Possibilidades e limitações das atividades de campo como estratégia no ensino da Geografia

Nesta pesquisa busco traçar uma análise sobre o papel da atividade de campo como estratégia no ensino da Geografia, através da análise da minha prática e entrevistas feitas com professores da área. Traço o histórico da atividade de campo e a partir daí, coloco as possibilidades como: papel da vivência, do prazer e o saber, conhecimento objetivo do mundo e o conhecimento intersubjetivo do outro, o lugar e a sua transcendência, o olhar sensível sobre a paisagem. Finalizo apontando as limitações colocadas por eles ao longo da suas práticas.

A Gagarinita e fases associadas no Granito Madeira (Pitinga, Amazonas)

O trabalho descreve a ocorrência de gagarinita-(Y) das porções mineralizadas de criolita da base do Depósito Criolítico Maciço associado à subfácies albita granito do Granito Madeira (1.8Ma) na jazida de Pitinga (Sn, Nb, Ta e criolita), onde o Y e ETR serão explorados como co-produtos. A gagarinita forma cristais anédricos de até 7mm, intersticiais ou inclusos na criolita, de cristalização anterior à criolita dos bolsões. Todos os cristais apresentam texturas típicas de exsolução, pela primeira vez descritas em fluoretos. Os padrões de exsolução são variados. Os cristais exsolvidos têm até 0,4mm, são incolores, as cores de interferência são de primeira ordem, com birrefringência 0,005-0,007, são U(-), com retardo de 150 a 210nm. A fase exsolvida distribui-se uniformemente em toda a extensão dos grãos da gagarinita-(Y), inclusive na borda; segue uma ou mais orientações preferenciais e tem dimensões semelhantes. Podem ocorrer coalescência de diferentes cristais exsolvidos, resultando em strings e stringlets. Mais raramente, a orientação é menos evidente e as dimensões dos cristais são mais variáveis No contato gagarinita/criolita, reconhece-se a formação da fase exsolvida como anterior à cristalização da criolita. A análise modal de uma população de grãos de gagarinita-(Y) com os diversos padrões texturais de exsolução fornece o valor médio de 25,8% (considerado estatisticamente representativo) de proporção de fase exsolvida em relação à fase hospedeira. Os parâmetros cristalinos da gagarinita-(Y) determinados a partir de análises por DRX são compatíveis com os da literatura. Análises por MSE, FRX e MEV da gagarinita-(Y) mostram uma composição bastante homogênea. A fórmula estrutural média calculada na base de 2(ETR+Y+Ca) é Na0,24Ca0,58Y1,01ETR0,39F5,81. O padrão de ETR normalizado ao condrito é caracterizado por enriquecimento em ETRP e anomalia negativa em Eu. A composição da fase exsolvida obtida por MSE, calculada para um total de cátions igual a 1, é Ce0,53-0,66 La0,09-0,26 Nd0,08-0,26 Sm0,01-0,04 Eu0,01Y0-0,03 F3,3-4,14. Esta fórmula é semelhante à da fluocerita, cujos picos característicos, entretanto, não ocorrem nos difratogramas. O padrão de ETR mostra um fracionamento contínuo dos ETR com empobrecimento em ETRP e discreta anomalia positiva em Eu. A composição da gagarinita inicial foi reconstituída considerando-se as proporções modais das fases hospedeira e exsolvida, obtendo-se Na0,19Ca0,48Y0,83ETR0,69F6,27. O padrão de ETR é plano com anomalia negativa em Eu menos acentuada que na gagarinita hospedeira Antes da exsolução, o sistema mineral comportava-se provavelmente como uma solução sólida com a substituição - + 2ETR3+<=> Na+ + Ca2+ + Y3+ . Formou-se, assim, uma gagarinita inicial excepcionalmente rica em ETRL (cátions relativamente grandes) cuja presença foi compensada por vacâncias, notadamente no sítio de coordenação VI. A diminuição da temperatura desestabilizou a estrutura mineral que exsolveu os cátions de ETR com raio iônico maior que o do Sm. A gagarinita hospedeira preservou os conteúdos de Y, ETRP (com exceção do Sm que se repartiu entre ela e a fase exsolvida) e Na (e Ca), constituindo uma estrutura estável, menos afetada por vacâncias e com um balanço de cargas bastante equilibrado. A fase exsolvida é um fluoreto com razão cátions/flúor= 1/3, correspondendo à composição da fluocerita. Sua estrutura não pôde ser determinada: picos da fluocerita não foram identificados e uma estrutura semelhante à da gagarinita (razão cátions/flúor= 1/2) parece pouco provável. Estudos subseqüentes poderão definir se trata-se de um novo mineral, polimorfo da fluocerita.

A geografia e a genealogia dos conflitos de consumo: O projeto de P&D e as novas tecnologias

Este 2º livro é parte integrante do projeto “Programa de Prevenção, tratamento e redução de litígios de consumo no setor elétrico”. O “Georreferenciamento” dos processos judiciais contra a Light, uma das relevantes etapas do programa, foi elaborado a partir de uma metodologia inovadora, capaz de indicar a concentração de conflitos judiciais. Na “Genealogia do conflito”, o objetivo era diagnosticar a origem dos conflitos, e em que momento, pelo histórico das relações do cliente com a empresa, ele decide levar o seu conflito ao Judiciário. No “Survey com consumidores”, o intuito foi o levantamento do perfil dos consumidores da Light no que diz respeito às suas atitudes e seus comportamentos em relação à concessionária, e aos serviços por ela prestados e entender o que motiva o comportamento daqueles que, tendo vivenciado problemas de consumo com a empresa, entraram com uma ação no judiciário.

Geografia do encarceramento: Bangu e Bonsucesso encabeçam a lista de bairros onde moravam presidiários do Rio

Apesar de a sensação de insegurança, ampliada a cada tiroteio ou assalto, acometer cariocas de todas as partes da cidade, um levantamento inédito, com base em números da Secretaria Estadual de Administração Penitenciária (Seap), revela que a origem dos presos do sistema está mais concentrada em alguns bairros.

Geografia da dominação: um estudo sobre a organização espacial da terra do sal (Macau-RN)

This work aims to understand the spatial organization in the Town of Macau, State of Rio Grande do Norte, Brazil. This approach focus on bringing back the history of the town, the main personages responsible for the construction of this place, denominated "social agents", as well as its social processes and the spatial forms derived from them. As the personages and their practices were identified, it was found out the existence of a driving force for structuring, interlocking, and maintaining the actions carried out by the social agents during the time. Such actions were materialized in the urban space: "the social segregation". The social segregation takes place as a specific geography of domination. The outcome of those owning the best areas" and ways of accessibility in the urban space, varies from the enrichment by property valorization, because of the concentration of public investments of infrastructure, to the comfort of easily reaching all the daily needs related to the displacements in the urban space. In the latter case, such facility has contributed to improve life quality. While one takes advantage of the location in the urban space, others are negatively affected by the same process. This research identified the salina worker as the weakest element of this social structure, occupying the urban periphery of the town of Macau. Such area is characterized by the lack of services and urban equipment in opposition to the center of the town, the locus of elite. This way, it is established the most known segregation pattern: center x periphery, in which the space acts as a mechanism of segregation

Narrativas de Formação de Professoras dos Anos Iniciais do Ensino Fundamental:Concepções e Construções de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

Habitus docente e representação social do ensinar Geografia na Educação Básica de Teresina - Piauí

The literature about the Geography teaching has shown that most male and female teachers of this subject go on guiding their teaching practice based on the traditional Geography fundamentals, whose main characteristic consist in the description of places. The incorporation of scientific standards that change the old principles and concepts have not been happening, unless in a punctual way. The overcoming of the traditional Geography, related to the aspects accepted by the scientific field have not happened in Brazil yet, not only because of certain obvious obstacles, as the literature has been pointed out but also by symbolic obstacles, which block the incorporation of the new, of the non habitual action. One of those obstacles that motivated the accomplishment of this study was the social representations that are theoretically studied here under the perspective developed by Serge Moscovici. Then, the focus of this doctorate study is concentrated in the apprehension of the content and structure of the social representation of teaching of Geography and its relation with the habitus that gives form and social visibility to the ones who are teachers of that subject in Teresina. The consecution of this work was especially based on the Pierre Bourdieu´s praxiology, mainly on the concepts of social field, habitus and capital, as well as the theory of social representations, specifically on the approach of central nucleus developed by Jean-Claude Abric and Jean-Claude Flament. The initial hypothesis pointed out the existence of a Geographer´s primary habitus built through the development process of the geographic science field in Brazil, as a basis of production of a social representation of teaching geography . That representation, however, would act as a symbolic obstacle to the incorporation of the new scientific contents and pedagogical practice, which require from the teacher investigative and questionable attitude in the presence of the reality and contents approached in the classroom. That initial hypothesis laid on the theoretical purpose that it has been developed by Domingos Sobrinho (1997), which states that there is a narrow relationship between the habitus and social representation. The study was developed with male and female teachers of Geography from public schools of Teresina. The methodology involved the use of a questionnaire, the free-word association technique and deep interviews. The achieved results showed the presence of a complex process of representational construction and its articulation with a habitus produced by the synthesis of several situational and cultural referents, from among of them we can point out an insertion in a social field of practice exclusively related to the teaching and the reproduction of a professoral teaching (SILVA, 2003), built through the school development process, which those male and female teachers were exposed. The initial hypothesis that considered the local reproduction of a primary habitus of the Geography was denied, therefore, it was verified that there is not in Teresina the production/reproduction of the structures, rules and practice of the national scientific field, in which this subject is inserted. Hence, the incorporation of the new patterns of the geographic scientific knowledge is difficult because of the inexistence of a scientific habitus, that is, mental schema systems that would let the teachers mentioned above connect themselves appropriately to the science and its practices. So, it has gotten a social representation of teaching geography based on contents strictly related to the reproduction of structures, mental schema from the educational field which attach themselves to the hegemonic pedagogical practices in the national scope

Narrativas de formação de professoras dos anos iniciais do ensino fundamental: Concepções e construções de necessidades formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.

A concepção de paisagem de professores de geografia em escolas do município de Parnamirim (RN)

This work is an exploratory study based on the principles of qualitative research aiming at the conception of landscape by Geography teachers in the city of Parnamirim (RN), as well as the pedagogical implications originated from such conceptions on the formation of students. In order to start our investigative process, we used, as theoretical and methodological reference, some principles of historical and dialectical materialism by Triviños (2007) and historical cultural approach of education by Freire (1987; 1996) e Vygotsky (1993; 2001; 2007), as well as the meaning of conception by Morin (1996) and Ferreira (2007) and the critical approach of geography by Moraes (2005), Santos (1988; 2004; 2006) and Silva (1989; 2010). Also, we used oral history as a research technique such as Moraes (2004), Bertaux (2010), Ferraroti (2010) and Nóvoa (2010) and semi-structured interviews as data collection tools. Our empirical reference is made of four teachers working in four different public schools in the city mentioned above, providing the needed data to start our research. The objective of such interviews is not the verification of the teachers‟ practice in class or outside them, but it highlights the transitoriness of the evidences mentioned in the research. Thus, we conclude that the conception of landscape mostly accepted by the teachers, once it is a process built along their lives and surrounded by their pedagogical practice, prioritizes the visual and morphological aspects and the sentimental livings related to the conception which is situated in a descriptive level of conception. Effectively, the pedagogical implications of these conceptions at school point to a materialization of geography teaching centered on the non-critical reproduction of school subjects which very little instigate the learners to process, via dialogicity, the re-significations of their essential and multiple attributes despite the several attempts and possibilities of some theoretical and methodological renovations on the application of geographical knowledge about landscape, expressed on the report of the interviewees

A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

Comportamento de atributos físicos de um Latossolo Amarelo sob agroecossistemas do Amazonas

O desmatamento da floresta tropical da Amazônia e a utilização do solo para fins agrícolas potencializam sua degradação física, química e biológica, quando realizados de forma inadequada. Este estudo teve o objetivo de avaliar o efeito de sistemas de uso e manejo de um Latossolo Amarelo, muito argiloso, mediante avaliações de atributos físicos determinados nas profundidades de 0,0-0,2 e 0,2-0,4 m, em área da Universidade do Amazonas, Manaus (AM). Os sistemas de uso e manejo foram: milho, laranja, pupunha, guaraná, pastagem, capoeira e floresta. Nos sistemas com milho, laranja, pupunha e pastagem, foram realizados o desmatamento, a queima e as operações de preparo e cultivo mecanizados. Foram avaliados a composição granulométrica, o grau de floculação da argila, o teor de matéria orgânica, a densidade de partículas, a densidade do solo, a porosidade total, a macro e microporosidade, e a infiltrações inicial e básica. Utilizou-se o delineamento experimental inteiramente casualizado, com três repetições. Os agroecossistemas, em ordem crescente: capoeira, guaraná, milho, laranja, pupunha e pastagem induziram uma degradação dos atributos físicos do solo cultivado em relação ao de floresta, quantificada pelos maiores valores de densidade do solo e menores de macroporosidade, infiltração de água e matéria orgânica.

Formas de propagação de espécies de uso medicinal popular em cinco municípios do estado do Amazonas

This work was carried out in five counties of Amazon State, Brazil, along the Solimoes/Amazonas and Negro Rivers. The objective was to identify the several forms of natural and induced propagation with medicinal plants, natives and exotics. The peoples were interviewed, with visit and recollection of botanical materials to herborization and reproduction. The greatest parts of plants propagate by seeds (65,8 per cent) and cutting (23,5 per cent). It was showed several species that reproduce by other strategies, like bulbs, rhizomes or brotations. The Amazonian species, in general, propagate by seeds, with some exceptions.

Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation