Reproductive efficiency of adult and prepubertal goats subjected to repeated follicular aspiration

The objective of this study was to assess the reproductive response of adult and prepubertal goats subjected to repeated laparoscopic ovum pick-up (LOPU). The study animals were divided into two groups, specifically, adult nanny goats (GA, n=10) and prepubertal nanny goats (GP, n=10), which were subjected to estrous synchronization and ovarian stimulation for LOPU. Both groups underwent six LOPU procedures at seven-day intervals and were subsequently subjected to controlled mating and pregnancy diagnosis to evaluate their future fertility. The study showed a reduction in the number of follicles visualized and in the amount and quality of the oocytes that were recovered and exposed to in vitro maturation. As indicated by the fertility test, however, no complications were found during the laparoscopic procedures that would impair the reproductive future of the animals. Therefore, a viable number of oocytes were obtained even with the decreased reproductive efficiency, proving that repeated LOPUs do not interfere with the reproductive of adult and prepubertal nanny goats. These results indicate a positive aspect of this procedure, allowing for increasing reproductive performance of this kind, when used for the production in vitro.

Produção in vitro de embriões de bovinos da raça Nelore oriundos de ovócitos de ovários com e sem corpo lúteo

Comparou-se a produção de embriões a partir de ovócitos oriundos de ovários com e sem corpo lúteo de vacas da raça Nelore, em relação à qualidade e quantidade de ovócitos obtidos, embriões produzidos, taxa de prenhez e proporção dos sexos. Foram realizadas aspirações foliculares dos dois ovários de 219 vacas em 250 seções, igualmente distribuídas em cinco grupos, sendo G1=fêmeas gestantes; G2=não gestantes, com CL e submetidas a tratamento hormonal com progestágeno+BE+PGF2∝; G3=não gestantes, sem CL e com o mesmo tratamento de G2; G4=não gestantes, com presença de CL e sem tratamento; G5=não gestantes, sem presença de CL e sem tratamento. Os resultados foram avaliados pela análise de variância (ANOVA) e aplicado o Teste de Tukey para comparação entre médias, a 5% de significância, pelo programa SISVAR. Já para comparação de proporção de sexos dentro e entre os grupos, foi utilizado o teste de comparação múltipla de proporções. O G4 produziu maior média de ovócitos totais aspirados que G2 e G3. Comparando-se os três grupos que apresentavam CL (G1, G2, G4), o G4 foi superior a G1 e G2 em ovócitos totais, no ovário com e sem CL. Em ovócitos viáveis, G2 foi superior a G1 no ovário com CL. Os ovócitos obtidos de ovários com CL é que resultaram em melhores índices de produção de embriões. As vacas gestantes produziram melhor nos ovários sem CL, com mais ovócitos viáveis (p<0,05) e iguais em embriões (p>0,05), em relação ao ovário com CL. As taxas de prenhez e proporção dos sexos foram semelhantes entre os grupos (p>0,05). A concentração de progesterona (P4) foi diferente entre os grupos, mas não influenciou as variáveis analisadas. A utilização do tratamento hormonal não melhorou os resultados de nenhuma variável. Portanto, o melhor critério de escolha de doadoras Nelore para programas de Produção in vitro (PIV) de embriões é o conhecimento individual de cada animal ao longo das seções de aspiração folicular.

A violência da escola na voz de futuros professores: uma probabilidade da produção da cultura da violência em ambientes escolares?

The purpose of this research is to show the types of violence committed by teachers that were experienced and/or witnessed by future teachers during their schooling history. It's a quantitative and qualitative research. The collection, organization, and analysis of data proceeded from Content Analysis (BARDIN, 1977) and the construction of Bernard Charlot and Pierre Bourdieu's works and specific literature on the theme. The subjects are 12 students that attended the Pedagogy undergraduate program in 2011 at the Faculty of Science and Arts of the city of Araraquara in the state of São Paulo, Brazil. The data shows that the majority of the group of individuals claimed to have witnessed or experienced violence by teachers during their basic training. According to them, among the most recurring types of violence are those of symbolic nature. They attended, not equally, the public system and the private system. This enabled pointing out that violence, especially symbolic violence, occurred in both school systems. Therefore, this is a phenomenon that affects different fractions of social classes. Considering that the participants of this research are future teachers, it was established a relation with the notion of 'cycle of abuse', since there is a high possibility of them practicing the teaching function.

As políticas do Banco Mundial e a educação da mulher trabalhadora

Pós-graduação em Educação - FFC

Amoras e jabuticabas: raízes e frutos de uma Pedagogia Profunda para todos

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

Narrativas de professoras que ensinam matemática na região de Blumenau (SC): sobre as feiras catarinenses de matemática e as práticas e e concepções sobre ensino e aprendizagem de matemática

Pós-graduação em Educação para a Ciência - FC

Educação bilingue para surdos: práticas discursivas em tempos de exclusão

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

Escrita e Síndrome de Down

The project, developed at the Health and Education Studies´ Center, in the Unity of the Science and Philosophy’s College, UNESP, Marilia´s campus, had as goal the development of a study about the appropriation of writing by children with Down ’s syndrome. Five children, from 10 to 13 years old, on different situations of scholar levels, were took part in the project. As research procedure, it was developed weekly pedagogical interventions, based on HistoricalCultural Theory. At the beginning, the group presented different dimensions of approximation with the writing universe. It was observed advances on the graphic representation and on the individual trials of writing. Two childrens began to build small texts, one of the children is on the beginning of the alphabetic writing and two other children continue to present difficulties, getting close of the writing in a very not confortable way, stuck on the scholar formality and a direct mediation to the words constitution is needed.

Motivação de equipes em unidades de informação

This article, through the revision of literature in the areas of Information Science and Administration, sought to rescue the theoretical yardstick about leadership, motivation, team works, competences, abilities and attitudes of leader. Beyond that was elaborated an exploratory study with directors/managers of university libraries. From the analysis of literature selected and the exploratory research, infers that the leader which works in units of information can develop some actions that are going to motivate the team, to which leads, as by example: implant participatory programs; establish challenging goals; encourage works in group; promote turnaround of post and functions; create results disclosure systems; stimulate the creativity; promote a good environment at work; promote education and training individual/group; defined clearly the responsibilities; delegate authority consciously, charge results; and others possibilities. In this manner, understands that leader that works in units of information is going to know the factors that enable the motivation of the team. For so much, it is necessary observe the aspirations of his collaborators and verify if organization has been capable of satisfy them. In that sense, falls to the informational professional qualify itself for perform that function.

Notas sobre a apropriação da escrita por crianças com Síndrome de Down

The project, developed at the Health and Education Studies ́ Center, in the Unity of the Science and Philosophy’s College, UNESP, Marilia ́s campus, had as goal the development of a study about the appropriation of writing by children with Down ’s syndrome. Five children, from 10 to 13 years old, on different situations of scholar levels, were took part in the project. As research procedure, it was developed weekly pedagogical interventions, based on Historical-Cultural Theory. At the beginning, the group presented different dimensions of approximation with the writing universe. It was observed advances on the graphic representation and on the individual trials of writing. Two children began to build small texts, one of the children is on the beginning of the alphabetic writing and two other children continue to present difficulties, getting close of the writing in a very not comfortable way, stuck on the scholar formality and a direct mediation to the words constitution is needed.

As contribuições da Educação Especial para promoção da educação inclusiva nas normativas brasileiras

Este texto objetiva apresentar, de forma crítica, uma retrospectiva pontual das normativas brasileiras que orientam a escolarização de alunos da Educação Especial, na perspectiva da educação inclusiva. Em defesa da revisão dos procedimentos de ensino na formulação das práticas educacionais inclusivas, as normativas sugerem mudanças importantes quanto: ao lócus de escolarização do público da Educação Especial, a definição dos que dela se beneficiam e a revisão do seu papel em prol da consolidação da educação inclusiva. As normativas indicam ainda orientações específicas no que diz respeito às providências instrumentais, infraestruturais, e de ajustes curriculares, entre outras. Tais recomendações intencionam assegurar condições mais favoráveis de progresso acadêmico aos alunos com deficiência, transtorno global do desenvolvimento, altas habilidades e/ou superdotação no sistema público de ensino. Pelo intermédio de um julgamento criterioso dos textos normativos referentes aos documentos legais selecionados, espera-se contribuir para a compreensão das formas de organização da Educação Especial no atendimento às necessidades educacionais de uma parcela significativa do alunado. Recorda-se que esses alunos, que necessitam de com condições diferenciadas de ensino, por longas décadas ficaram afastados dos conhecimentos valorizados pela cultura escolar, entretanto, com a adoção de políticas públicas, que respeitam e valorizam a diferença, formas de escolarização e de participação direta no ensino comum tem sido uma prática real no sistema educacional brasileiro.

Recursos de Alta-Tecnologia Assistiva Disponíveis no Mercado Nacional:ferramentas para alunos com paralisia cerebral

In Brazil, the interest on the applicability of assistive technology resources in the school environment has grown for children with cerebral palsy, according to the evidences on the diffi culties in their process of scholarization. The objective of the project was the construction of a data base about the resources of high assistive technology in the national market, indicated for the use in the classroom environment for children with cerebral palsy, with the purpose to systemize information, to assist in the selection, prescription and implementation of this type of resource. From a search in the literature available in existing national sites, a computerized archive on the availability of these resources was constructed, having as parameters the applied methodology already used in previous study. Therefore, information on adapted resources had been systemized, constituting an accessible source of data to all the interested parties, aiming to contribute for a effective implementation of these resources in the promotion of the scholarization of children with cerebral palsy in the country.

Perfil, concepções e práticas pedagógicas de professores que atuam em turmas multisseriadas de escolas públicas de Sergipe

This article examines some aspects of the organization of multigrade schooling, taking as reference the state of Sergipe. It describes the profile, the conceptions and pedagogical practices of teachers working in multigrade classes in public schools. The data presented result from a statistical analysis of information collected by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixiera (Inep) and from researches realized with public school teachers of Sergipe. The research has shown that the organization of multigrade schooling has different patterns and its central premise is the junction of years/grades, disregarding the age factor and inhibiting a possible pedagogical intervention, which considers the diversity of subjects and their lifetime. Therefore, it is necessary that teachers have a closer look at subjects of education in rural areas and build an educational intervention that goes beyond administrative aspects of formation of classes. The analysis of conceptions and practices of the teachers working in multigrade classes showed that the teaching work is obstructed by external determinations and by administrative barriers, inhibiting new reflections and practices that break up with the traditional logic of grades, permeated of excluding elements. The article aims to contribute to the dissemination of reflections and policies in the area of country education, especially for schools organized by multigrade schooling.

Os contos infantis como literatura, na formação humana e na educação

As reflexões tecidas neste texto decorreram de inúmeros questionamentos acerca da necessidade de se considerar a importância dos contos infantis como literatura, na formação humana e na educação. Nesse sentido, aborda-se, num primeiro momento, aspectos históricos da origem e trajetória dos contos infantis. Após e ainda que brevemente, abordam-se alguns fundamentos discutidos entre Habermas e Mead sobre a construção da intersubjetividade humana que pode ser propiciada pelos contos infantis e a conquista da individuação e socialização. Por fim, são abordados aspectos a partir dos quais se espera contribuir para as reflexões sobre educação, centralmente sobre a educação de crianças em processo de escolarização.

O ensino da açao de ler e suas contradiçoes

The article broaches the diffi culties found by the Brazilian school on teaching the act of reading to students in the beginning of their scholarship process. In order to analyze those diffi culties, one must start from the assumption that, historically, this teaching fi nds mostly basis on the emphasis on the fl uent pronounce without considering the reader’s intention to achieve meaning before the text, in social, historic and cultural situations. On this perspective, the school usually teaches students how to dominate some of the aspects of the linguistic system, for not comprehending that the act of reading is a cultural, plural, historical and social action, that uses this system. The article concludes that Latin America’s education has a path to run: the one to learn to teach the act of reading as a cultural practice, instead of simply understanding it as the domain of the linguistic system basis.