Desenvolvimento de coleções de fontes de informação eletrônica em bibliotecas universárias

O contexto hodierno caracteriza-se como um panorama de uso contínuo de informação nas mais variadas esferas da sociedade. A informação é usada em diversos contextos sob vários formatos e isso se torna possível com a evolução tecnológica realizada em ritmo acelerado, sobretudo nos últimos dois séculos. Essa evolução trouxe consigo a possibilidade ampliada de acesso à informação, mas por outro lado, impôs desafios circunstanciais no seu tratamento e difusão. Nos diversos tipos de unidades de informação, faz-se necessária a adoção de estratégias para a melhoria do gerenciamento e desenvolvimento das coleções, sobretudo as coleções digitais. De tal modo, o trabalho visa a traçar um panorama ligado às questões relacionadas à comunicação cientifica com a bibliotecas universitárias, com vistas a ampliar o debate sobre o desenvolvimento digital de coleções de periódicos em bibliotecas universitárias, bem como aspectos relacionados à adoção de critérios de seleção e avaliação destes itens de informação. Aborda os casos específicos, como o do Portal Capes e o SciELO como coleções digitais de periódicos sujeitos a estratégias de desenvolvimento das coleções. Aponta opções para a melhoria da gestão da coleção digital em bibliotecas universitárias. A metodologia empregada foi a de pesquisa bibliográfica em uso de fontes eletrônicas e convencionais, bem como análise de critérios utilizados na Avaliação e Coleções para Bibliotecas Universitárias e o Indicadores Qualis pela Condenação de Aperfeiçoamento de Pessoa de Ensino Superior (CAPES).

Democratização do acesso ao ensino superior: os cursos de graduação à distância na UFRN

This thesis pursuits to contextualize the theoretical debate between the implementation of public education policy of the Federal Government focused in a distance learning and legal foundations for its enforcement, in order to raise questions and comments on the topic in question. Its importance is back to provide scientific input and can offer to the academy, particularly in the UFRN, and elements of society to question and rethink the complex relationship between the socio-economic and geographic access to higher education. It consists of a descriptive study on the institutionalization of distance education in UFRN as a mechanism for expanding access to higher education, for both, the research seeks to understand if the distance undergraduate courses offered by the UAB system and implemented at UFRN, promote expanding access to higher education, as it is during implementation that the rules, routines and social processes are converted from intentions to action. The discussion of this study lasted between two opposing views of Implementation models: Top-down and Bottom-up. It is worth noting that the documents PNE, PDE and programs and UAB MEETING reflect positively in improving the educational level of the population of the country It is a qualitative study, using the means Bibliographic, Document and Field Study, where they were performed 04 (four) in 2010 interviews with the management framework SEDIS / UAB in UFRN. The data were analyzed and addressed through techniques: Document Analysis and Content Analysis. The results show that the process of implementation of distance education at UFRN is in progress. According to our results, the research objective is achieved, but there was a need to rethink the conditions of the infrastructure of poles, the structure of the academic calendar, the management of the SEDIS UFRN, regarding the expansion of existing vacancies and the supply of new courses by the need for a redesign as the Secretariat's ability to hold the offerings of undergraduate courses offered by the Federal Government to be implemented in the institution. It was also found that levels of evasion still presents a challenge to the teaching model. Given the context, we concluded that the greatest contribution of UAB and consequently UFRN by distance learning for undergraduate courses (Bachelor in Mathematics, Physics, Chemistry, Geography and Biological Sciences, beyond the bachelor's degrees in Business and Public Administration ) is related to increasing the number of vacancies and accessibility of a population that was previously deprived of access to university

Parâmetros citogenéticos de espécies comerciais de carangidae (perciformes), com vistas a sua empregabilidade na conservação biológica e piscicultura marinha

Worldwide, families Carangidae and Rachycentridae represent one of the groups most important commercial fish, used for food, and great potential for marine aquaculture. However, the genetic bases that can underpin the future cultivation of these species, cytogenetic between these aspects are very weak. The chromosomal patterns have provided basic data for the exploration of biotechnological processes aimed at handling chromosomal genetic improvement, such as induction of polyploidy, androgenesis and ginogenesis, as well as obtaining monosex stocks and interspecific hybridizations. This paper presents a comprehensive cytogenetic survey in 10 species, seven of the family Carangidae and the monotypic family Rachycentridae. Classical cytogenetic analysis and in situ mapping of multigene sequences were employed, and additionally for the genus Selene and morphotypes of Caranx lugubris, comparisons were made using geometric morphometrics. In general, conservative species exhibit a marked chromosome number (2n=48). Although present in large part, different karyotypic form, retain many characteristics typical of chromosomal Order Perciformes, the high number of elements monobrachyal, Ag-NORs/18S rDNA sites and heterochromatin simply reduced, preferably centromeric. The main mechanisms involved in karyotypic diversification are the pericentric inversions, with secondary action of centric fusions. In addition to physical mapping and chromosome detail for the species are presented and discussed patterns of intra-and interspecific diversity, cytotaxonomic markers. This data set provides a better understanding of these patterns caryoevolutyonary groups and conditions for the development of protocols based on Biotechnology for chromosomal manipulation Atlantic these species

Estudo de inibidores de corrosão em concreto armado, visando a melhoria na sua durabilidade

This thesis has as objective presents a methodology to evaluate the behavior of the corrosion inhibitors sodium nitrite, sodium dichromate and sodium molybdate, as well as your mixture, the corrosion process for the built-in steel in the reinforced concrete, through different techniques electrochemical, as well as the mechanical properties of that concrete non conventional. The addition of the inhibitors was studied in the concrete in the proportions from 0.5 to 3.5 % regarding the cement mass, isolated or in the mixture, with concrete mixture proportions of 1.0:1.5:2.5 (cement, fine aggregate and coarse aggregate), superplasticizers 2.0 % and 0.40 water/cement ratio. In the modified concrete resistance rehearsals they were accomplished to the compression, consistence and the absorption of water, while to analyze the built-in steel in the concrete the rehearsals of polarization curves they were made. They were also execute, rehearsals of corrosion potential and polarization resistance with intention of diagnose the beginning of the corrosion of the armors inserted in body-of-proof submitted to an accelerated exhibition in immersion cycle and drying to the air. It was concluded, that among the studied inhibitors sodium nitrite , in the proportion of 2.0 % in relation to the mass of the cement, presented the best capacity of protection of the steel through all the studied techniques and that the methodology and the monitoring techniques used in this work, they were shown appropriate to evaluate the behavior and the efficiency of the inhibitors

Sistema com aeração, decantação e filtragem para a melhoria da qualidade de água em irrigação localizada

A qualidade da água é muito importante para irrigação por gotejamento, pois ela escoa por pequenos bocais dos emissores, podendo ocorrer obstrução devido à deposição dos sólidos em suspensão. Portanto, antes da instalação do projeto, devem-se avaliar parâmetros de qualidade da água, para adotar medidas preventivas, evitando o risco de entupimento do sistema. Este trabalho teve como objetivo avaliar um sistema composto por aeradores com aspersores, sobre leito de pedra, para a precipitação dos íons Fe+2e Mn+2 em tanque de decantação, e um conjunto de filtragem composto por três filtros de areia e um de disco, em sistema de irrigação localizada. O trabalho foi realizado na Fazenda Alvorada, no município de Nova Granada - SP, no período de março a outubro de 2008. Foram realizadas determinações de variáveis físicas e químicas da água, ao longo do sistema de aeração, decantação e filtragem, o qual foi eficiente para a melhoria da qualidade de água, reduzindo os níveis de risco de entupimento de severo para médio e de médio para baixo. Oxigênio dissolvido, condutividade elétrica, pH, Fe+2e Fe+3 não diferenciaram a qualidade de água entre os pontos do sistema de tratamento, porém a turbidez, sólidos dissolvidos, sólidos em suspensão, ferro total e manganês total reduziram-se significativamente pelo uso do sistema proposto, melhorando a qualidade da água.

Avaliação do desempenho reprodutivo do Cavalo-Marinho Hippocampus reidi (GINSBURG 1933) do estuário do Rio Potengi (Rio Grande do Norte, Brasil) com vistas ao seu cultivo em bases sustentáveis

Os cavalos-marinhos têm cativado a imaginação e a curiosidade dos seres humanos por centenas de anos. No entanto, nos dias de hoje, esses animais correm um sério risco de extinção por fatores como a pesca desordenada para suprir os mercados de peixes ornamentais e da medicina tradicional chinesa e principalmente, a destruição do seu habitat. Nesse contexto, é crescente o número de estudos sobre a ecologia, a biologia (reprodutiva, especialmente) e o cultivo de várias espécies do gênero Hippocampus, inclusive para fins conservacionistas e de recomposição de estoques. Duas espécies de cavalos-marinhos são encontradas no Brasil: Hippocampus reidi Ginsburg 1933 e Hippocampus erectus Perry. No entanto, as informações sobre essas espécies estão basicamente restritas ao seu grau de ocorrência ou a sua área de ocupação. No presente estudo, foi avaliado o desempenho reprodutivo de Hippocampus reidi do estuário do rio Potengi (05° 47' 42'' S; 35° 12' 34'' W), em Natal, Rio Grande do Norte. Para tanto, cavalos-marinhos grávidos (n = 38) foram coletados no referido estuário nos meses de setembro, outubro e novembro de 2008 e julho, agosto, setembro e outubro de 2009 e mantidos em laboratório até que liberassem os filhotes. O comprimento padrão (CPA), altura (ATA), volume da bolsa (VB) e peso úmido (PuA) dos adultos, bem como o comprimento padrão (CPF), altura (ATF), peso úmido (PuF) e peso seco (PsF) dos filhotes foram determinados. Os resultados obtidos mostraram que houve correlações significativas entre o CPA e a ATA (r²=0,171), CPA e PuA (r²=0,624), CPA e VB (r²=0,256), ATA e PuA (r²=0,788), PuA e VB (r²=0,211), CPF e ATF (r²=0,903) e CPF e PsF (r²=0,163). A análise de correspondência (AC) que associou as classes do comprimento padrão dos adultos (CPA) e o volume da bolsa de H. reidi ao número de filhotes mostrou que animais entre 19 cm e 21 cm e com volume de bolsa entre 3 mL e 4 mL foram os que liberaram o maior número de filhotes. Os resultados do presente estudo também indicam que o tamanho mínimo de captura recomendado pela CITES (10 cm de altura) para H. reidi deve ser revisto, uma vez que não foram encontrados animais menores que 13,5 cm que estivessem grávidos. Finalmente, o número médio de filhotes por desova obtido no presente estudo (n = 775 ± 398 filhotes) realçou o potencial reprodutivo de H. reidi e a necessidade de estudos adicionais com esta espécie

Proposta pedagógica e prática docente na educação infantil

El objetivo que nortea este estudio fue el de pesquisar las relaciones entre la propuesta pedagógica de una institución pública de educación infantil y las practicas docentes. Para el alcance de este objetivo asumimos el abordaje cualitativo de investigación y optamos por la metodología de estudio de caso, siendo empírico una escuela pública de la municipalidad de Caicó. Fueron adoptados como procedimientos, la análisis documental, la entrevista semi-estructurada y la observación no-participante. Los fundamentos teóricos que sirvieron de marco a nuestras interpretaciones se encuentran en las concepciones contemporáneas acerca del niño, de la niñez y de su educación, como sobre los procesos de aprendizaje, desarrollo y currículo para educación infantil, como también la legislatura en vigor, los documentos oficiales y propuestas curriculares de referencia en la actualidad. A partir de ese marco, el niño está concebido como sujeto concreto, marcado por contingencias biológicas propias de la especie humana y, al mismo tiempo, contingencias histórico-culturales. Capaz de aprender y desarrollarse en condiciones de interacción y mediación por medio de la apropiación y producción de cultura. La niñez está comprometida como tiempo y condición de ser niño, marcada por especificidades frente a otras fases evolutivas. Esas concepciones históricas imponen una educación infantil con función de educar-cuidar, mediadora de cultura para los niños, implicando intencionalidad y sistematicidad de las intervenciones institucionales. De este modo emerge la necesidad como principio científico y exigencia legal de la elaboración y implementación de propuestas pedagógicas/curriculares, comprendidas como construcciones colectivas que involucran tanto los principios como proposiciones didácticas que instrumentalizan las prácticas de los educadores de niños, con el objetivo de garantizar la calidad del atendimiento. De esos fundamentos y basado en los principios de análisis de contenido, procedemos a la interpretación de datos construidos a partir de la análisis del documento-propuesta, del habla de los sujetos y de los registros de observaciones realizadas en dos salas de clase. La recomposición de la historia de la propuesta de la institución reveló, en principio, que su elaboración se hace sin una participación efectiva y equitativa de todos los profesionales. Sobre las relaciones entre el contenido en el documento y la práctica de los profesores, esa nos llevó a la definición de Categorías frente a lo que se reveló más significativo en el conjunto de datos: 1) Concepciones que fundamentan la propuesta pedagógica y la práctica docente y 2) Elementos de organización didáctica; y subcategorías: 1.1) Niño; 1.2) Función de la Educación Infantil; 1.3) Aprendizaje y desarrollo; 2.1) Contenidos y actividades; 2.2) Relación Escuela-familia. Del entrecruzamiento de los datos alrededor de esa categorización, emergieron relaciones de encuentros y, de manera más significativa, de desencuentros. Esas constataciones nos llevan a las condiciones de formación y actuación de los educadores infantiles e indican la necesidad que esas sean viabilizadas, en los contextos de las instituciones formas de participación efectiva de los profesionales responsables, sobretodo los profesores, en la elaboración e implementación de propuestas pedagógicas para instituciones de educación infantil. Prácticas que pueden convertirse en modos de actualización permanente y de efectivación de las propuestas, como también de formación continuada de los profesores. Por consecuencia, de posibilidades de mejoría de la calidad de la educación de los niños

O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular

This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve the process of developing teaching-learning, in an inclusive perspective. For this, we use a qualitative approach, because we believe that the object of research is not a passive and neutral knowledge, since it has meanings and relationships whose can be better interpreted and understood by the researcher in a real and active situation. For the development of this research, a bibliographical review was made about the subject, and a case studied in two regular education schools, both of them at the city of Natal/RN, one public and another one particular. We work on these educational institutions with professionals and parents of Down syndrome students. As an instrument of building information we used a semi-structured interview and to analise the results a qualitative method. Crossing the stages, we noticed: the pedagogical coordinators who made up both analyzed schools showed interest about doing an effective work with parents, regardless of Educational Policy Project of each school, predict or not the participation on educational undertaken process; On teachers discourses, reporting the relationship with the family, we realize that one of those teachers try to keep a good relationship with parents, permeated by learning exchanges, guidance and knowledge, in relation to another one, even existing an apparent openness to dialogue, when parents have any suggestions or criticism, that attitude is not always well coming. From the parents interviews, we can emphasize, first of all, that both of them recognize the benefits of inclusion, with regard to socialization - in general from the coexistence with pairs and the process of teaching and learning, as shown in a consistent way. Regarding school meetings with teachers, the studied parents agree about importance of such appointments and try to attend them, besides the other events organized by the school, beyond keeping individual touch with the teacher, when necessary. They are always present, looking for get envolved in everything that happens at school, in order to know better what is being done, listening and may suggest alternatives to improving the educational process. We perceive, from the study undertaken, that although the school inclusion is not an easy process to be built, is something that could be achieved. For this, is necessary that professionals of education and families recognize their functions in the educational process and act jointly on this direction

Avaliação da aprendizagem no curso a distância de licenciatura em ciências biológicas da Universidade Estadual de Pernambuco

In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature

As contribuições do proformação/pedagogia/UERN para a melhoria da prática pedagógica de professores

This dissertation aims at analyzing some relations established between teachers‟ formative proposal for docent knowledge and pedagogical practices in the Special Program of Professional Formation to Basic Education (Proformação in Portuguese) with the objective of investigating how teachers evaluate knowledge acquired during their course formation to identify its improvement in their pedagogical practice. This is a Pedagogical Program of the State University of Rio Grande do Norte chosen to be analyzed. The objective is to investigate how teachers, Proformação/Pedagogy course students evaluate privileged knowledge in that university formation and how the relation between this knowledge and their pedagogical practice are experienced in classroom as teachers, defining in which way knowledge constructed and reconstructed during the course contributes for an improvement of their pedagogical practices. We have interviewed fourteen Proformação/Pedagogy last-term teachers, emphasizing the analysis of their point of view as social actors related to docent university formation in service. The principles for this investigation comprehend a qualitative approach, in a case study modality, with an exploratory tendency, presented in the introductory section and along four chapters. The research is theoretically guided by Andoino (1998), Bardin (2009); Laville e Dione (1999); Bogdan and Biklen (1994), Hernandez Sampieri, Hernandez Collado and Baptista Lúcio (2006), among others. We justify this thematic choice, considering docent formation and its interface with an improvement for students‟ leaning, taking into account the strict relations between those elements. We have discussed on docent formative paradigms, based on a multireferential perspective, whose main authors that developed research in this area are: Gómez (1998), Sacristán e Gómez (1998), Tardif (2002), Altet (2001) Paquay e Wagner (2001), Garcia (1999), Baldi (2008), La Torre e Barrios (2002). We interviewed fourteen teachers, all of them in the last term of the Program. In the second chapter, we justify the choice of the subject, approaching docent formation and its relation with basic teaching. We understand that there is a strong relation between those aspects. In the third chapter, we discuss on some docent formative paradigms, among them, Gomes (1998), Sacristán and Gomez (1998), Tardig (2002), Altet (2001) Paquay and Wagner (2001), Garcia (1999), Baldi (2008), La Torre and Barrios (2002). We introduce the Pedagogical Program structure and specify which formative paradigms characterize it and identifying that one of the most prominent paradigm is a practical perspective with emphasis on reflexivity about the practice based on the premise that docent formation is be based on from learning to practice theory. We present an data analysis obtained from thematic categorization extracted subjects‟ discourses and, at the end, we discuss on evaluation of the teachers involved in the research related to the course contributions to provide an improvement for pedagogical practices developed by them inside their classrooms. We consider, thus, that teachers evaluate the Program as a guideline for (re)construction of diversified knowledge, which, in turn, provides the development of abilities to analyze classroom situations based on pedagogical theories and to develop investigative practice based on everyday experience. The results point out that some implications are relevant, among them: the thematic-choice, discussed previously, needs other kinds of investigations. The relation between theory and practice proposed in formation programs requires more systematic studies considering others aspects that characterize teaching process, and mainly, to provide investigative proposals of and about such practices