da formação específica no campo do assunto versado na obra a traduzir.

A educação não-formal como campo de estágio: contribuições na formação inicial do arte/educador

Pós-graduação em Artes - IA

A piedade epicureia e a formação do campo politikós do Jardim

Pós-graduação em História - FCLAS

Fácies, diagênese e arquitetura estratigráfica de reservatórios deltaico-lacustres da fase rifte (formação pendência), campo Serraria da Bacia Potiguar

Of the four lacustrine deltaic models, which were found in the Pendência formation, two are represented in the Serraria field. Respectively the deltaic models 1 and 3 shows the reservoir zones A and B. The Zone A is divided into six sub-areas. Each is representing a smaller cycle of development of sigmoidal lobes of deltaic front. Zone B produces in reservoirs of Model 3, or so called Full delta. The Zone B is formed by overlapping the deltaic plain system over the deltaic/prodeltaic front (model 1). This work uses the method of zooming with the aim to contextualize the geometric aspects of the sand bodies, highlighting the analysis of facies and diagenesis with help of pictures and testimonies of thin sections. The sigmoidal lobes of Zone A are fine to very fine sandstones, well sorted, with a arcosian composition.;practically with a weak compaction and cementation of a kind of film of clay (if very fine) and overgrowth feldspar (fine texture). This silicate phases are succeeded by cementation of poiquilotópica calcite, and after this a stage of dissolution, containing only regular permoporosity for this reservoir. Zone B has a combination of two types of deltaic plain reservoir. One is the rarest of distributary channel and the other the most common of lobes of crevasse. In the channel coarse to medium-grained and poor to moderate sorted sandstones are formed (tuning up), and with a lytic arcosiana nature. Rarely there are cements, including growth of feldspar and rhombohedral dolomite, which prevent a high permoporosity of the reservoir. In the crevasse lobes, the sandstones are laminated, fine and well sorted, arkosic, rarely with overgrowth feldspar and calcite poiquilotópica, and with a good intergranular permoporosity

A emergência da necessidade formativa docente no campo discursivo da formação de professores no Brasil

Pós-graduação em Educação - FCT

Experiências Comparadas na Educação do Campo entre Brasil e Cuba e as Possibilidades de Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the “Third World “, i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the “field schools” in Cuba (1960-1975). The issue of “intellectual and organizational culture”, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009-2010). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

O espaço dos homens plenos: experiência comparada na educação do campo entre brasil e cuba e as possibilidades de formação omnilateral

This text aims to present the challenges and opportunities of omnilateral formation as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices originating from the educational experience of Brasil and Cuba. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the field schools in Cuba (1960-1975). The issue of intellectual and organizational culture, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

Práticas Educativas Comparadas em Educação do Campo e os Desafios da Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the "Third World ", i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to “intellectuals and the organization of culture” in "schools in the countryside" in Cuba (1960- 1975). The issue of "intellectuals and the organization of culture", in a gramscian perspective (GRAMSCI, 2000), was addressed in several works throughout our academic career (VILLELA, 2003; 2008; 2009-2010). In order to further these issues, we address the challenges of formation for children and youth of the field in Latin America. By analyzing the educational practices in the schools in the countryside, emerges the theme of contemporary global justice.

Formação e educação popular no campo entre a Igreja Católica e o Estado (1954-1964)

In Brazil, the Catholic Church has an important role in the construction of citizenship, education and training the rural lower classes of the population. Studied in this article, this participation and contribution in the 60s, by highlighting the strong weighting would take the issue of land reform. The Catholic Church was a major player in unionization campaigns and basic education and suffered great tensions and internal conflicts that divide between those who sought the "liberation of the oppressed" and those who fought for reforms without changing the "social order". This paper recovers the trajectory of implementation of various programs of Catholic union formation and foundation of unions. We use historical methodology and retrieve the voice of the authors through interviews with trade unionists, lawyers, church authorities and militants popular.