Um software educativo que suporte uma construção de conhecimento em interacção (com pares e professor)

A comunicação, escrita do ponto de vista do utente que, por dever de ofício, é avaliador implícito da adequabilidade educativa de software, pretende reflectir sobre alguns dos pressupostos que devem condicionar o design de software "educativo". Discute, sucintamente, esses pressupostos à luz de um enfoque construcionista e de algumas das contribuições consideradas relevantes oriundas da teoria histórico-cultural da actividade.

WIKI-Sapientia: um ambiente de construção de aprendizagem através da colaboração entre os pares

Esta dissertação visa apresentar a trajetória e os resultados da análise da utilização do ambiente virtual Wiki-Sapientia, no Campus Ipojuca, que se situa na cidade com mesmo nome. As observações presenciais e on-line foram realizadas no período compreendido entre fevereiro e maio de 2012. A maior preocupação foi investigar a possibilidade de uso desse ambiente e na fase da utilização perceber se, de fato, esse ambiente pode vir a ser promotor de aprendizagem colaborativa para os que se dispõem a utilizá-lo. Buscamos conhecer o conceito que os sujeitos da pesquisa têm sobre aprendizagem colaborativa, sobre Wiki, entre outros. Buscamos entender também o grau de satisfação dos alunos com a metodologia adotada por seus professores e o julgamento dos estudantes quanto à possibilidade de um ambiente virtual de aprendizagem vir a contribuir para a melhoria de suas aprendizagens. O estudo de caso foi direcionado a uma turma de Automação Industrial do curso técnico do Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco - IFPE, composta por 36 estudantes e orientada por 11 docentes, pelo fato de este curso ser um dos mais alinhados à realidade de expansão industrial, local, porém por ser também o de maior evasão e reprovação deste Campus. Foi procedida a aplicação de questionários e de entrevistas, de forma censitária aos professores e estudantes. A análise dos dados quantitativos ocorreu com o auxílio do programa SPSS; já a análise dos dados qualitativos orientou-se pela análise de discurso. Esse estudo sinaliza para algumas considerações sobre a utilidade do Wiki-Sapientia como promotora do saber coletivo, ao mesmo tempo, que sugere a adoção dessa ferramenta para todos os Campi que formam o IFPE.

Estudo das propriedades críticas do processo epidêmico por par com difusão de pares

The pair contact process - PCP is a nonequilibrium stochastic model which, like the basic contact process - CP, exhibits a phase transition to an absorbing state. While the absorbing state CP corresponds to a unique configuration (empty lattice), the PCP process infinitely many. Numerical and theoretical studies, nevertheless, indicate that the PCP belongs to the same universality class as the CP (direct percolation class), but with anomalies in the critical spreading dynamics. An infinite number of absorbing configurations arise in the PCP because all process (creation and annihilation) require a nearest-neighbor pair of particles. The diffusive pair contact process - PCPD) was proposed by Grassberger in 1982. But the interest in the problem follows its rediscovery by the Langevin description. On the basis of numerical results and renormalization group arguments, Carlon, Henkel and Schollwöck (2001), suggested that certain critical exponents in the PCPD had values similar to those of the party-conserving - PC class. On the other hand, Hinrichsen (2001), reported simulation results inconsistent with the PC class, and proposed that the PCPD belongs to a new universality class. The controversy regarding the universality of the PCPD remains unresolved. In the PCPD, a nearest-neighbor pair of particles is necessary for the process of creation and annihilation, but the particles to diffuse individually. In this work we study the PCPD with diffusion of pair, in which isolated particles cannot move; a nearest-neighbor pair diffuses as a unit. Using quasistationary simulation, we determined with good precision the critical point and critical exponents for three values of the diffusive probability: D=0.5 and D=0.1. For D=0.5: PC=0.89007(3), β/v=0.252(9), z=1.573(1), =1.10(2), m=1.1758(24). For D=0.1: PC=0.9172(1), β/v=0.252(9), z=1.579(11), =1.11(4), m=1.173(4)

Interações competitivas de triticale (Triticum turgidosecale) e nabiça (Raphanus raphanistrum) em função da população e proporção de plantas

Este trabalho foi realizado com o objetivo de quantificar as interações competitivas e os índices de competitividade entre plantas de triticale e nabiça. A metodologia utilizada foi a de um experimento em monocultura, que variou de 25 a 500 plantas m-2 para determinar o valor a partir do qual a produção se torna independente do aumento da densidade para cada espécie, e um experimento substitutivo, com população total de 300 plantas m-2 e sete proporções de nabiça: triticale (0:300, 50:250, 100:200, 150:150, 200:100, 250:50 e 300:0), sendo conduzidos em delineamento experimental de blocos casualizados, com cinco repetições. Os resultados foram analisados pelo método convencional de análise de experimentos substitutivos e pelo método da produção recíproca total e por planta. Os índices calculados, a partir da massa seca das plantas, indicaram o triticale como competidor superior à nabiça.

Efeitos por comparações e por experimento em interações de experimentos fatoriais

Avaliar efeitos de interações é um dos principais objetivos dos experimentos fatoriais. em experimentos com dois fatores A e B, com m e n níveis de cada fator, respectivamente, há m x n possíveis interações e (m-1)(n-1) graus de liberdade associados. Freqüentemente somente parte dessas interações contribui efetivamente para a Soma de Quadrados da Interação e pode ser interessante examiná-las. O uso de nível de significância menos rigoroso para interpretação do efeito da interação por experimento, em relação às demais fontes de variação da análise de variância, pode captar efeitos importantes. Recomenda-se o uso de p = 0,25 para a interpretação do efeito da interação por experimento, mantendo-se o usual p = 0,05 para efeitos por comparações. Mesmo no caso de interações significativas, comparações selecionadas, em lugar de apenas cortes, podem auxiliar a interpretação de interações complexas.

A perda de grupos funcionais em comunidades virtuais: efeito das interações entre espécies e grupos funcionais

High levels of local, regional, and global extinctions has progressively simplified communities in terms of both species and ecosystem functioning. Theoretical models demonstrated that the degree of functional redundancy determines the rates of functional group loss in response to species extinctions. Here, we improve the theoretical predictions by incorporating in the model interactions between species and between functional groups. In this study, we tested the effect of different scenarios of interspecific interactions and effects between functional groups on the resistance to loss of community functional groups. Virtual communities have been built with different distribution patterns of species in functional groups, both with high and low evenness. A matrix A was created to represent the net effect of interspecific interactions among all species, representing nesting patterns, modularity, sensitive species, and dominant species. Moreover, a second matrix B was created to represent the interactions between functional groups, also exhibiting different patterns. The extinction probability of each species was calculated based on community species richness and by the intensity of the interspecific interactions that act upon it and group to which it belongs. In the model, successive extinctions decrease the community species richness, the degree of functional redundancy and, consequently, the number of functional groups that remain in the system. For each scenario of functional redundancy, A, and B, we ran 1000 simulations to generate an average functional extinction curve. Different model assumptions were able to generate remarkable variation on functional extinction curves. More extreme variations occurred when the matrix A and B caused a higher heterogeneity in the species extinction probability. Scenarios with sensitive species, positive or negative, showed a greater variation than the scenarios with dominant species. Nested interactions showed greater variation than scenarios where the interactions were in modules. Communities with maximal functional evenness can only be destabilized by the interactions between species and functional groups. In contrast, communities with low functional evenness can have its resistance either increased or decreased by the interactions. The concentration of positive interactions in low redundancy groups or negative interactions in high redundancy groups was able to decrease the functional extinction rates. In contrast, the concentration of negative interactions in low redundancy groups or positive interactions in high redundancy groups was able to increase the functional extinction rates. This model shows results that are relevant for species priorization in ecosystem conservation and restoration

O papel de interações positivas entre plantas na regeneração de áreas degradadas na caatinga

Conselho Nacional de Desenvolvimento Científico e Tecnológico

O lugar pedagógico da educação física na educação infantil: saberes (re)construídos na formação continuada do PAIDÉIA/UFRN

The present study aimed to investigate the overview of teachers in continuing education program who work in kindergarten, about the continuing education developed by the Paideia/UFRN through the Course of Specialization in Art Teaching and Physical Education in Childhood, having as key focus, the knowing / doing related to physical education in Childhood. From this general goal, it was elected some specific objectives as: to know the interests and expectations that motivated the teachers to participate of that referred training; the evaluation by teachers on regard of the continuing education proposed: boosters factors for possible changes in teaching activities regarding the practice of teaching physical education in kindergarten. The methodology took the principles and techniques of qualitative research strategy and the characteristics of descriptive and interpretive strategy. The locus of this research was the Course of Specialization in Art Education and Physical Education in childhood, having as the citizens of this research twenty three teachers taking that specialization course. For building and systematization of the data, we used the following tools and procedures: a questionnaire, a semi structured interview and documents analysis. The data was constructed based on the technique of content analysis, focusing the reflections and speech of the teachers about the creation of new meanings and senses for the knowing / doing in Physical Education. It was found, among other results, the need and quest for improvement of teacher education, in order to improve educational practice. It was also evident that the situations of dialogues (interactions with peers, with their professors and other professionals in the related area or not) were mentioned by most teachers in the course as a relevant moment of redefinition of knowledge. In relation to Physical Education, it was found that participation in the course of specialization provided the recognition of teaching practice of physical education as part of the curriculum and the importance of inclusion of its specificities in their educational planning. From these elaborations, we come to the conclusion that knowing the perspectives of the teachers about continuing education can contribute to the theoretical and methodological discussions in teachers education and the creation of new actions - projects and programs of continuing education constructing increasingly ways towards a successful teacher formation, able to provide new forms of acting in the educational context

O papel das interações no processo de inclusão de crianças com síndrome de Down

La inclusión actual está siendo orientada por diversos principios, tales como la cooperación, aceptación de las diferencias individuales, valoración de cada individuo y convivencia dentro de la diversidad. En esta perspectiva, se entiende la educación como un proceso, en que todos los alumnos con necesidades educativas especiales tienen el derecho de escolarización en el salón de clase general, visando el desarrollo máximo de su potencial. Es en la interacción con los otros que los niños desarrollan efectivamente sus capacidades, aprenden a descubrir al otro como portador de valores y, como consecuencia de esa relación, a tener más confianza en sí mismo. Es por lo tanto necesario que las influencias educativas sean recíprocas y que en la convivencia escolar, puedan ser constantes las relaciones interpersonales. Así, haciendo con que cada niño sea introducido a la vivencia de la ciudadanía, al aprendizaje que va más allá de los contenidos escolares y envolviendo también la construcción de valores, hábitos y actitudes. Con base en estos aspectos, nuestro trabajo tuvo como objetivo la interacción entre niños con síndrome de Down y sus compañeros, en dos clases regulares de una escuela pública em el nível de educación infantil, en la ciudad de Natal/RN. En este sentido, realizamos un estudio de caso con dos niños, envolviendo observación, aplicación de entrevistas y cuestionarios, además de la utilización de la sociometría. Los datos analizados apuntan la existencia de un espíritu de cooperación entre los niños, del respeto a la diversidad y también a sus limitaciones. Estos son valores que están siendo construidos y que son percibidos claramente en lo cotidiano de la escuela. De igual modo, de esta convivência resulta la construcción de vínculos afectivos y sociales entre los niños que presentan el síndrome de Down y sus compañeros, siendo estos similares a los desarrollados entre los niños en general. Sin embargo, se evidencia todavía, la necesidad de un incentivo mayor por parte de la comunidad escolar para que sean establecidos vínculos más significativos

Interações comunicativas entre uma professora e um aluno com transtorno invasivo do desenvolvimento na escola regular

Inclusion of students with autism in regular education settings is a topic that has not been much explored by the national scientific literature. This matter is complex and, due to the extent of various aspects involved, it is essential to delimitate a focus of investigation. The direction taken by this study was to evaluate the effects of an intervention program in the communicative interactions between a student with autism and his teacher in a regular classroom. Data were collected in an elementary private school, located in the city of Natal, Rio Grande do Norte during the 2010 academic school year. The study included a teacher and a non-vocal, 10-year-old student diagnosed with autism. A quasi-experimental A-B research design was employed. During the intervention program the teacher was trained to use Naturalistic Teaching Strategies and Alternative and Augmentative Communication (AAC) resources to increase the frequency of interactions with the student during three classroom routines (entry time, snack and pedagogical activity). The results indicated qualitative and quantitative changes in the interactions of the dyad after the implementation of the intervention program. The student began to use pictograms to communicate with the teacher in two of the three routines investigated. The frequency of AAC use was also observed in the teacher‟s repertoire, especially when the student failed to understand gestures and words. The teacher positively evaluated the intervention program

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Estudo das interações polifenol-proteína e das reações de escurecimento não-enzimático para o processamento de cajuína

The cashew, a fruit from Brazilian Northeast is used to produce juice due to its flavor and vitamin C richness. However, its acceptance is limited due to its astringency. Cajuína is a derivate product appreciated by its characteristic flavor, freshness and lack of astringency, due to tannin removal. Cajuína is a light yellow beverage made from clarified cashew juice and sterilized after bottling. It differs from the integral and concentrated juice by the clarification and thermal treatment steps. Many problems such as haze and excessive browning could appear if these steps are not controlled. The objective of this work was divided into two stages with the aim to supply process information in order to obtain a good quality product with uniform characteristics (sensory and nutritional). Polyphenol-protein interaction was studied at the clarification step, which is an empirical process, to provide values on the amount of clarifying solution (gelatin) that must be added to achieve a complete juice clarification. Clarification essays were performed with juice dilutions of 1:2 and 1:10 and the effect of metabissulfite and tannic acid addition was evaluated. It was not possible to establish a clarification point. Metabissulfite did not influenced the clarification process however tannic acid addition displaced the clarification point, showing the difficulty visual monitoring of the process. Thermal treatment of clarified juice was studied at 88, 100, 111 e 121 °C. To evaluate the non-enzymatic browning, vitamin C, 5-hidroximetilfurfural (5-HMF) and sugar variation were correlated with color parameters (reflectance spectra, color difference and CIELAB). Kinetic models were obtained for reflectance spectra, ascorbic acid and 5-HMF. It was observed that 5-HMF introduction followed a first order kinetic rate at the beginning of the thermal treatment and a zero order kinetic at later process stages. An inverse correlation was observed between absorbance at 420 nm and ascorbic acid degradation, which indicates that ascorbic acid might be the principal factor on cajuína non-enzymatic browning. Constant sugar concentration showed that this parameter did not contribute directly to the nonenzymatic browning. Optimization techniques showed showed that to obtain a high vitamin C and a low 5-HMF content, the process must be done at 120 ºC. With the water-bath thermal treatment, the 90 °C temperature promoted a lower ascorbic acid degradation at the expense of a higher 5-HMF level

A leitura e o leitor presumido nas avaliações oficiais

Este estudio se refiere a una investigación a cerca de la concepción de la lectura que subyace en la Matriz de Referencia de la Prueba Brasil, y, mediante las análisis del modelo 2009, entender lo que el lector se supone que responder en las preguntas de esta prueba. El estudio tiene como objetivo satisfacer se presume lector general para responder a las preguntas de prueba de Brasil y el mapa de la concepción de la lectura que subyace en la matriz de referencia tal prueba. Los objetivos específicos apuntan a examinar los temas de Prueba Brasil, identificando qué descriptores se materializan en el mismo, que son los más recurrentes. El estudio tiene como fundamentos los estudios bakhtinianos a cerca de los diálogos del linguaje (Bakhtin, 2003, 2008; Volochínov/Bakhtin, 1993) y la concepción de la lectura defendida por Geraldi (2007), Larossa (2001) y DeCerteau (1994). La investigación és caracterizada como cualitativo-interpretativo, con enfoque socio-histórico, y se encuentra dentro del campo de la Lingüística Aplicada, que en las últimas décadas ha demostrado contribuciones para la enseñanza de lenguas y formación docente. Para hacer el análisis de las pruebas, inicialmente construido una tabla (Tabla 1), que contiene los seis macrotópicos Matrix lengua portuguesa en la que estábamos repartiendo los descriptores presentes en las cuestiones de prueba referenciada relacionándolos con sus temas. Tras analizar la cuestión, con el fin de identificar al presunto lector a responder a estas preguntas. Mediante análisis de la Matriz de Referencia de la Prueba Brasil, entendemos que ella está de acuerdo con los Parámetros Curriculares de la Lengua Portuguesa. Así, la concepción que subyace en la lectura es que la lectura es una actividad que depende del proceso individual, pero que és parte de un contexto social e involucra a habilidades relacionadas con la comprensión y producción de sentido. Mediante la observación de la prueba, afirmamos qué el lector con la capacidad de responder a las preguntas es lo que desarrolla actitudes favorables a cerda de la lectura. A saber: (i) reconocen ampliamente las palabras, (ii) identifican los objetivos y funciones de la lectura, en reconocimiento de la función de apoyo de género y el contexto del texto, (iii) predice el contenido de los textos a se lee a la luz de su apoyo, su género y su contexto; (iv) plantea hipótesis sobre el contenido del texto que se lee, (v) es capaz de buscar ideas textual e intertextual. Es decir, hace inferencias, aumentando la comprensión, la asociación de diversos elementos presentes en el texto y que son parte de sus propias experiências personales, (vi) construye la comprensión global del texto leído por la unificación de la información explícita e implícita, (vii) tiene la capacidad de evaluar la lectura de forma ética y afectiva, o de hacer extrapolaciones coerentes sin escapar de la temática del texto. Por último, podemos decir que las implicaciones pedagógicas de este trabajo para mi actividad profesional es de gran importancia, ya que desde la detección de lo que se requiere de los estudiantes y, en consecuencia, un nuevo enfoque para la enseñanza de la lengua materna como podemos reflexionar sobre eso y encontrar maneras de mejorar nuestro desempeño. Tanto nuestro entrenador como nuestros compañeros. Dejando a un nivel puramente descriptivo de los problemas de acción conjunta más eficaz, entendiendo que la enseñanza de lectura tiene un carácter complejo. En este sentido, tenemos que ser menos intuitivo y más reflexiva. Nos gustaría hacer hincapié en que tenemos la intención de socializar esta investigación con nuestros compañeros, ya que entendemos que es un material que puede contribuir a un nuevo aprendizaje para la práctica de los profesores que se inclinan. Además indicó que la principal contribución de este trabajo es nuestra mirada en el proceso de la lectura en el aula, la comprensión de que el estudiante de ofertas diarias con textos localizados, derechos de autor, histórico y representativo de las diferentes interacciones en el mundo. Por lo tanto, es el momento de ser gestado las prácticas de lectura hacia una educación más significativa

Técnicas de caracterização para investigar interações no nível molecular em filmes de Langmuir e Langmuir-Blodgett (LB)

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