Entre ecos e narcisos: estudo de caso sobre a prática teatral com adolescentes como atividade extracurricular numa escola de nível médio

This masters thesis discusses the studying and the teaching of drama and its implications among teenagers of the contemporary world. This paper also analyses an extracurricular project entitled Drama in the development of citizenship , which was carried out in the public state school Berilo Wanderley in Natal/RN, between 1999 and 2005 with high school students. It comprises a case study that aimed at understanding how and why they chose to take drama classes outside of the school curriculum and even after they graduated, some of them never left the school project and even started participating in the cultural and artistic context of the city of Natal quite actively, both as part of an audience as well as on artistic, political, social and pedagogical performance. The project was high significant for its participants, for the school and for the community, by creating a sense of recognition of the relevance of the pedagogical and artistic production in the public school, as it managed to yield knowledge that helped students to understand the values of group work, sharing information, collaborative assessment and, most of all, to engender actions of protagonism by the teenagers themselves within their social environments. The empirical process developed is placed in a contemporary historical context where educational paradigms shifts occur, and where categories of youth empowerment and protagonism are fundamental to the educational process in the 21st century. The objective of this study is to reflect upon the pedagogical dimension of drama classes for teenagers, aiming at providing further discussions on the role of acting classes in the construction of the personality among youngsters, thus hoping to contribute to other teaching practices, including drama and other subjects of general education

Flebotomíneos (Diptera: Psychodidae) em um sistema agroflorestal da Região Metropolitana de Natal, Rio Grande do Norte, Brasil

Sandflies stand out as important vectors of leishmaniasis. The females need to ingest blood meals, enabling them to transmit protozoa of the genus Leishmania, which may give rise to visceral leishmaniasis (VL) or American tegumentary leishmaniasis (ATL), in addition to transmitting other parasites. Leishmaniasis are important infirmities, distributed worldwide, whose infection results from the interaction of reservoir animals, the vector insect, parasitic protozoa and the healthy host. In the state of Rio Grande do Norte (RN), Brazil, these insects are important transmitters of VL, which usually presents in the most serious form. It occurs mainly in metropolitan areas, with the dog as its main reservoir and Lutzomyia longipalpis as the vector. ATL is most present in the highland areas of the state. In addition to hematophagia, engaged in by the females, both sexes need to ingest carbohydrates, which are essential to the sand flies energy requirements and may interfere in the development of Leishmania. The aim of this study was to determine the occurrence and abundance of sand flies in different environments on the farm belonging to the Empresa de Pesquisas Agropecuárias do RN (Institute of Agricultural Research of RN), in the municipality of Parnamirim, in order to relate this occurrence with climatological and biological references and eating habits. Three consecutive monthly collections were carried out with CDC traps in a fragment of the Atlantic Forest, in a residence, on a goat breeding farm and on cashew, dwarf and giant coconut, mango, banana, eucalyptus, acacia and bean plantations. A total of 1241 sandflies from eight species (Lutzomyia evandroi, Lutzomyia longipalpis, Lutzomyia shannoni, Lutzomyia sordellii Lutzomyia walkeri, Lutzomyia wellcomei, Lutzomyia whitmani, and Lutzomyia intermedia) were collected, most in the forest environment. L. longipalpis, the main VL transmitter, was confirmed as a species adapted to anthropic environments, whereas others such as L. wellcomei, the vector of ATL, occurred predominantly in forests. Carbohydrate characterization of the sand flies and plants of the region demonstrated that a number of exotic plants such as hay and eucalyptus may play some role in the adaptation of these species to modified environments. Breeding in laboratory showed a mean biological cycle of 53.5 days from egg to adulthood for L. shannoni and the possibility of diapause behavior in L. wellcomei. This study serves as a source of information that may contribute to the epidemiological vigilance of tegumentary and visceral leishmaniasis in the state, given that it analyzes the bioecology of transmitting species, as well as their potential to adapt to new environments

Biodistribuição do pertecnetato de sódio (Na99mTcO4) em ratos submetidos à ressecção extensa de intestino delgado

Massive resection of the small intestine results in short bowel syndrome with anti-absorptive effect and repercussions on the metabolism. Morphologic and functional evaluation may be necessary in order to control wrapped organs. Scintigraphy an examination with little invading and no biologic damage can be used. The purpose were to assess the biodistribution of sodium pertecnetate in organs of rats subjected to massive resection of the small intestine, the intestinal adaptation of the remnant intestinal mucosa and weight curve evaluation in the postoperative period. Twenty-one Wistar rats were randomly allocated into three groups (n = 7). The operated group named short bowel (SB) after anesthetized was subjected to massive resection of the small intestine; the control group (C), and sham group (SHAM). On the 30th postoperative day, 0.l mL of sodium pertechnetate was injected into the venous orbital plexus. After 30 minutes, the rats were killed with an overdose of anesthetic, and fragments of the liver, spleen, pancreas, stomach, duodenum, small intestine, thyroid, lung, heart, kidney, bladder, muscle, femur and brain were harvested. The percentage of radioactivity per gram of tissue (%ATI/g) was determined using Gama Counter WizardTM 1470, PerkinElmer to all samples. Biopsies of 3 cm remaining jejunum were removed to histological analyses. Analysis of variance (ANOVA) and the Tukey test for multiple comparisons were used, considering p<0.05 as significant. The study had the participation of some departments and laboratories, as Nucleus of Experimental Surgery, Department of Surgery, Laboratory of Radiobiology, Department of Pathology and Service of Nuclear Medicine, certifying the character of a multidisciplinary research. The results were no significant differences in %ATI/g of the sodium pertechnetate in the organs of the groups studied (p>0.05). An increase in the weight of the SB rats was observed after the second postoperative week. The jejunal mucosal thickness of the SB rats was significantly greater than that of C and sham rats (p<0.05. The biodistribution of sodium pertechnetate was not affected by massive intestinal resection in rats. An adaptive response by the intestinal mucosa probably contributed to the reversion of weight loss and the biodistribution of sodium pertechnetate was not affected by the surgery

Eficiência econômica do bicultivo de peixes em viveiros escavados na região paulista do médio Paranapanema

The study assessed the economic efficiency of the pacu with the piacu cultivation in fishponds hollowed in the Middle Paranapanema region, State of São Paulo, 2007/08 crop. It was used the structures of the effective operational cost (EOC) and total operational cost (TOC) and five profitability indicators economic. The TOC per cycle ha(-1) were US$ 12,182.90. The production cost of the pacu and of the piaucu it was US$ 1.20 kg(-1) and US$ 1.40 kg(-1), respectively. The gross income were US$ 17,077.30 ha(-1), operational profit US$ 4,894.30 ha(-1), gross margins 43.8% and profitability rate 30.3%. The break even point 6,125.40 kg ha(-1) for the pacu and 805.90 kg ha(-1) for the piaucu. The viable minimum module corresponded to 0,5 ha of mirror of water. Considering that in the Medium Paranapanema region the medium area of mirror of water for producer is of 0,6 ha, it was ended that this policulture is an alternative of income for enterprising rural regional.

A escola de ensino médio público noturno: uma conjuntura favorável ao protagonismo estudantil coletivo em contraposição ao protagonismo juvenil via empoderamento

Ce travail etude le protagonisme juvénile en école de enseignement sécondaire publique, avec emphase a l enseignement nocturne. Considere las médiations que determinent le paradigme du protagonisme juvénile defendu pour théoriciens pos modernes et documents de reforme de enseignement sécondaire brésilien. Montre que les explications sur le protagonisme juvénile font part d une conception de pouvoir juvenile, proposé pour organismes multilatérales avec la volonté de mobiliser les jeunes pauvres pour faire actions du combat a pauvreté dans les nations sur le point de développement, conjoncture auquel sont proposées théories et pratiques que viabilizent la subsistance des jeunes pauvres en situation de risque. Discute la question de pouvoir juvenile et indique que la proposition de le protagonisme juvénile via pouvoir ont une espace favorable dans le sphère du enseignement sécondaire, niveau de la plupart de jeunes. Montre que la défense de pouvoir juvenile occulte chances de actions étudiants collectifs que permetent une intervention sociopolitique au élève de enseignement sécondaire, qui ont selement une function de homologation. Propose une recherche de possibilités de incentifs a le protagonisme juvénile collectif ou protagonisme étudiant collectif, auquel le étudiant presente suggestions pour le planification et éxecution de activités didactique pédagogiques dans l`école publique de enseignement sécondaire. Defend que la gestion démocratique, avec emphase en procès participatif, c est la principal déterminacion pour le protagonisme étudiant collectif. Méthodiquement , considere las dimensions suivantes pour le protagonisme juvénile: a) configuration de protagonisme juvénile b) protagonisme juvénile dans perspective légal/institutionel ; c) enseignement sécondaire et protagonisme juvénile ; d) possibilité de construction de protagonisme étudiant collectif dans enseignement sécondaire nocturne en Rio Grande do Norte, état choisi pour recherche. Sistematize une technique de revision de litérature sur le thème et informations d une consultation de documents, au-delà de donné constants de Banc de donées de la recherche Le Enseignement Sécondaire Publique Nocturne :registre et analyse de expérience dans l état de Rio Grande do Norte. Conclusion : il faut contribuer pour débats sur la participation politique de les jeunes dans le enseignement sécondaire nocturne, en presentant possibilités reéles de protagonisme étudiant collectif ; opinions presentées pour élèves sont très importantes a une direction d un rôle académique fait pour institutions scolaires dans ce moment , parce que des étudiants sont correspondants a interlocuteurs privilégiés ; le élève peut et deut être consulté depuis le moment de élaboration jusqu a réalisation de activités scolaires ; bien que il y a des entraves et difficultés immanents au enseignement sécondaire publique nocturne, se forment noveaux espaces de démocratisation de idées

Da leitura da poesia à poesia da leitura: a contribuição da poesia para o Ensino Médio

La poésie occupe, à l école, une place réduite et, la plupart du temps, est reléguée à des dates commémoratives ou, quand utilisée, sert de pretexte à l étude de la grammaire et du vocabulaire. Cette thèse a comme objectif de réfléchir sur l importance de l enseignement de La littérature, et plus spécialement, celui de la poésie dans l enseignement secondaire. A comme principal objectif de montrer la place de la poésie dans l'enseignement secondairepour la formation socio-linguistique, cognitive et affective dês élèves. De plus, tente de démystifier l' idée qu'il est impossible de lire de La littérature et, en particuler, de la poésie, avec des adolescents.Il s agit de proposer des projets afin de travailler de manière adéquate la lecture de poésies en salle de classe par le biais de stratégies productives de lectures littéraires comme celles qui promeuvent la rencontre entre le lecteur et le texte. Pour cela, nous avons réalisé une expérience dans une école publique de l état Du Rio Grande do Norte, dans la commune de Natal, avec des élèves adolescents âgés de 14 à 18 ans. L' expérience a consisté en douze cours de lecture de poésies. Nous avons utilisé, comme instruments de collectes de données, des entrevues, des cahiers de classe et des questionnaires. Les références théoriques adoptées consistent en une bibliographie qui fait référence aux études d esthétique de La réception et de la coopération interprétative comme l ont formulées Jauss (1979), Iser (1996) et Eco (2002); la conception de lecteur et le processus de lecture selon Smith (1989); le socio-interactionnisme de Vigotski (1999; 2000); la médiation (lecture par degré ou scaffolding), de Graves et Graves (1995); la psychologie de l adolescence de Becker (1999), Carvajal (2001) e Gutierra(2003). Les résultats montrent l importance de la présence du médiateur dans La formation du lecteur, sachant qu en plus de contribuer et de potentialiser l intéraction entre le texte et le lecteur, l adhésion des élèves est améliorée. L expérience de vivre la poésie en salle de classe avec dês adolescents sujets de cette recherche, a prouvé qu il est possible, dans l enseignement secondaire, et malgré les difficultés, de réaliser um travail avec la poésie

A inclusão do aluno com deficiência mental no ensino médio: um estudo de caso

La défense d une école inclusive dans les forums internationaux du monde entier a stimulé l adoption de politiques éducationnelles d inclusion et la pratique d inclusion dans les écoles, de sorte à ce que la scolarisation des élèves aux besoins éducatifs spéciaux dans les classes comunes est devenue une réalité dans la majorité des systèmes d éducation. Et pourtant, l inclusion scolaire, au Brésil, avance à pas lents et pose d innombrables questions, notamment quand il s agit de l inclusion des personnes qui présentent une déficience mentale dans les niveaux d enseignement plus avancés. Basé sur ce fait, et tout en considérant que les études et recherches sur ce thème, au Brésil, sont centrées majoritairement sur l éducation enfantine et les séries initiales de l enseignement fondamental, cette étude se propose d analyser l inclusion d une élève ayant une déficience mentale, inscrite dans l Enseignement Moyen, dans une école appartenant au réseau d enseignement de l Etat, dans la ville de Natal RN. Pour répondre aux questions proposées dans cette étude nous avons fait appel aux méthodologies qualitatives, du genre Etude de Cas, et au cours de sa réalisation avons utilisé l interview demi-structurée et l observation libre dans l ambiance naturelle de l école. Ont participé de l étude, en plus de l élève qui présentait une déficience mentale, sa mère et deux segments de l école, desquels ont fait partie trois professionnels de l équipe administrative pédagogique et quatre enseignants. L analyse des données a mis en relief la résistence de l école à répondre au projet pédagogique d éducation inclusive, aspect qui a un rapport très étroit avec les spécificités de l Enseignement Moyen, la structure traditionnelle d un enseignement basé sur l idée d une classe homogène, et le bas niveau d attentes des éducateurs concernant les possibilités d apprentissage et de développement de l élève handicapée mentale. De surcroît, le manque de directives pour conduire les adaptations pédagogiques et du curriculum à l école ont rendu fragile l action des enseignants, dont le résultat est une pratique d intégration rudement malmenée. Au travers des points de refléxions suscités par cette étude, nous considérons que l inclusion des élèves qui présentent une déficience mentale doit être centrée sur une pratique pédagogique qui repousse l idée de soumettre tous les élèves à des procédures universelles cristalisées sur des pratiques imposées par les contraintes d homogénéisation, et qui, contrairement, puisse trouver à l école des conditions favorables au développement de chacun, au travers des processus d apprentissages formés par des instances de médiation et d interaction sociales

Resistência de genótipos de algodoeiro (Gossypium hirsutum L.) a Alabama argillacea (Hübner) (Lepidoptera: Noctuidae)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Avaliação de aspectos fisiológicos de três genótipos de tomateiro infestados por Bemisia tabaci (Gennadius) biótipo B (Hemiptera: Aleyrodidae)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Trigona spinipes (Fabr.) (Hymenoptera: Apidae) em espécies de maracujazeiro: flutuação populacional, horário de visitação e danos às flores

Avaliou-se a infestação, flutuação populacional e horário de visitação de Trigona spinipes (Fabr.) (Hymenoptera: Apidae) em espécies de maracujazeiro. As espécies utilizadas foram Passiflora coccinea, P. setacea, P. alata, P. edulis f. flavicarpa, P. laurifolia e P. nitida, aos três anos de idade. O ensaio foi conduzido em parcelas de 1,5 m de comprimento, avaliando-se os dois lados da espaldeira, considerando-se apenas o 0,5 m superior desta e totalizando, para os dois lados, a área de 1,5 m². Avaliaram-se os seguintes parâmetros: número de irapuás e porcentagem de dano nos botões florais, flores, frutos, ramos, folhas e pedúnculos. Para a determinação do horário de visitação, foi utilizada P. coccinea, sendo as avaliações realizadas às 9:00h, 12:00h e 15:00h. A correlação entre o número médio de T. spinipes presentes nas flores de espécies de maracujazeiro e a porcentagem de danos foi positiva e significativa (r = 0,99). em nenhuma das observações efetuadas, constatou-se a presença de T. spinipes nos botões florais, frutos, ramos, folhas ou pedúnculos das espécies de maracujazeiro, não ocorrendo danos nessas estruturas. Esse resultado sugere que as abelhas são atraídas pelas flores ocasionando danos nessas estruturas, provavelmente, por utilizar o tecido floral ou resinas contidas neste para a construção de ninhos. P. coccinea foi a espécie mais danificada por T. spinipes, apresentando suscetibilidade ao ataque desse inseto. Os horários de maior incidência de T. spinipes foram 9:00h e 12:00h, ocorrendo decréscimo significativo no número de abelhas por flor às 15:00h. Constatou-se maior infestação de T. spinipes nas flores das plantas de maracujá nos meses de outubro a novembro, coincidindo com a primavera, em Jaboticabal, SP.

Exigências térmicas de Brevicoryne brassicae e previsão de picos populacionais

O objetivo deste trabalho foi determinar as exigências térmicas do pulgão-da-couve, Brevicoryne brassicae L., Hemiptera: Aphididae, em condições de laboratório e campo, e prever a ocorrência de picos populacionais de adultos, por meio de um modelo de graus-dia. em laboratório, os experimentos foram conduzidos em câmaras climatizadas reguladas a 15, 20, 25, 27 e 30ºC, obtendo-se o limite térmico inferior de desenvolvimento (Tb = 4,5ºC) e a constante térmica (K = 176,1 graus-dia). Na determinação das exigências térmicas sob condições de campo, realizaram-se seis experimentos, a partir dos quais obteve-se o tempo médio de desenvolvimento de ninfas e a temperatura média ambiental. Os resultados estimados de Tb e K foram 3,5ºC e 180,0 graus-dia, respectivamente. Os resultados de Tb e K obtidos em laboratório possibilitam prever com maior precisão a ocorrência de adultos de B. brassicae do que os resultados de Tb e K determinados a partir de experimentos em campo.

Dificuldade de berço? Professores de matemática no ensino médio: práticas, formação continuada e juventude

The present paper is focused on pedagogical practices and continued lecturing formation of High School Mathematic teachers. Knowing the essential importance of the teacher at the educational process since he/she is the mediator on knowledge gathering by the scholars and continued formation meaning on that process, we hereby propose to investigate and compare what Math teachers think about their professional role, the kind of continued formation they receive and their development on teacher s knowledge and doing; to gather and compare what do Math teachers know about young people at public and private schools and their demands and as which find out if they link with the way as their students are taught. To develop our comparative research, we chose a qualitative focus and an investigation of ethnographic type. We took as the subject four Math teachers that work with high school 1st and 2nd grades in public and private schools, morning and afternoon shifts and license titles. The research results reveal differences in structural matter between the spaces, but the comparisons between teacher doings and knowledge reveal that the differences refer to the sort of formation and how often do the teachers search for it. Nevertheless, the reports pointed to continued lecturing formation offering and consistence problems and these reflect on their work and on its basis. The knowledge about youth and adolescence, such as theoric and methodological knowledge that lead their practices, are revealers of teachers difficulties in developing their activities according to the target public and nowadays educational demands

O ensino de filosofia no ensino médio mediado pela literatura sartriana

On analyse une expérience de l enseignement de philosophie dans l enseignement secondaire par la littérature. La scène d intervention a été l Institut Fédéral d Éducation, Science et Technologie du Rio Grande do Norte (IFRN), dans l année 2008. L étude à caractère qualitatif a adopté un modèle de recherche participant, dans laquelle le chercheur a intervenu dans son propre contexte de classe. On a utilisé l investigation d un ouvrage existentialiste de Jean-Paul Sartre, le roman La Nausée, comme contribution méthodologique pour l enseignement de philosophie. On a adopté le recours de la littérature avec contenu philosophique à partir de la proposition apportée para les Paramètres Curriculaires Nationaux pour l Enseignement Secondaire (PCNEM) : celle qu on ne doit ni avoir la prétention de former de philosophes professionnels ni banaliser la philosophie auprès des élèves. En partant du principe que l existentialisme a été un courant philosophique qui a utilisé la littérature entant qu expression d idées philosophiques, on a envisagé le potentiel pédagogique du voisinage communicant entre la philosophie et la littérature que lie l expérience littéraire avec les textes qui montrent aussi la discussion philosophique. L idée force a été celle de traiter concepts philosophiques a partir de la littérature comme invitation à la réflexion, en analysant l élément ludique dans la littérature comme jeu de la pensée. La pensée considérée comme action ludique arriverait parmi l idéal d en chercher de meilleures manières à comprendre la réalité en étant cet idéal esthétique assumé dans l effort d imprimer sens au chaos des expériences. Les situations pédagogiques en classe comptent fréquemment avec moment de dialogue a propos des problèmes existentiels affrontés par le protagoniste du roman, Antoine Roquentin, considérés comme questions philosophiques et débattues par l investigation dialogique tout suite après la lecture des parties du livre. Dans ce sens, on a cherché à suivre les marches de la méthode socratique dans lequel questionner e questionner à soi même soient les moles propulseurs de la réflexion philosophique. L investigation dialogique a été étendue pendant cinq rencontres de quatre-vingt-dix minutes interprétés par une analyse discursive qui a essayé d établir des rapports entre le discours de l enseignant et des élèves avec le discours de la tradition philosophique. Cette recherche a aussi envisagé à produire une réflexion sur la pratique de l auteur lui-même de l étude. Celui-ci peut-être soit l objectif le plus largement atteint : prendre conscience de l importance de la formation d un enseignant réflexif qui associe dans sa praxis le savoir faire avec la critique honnête de sa propre capacité professionnel

Políticas de educação profissional técnica e de ensino médio no Brasil: a implementação no CEFET-RN (1998 2008)

This study has analyzed the high school and professional education policies (1998-2008) and their impacts on the Centro Federal de Educação Tecnológica do Rio Grande do Norte. It has presented an analysis and design of the productive restructuring process in the world of work and education, the technical, vocational education and high school policies in Brazil, referring to this period, as well as the changes in Cefet-RN for implementation of Political Guidelines of Vocational, Technical and High School Education. This study is guided by assumptions related to these policies, which are located in different historical moments. It is a study in which subjects are understood as historical and social beings, embedded in the economic, political and cultural rights which, by its actions, can be transformed. It was based on a theoretical framework consistent with the object of research to give it shape and meaning, serving as a parameter to address the problem outlined in research questions. It was used analysis of bibliographical material and specific documents from the Institution, semi-structured interviews with the subjects part of technical and high school. Results show that many of the recommendations in the present high school policies and vocational technical and high school education, implemented in Cefet-RN, for the period 1998-2002, show inconsistencies between what is said and what can be officially established in the pedagogical practice of teachers and professional practice of some graduates. Regarding the integration of vocational education with the high school (2005-2008) in this Institution, the study signaled that its prioritization failed to materialize in full, in Cefet-RN, although it was developed and implemented a Political-Pedagogical Project in 2005

As condições de trabalho e a satisfação profissional: dimensões do profissionalismo docente no ensino médio

The dissertation is developed in the Research Base of Teacher Training and Professionalization of Universidade Federal do Rio Grande do Norte as a way to discuss the professionalization of High School teachers in Natal. It is a study linked to the research The context of teaching practice and professionalism: the case of high school teachers and sponsored by CNPq, with the objective of characterizing working conditions and job satisfaction as dimensions to the teacher professionalism in high schools. In this study we prioritized the focus on professionalization in national and international discussions, which combines the aspects of teaching in its historical, social, political and economical path, in order to reflect about its evolutional elements in the hierarchy of professions and establish a relation to high school teaching. To develop this relation we elaborated some questions that are considered relevant, such as: How does the high school teacher evaluate his/her working conditions to his/her professional practice? What level of satisfaction does the high school teacher have regarding his/her professional practice? What expectations does the high school teacher have in relation to his/her professional development? The answers to those questions were according to the high school teachers considerations shown in the questionnaire, which was structured with open and closed questions. These questions gave better adequacy to the teachers evaluations about their working place and the situations they experience in their working conditions, provoking job satisfaction and expectations for professional growth. The description of the teachers perception about working conditions, job satisfaction and expectation of professional development can explain the distinct factors that characterize these categories in the working context, although the conclusive results, in general, do not show a direct relationship between the categories studied. Some factors that teachers attribute as causes of bigger difficulties in working conditions and work activity itself are: working time, salary, professional status, school s infrastructure, and school s social context. These factors are similarly related to the degree of job satisfaction, without showing interference in the professional expectations