A escrita da escrita em (d)enunciação no espaço sócio-escolar: um espaço (em vão) para a (cri)atividade escrita

This thesis is a writing of (d)enunciation because it reveals the language experiencies of those individuals who take, in social school space, the social role of the teacher and of the student, for some reason, they feel restrained by a demand which prevents them of teaching and learning how to write – and, even, their own writing. On this basis, we consider some questions concerning Benveniste‘s theory of enunciation and the teaching and learning process in Portuguese from the triad among teacher – teaching of writing/ knowledge – student, making this theoretical area closer to the pedagogical one. We support in the working hypothesis that is based on the position of the loosening of this triad has its effects in the process of intervention-interference to the point where it does not leave a scar which can remain working on productive effects on the student‘s writing. As a consequence, we show two findings which allow us to think the teaching of writing in Portuguese is a space for writing creativity in such a way it reveals itself as a sine qua non condition for the institutionalized and subjective writing. The first finding is that taking genre as a model has some implications in the teaching and learning process of writing according to the instructions of the official documents. The second finding, as a result of the first one, is the assumption that genre is at the same time a model and a transgression and taking it as a (ex)sample opens space for writing creativity which ―is a transposition of the interior language‖ (BENVENISTE, 2014 [1968-1969], p. 132) in a way this creativity makes it intelligible and highlights what is a model (interactiveness) and a transgression (inventiveness). From such findings, we organize our heterogeneous corpus according to these procedures: recording the classes in audio; recording the interviews we made with teachers and students in audio; and constituting an archive with the students‘ writing production. From this corpus, we analyzed the (d)enunciative mo(ve)ments in the teacher – teaching of writing/ knowledge – student triad and the history of (d)enunciations, of language experiences. Besides, we analyzed the teacher‘s discourse in relation to the way he plans his classes based on the knowledge that must be taught and his own way of managing this knowledge in order to understand his interference in his students‘ writings. Our analyses (re)affirm that when the loosening of the triad happens, the students become lost, what makes them unable of working upon their own writing epilinguisticaly. Because of it, schools have lost their specificity as a place for teaching students how to read and write as they open space for training, only. On this basis, we consider that the effect of such a loosening generates complaints and denunciations. Therefore, based on such (d)enunciations, we present the Primary sketches of a proposition for intervention-interference in teaching how to write and we aim at introducing much knowledge to teachers and students in order to allow them to think about possible ways out.

O uso da PCR em tempo real para o estudo da carga parasitária e dos níveis transcricionais durante a infecção experimental por Trypanosoma cruzi

Trypanosoma cruzi is causative agent of Chagas disease, one of most neglected tropical diseases. Estimated that about 11 million people worldwide are infected by T. cruzi and about 6 to 7 million people are at risk in endemic areas. During the process of invasion of host and parasite interact enabling signal transduction and gene expression modulation in response to invasion. The diversity of activated proteins and pathways to repair the damage by disruption of the plasma membrane interest to us and thus present study developed a new form of detection and quantitation by polymerase chain reaction in real time (qPCR) of parasitic load T. cruzi and quantified transcriptional levels relative (RT-qPCR) of dysferlin, Sphingomyelin acid esferase (ASM), transcription factor EB (TFEB) Galectins 1 and 3 and Annexin A2. This study demonstrated that quantification by real time PCR using primers P21fw and P21rv was specific and sensitive for detection of T. cruzi in vivo and in vitro, as well as transcriptional levels of genes related to cytoskeletal organization and repair plasma membrane are modulated in response to damage generated by parasite.

Horta escolar: temas geradores e os momentos pedagógicos no ensino de ciências

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.

A concepção de trabalho escolar a partir de Maurício Tragtenberg: fios e tramas de debate na (des)politização dos sujeitos sociais

This thesis, part of the research line "Work, Society and Education" analyzes, in a dialectical perspective, in the light of Tragtenberg´s studies, the conception of subject of schoolwork, considering the organization and the complexity of this context and inviting the investigative gaze. Our hypothesis is that the workers of education have, in the schoolwork, a fragile politicization field and overcoming the installed model, accepting themselves as executers with self-organizing difficulties, distanced from the effective participation, autonomy and self-management. We consider studies on the logic of the work, believing that the understanding of schoolwork is constitute into the current societal model, in whom its bureaucratic and hierarchical matrix, linked to articulated / articulators of the dominant socio-economic class interests. Scholars such as Braverman, Frigotto and Tragtenberg, among others, are important contributions to this reflection. We have analyzed the logic of the work also in dialogue with pedagogies differentiated, among them, the Libertarian defended by Tragtenberg, aiming to understand the conceptions and practices of the subjects involved. We accomplished a bibliographical critical analysis, in a dialectical character, focusing on the categories: work, schoolwork, control, autonomy and self-management, in order to understand the complexity of the praxis in study, dialoguing with the pillars categories historicity, contradiction and totality, which transversalize the developed analysis. The consideration of these concepts allows us to uncover the dominant bureaucratic structure and its possible overcoming fields. We believe contribute to problematizing and proposers studies, reflections and discussions, strengthening debates, deconstructing naturalizations and contributing to the political process of the subjects.