Fernando Pessoa(s): ciência das sensações, pedagogia do fingimento

La dissertation prétend considérer l'hétéronymie, experimentée par le poète Fernando Pessoa, comme une stratégie cognitive pour équivaloir l'autre dans le champs de l'éducation et minimiser des persistantes antinomies dans le processus de l'apprentissage tel que sentiment et pensée, émotion et raison. Ainsi, telle stratégie se constitue en un des fondements possibles de la méthode complexe au tisser de mode dialogique et récursive la relation de l'altérité que se constitue les identités plurielles dans l'éducation lançant des bases d`une science de la sensacions pour l'exercice d'une pédagogie de la feinte

O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

Um estudo sobre a concepção de paradoxo segundo o pensamento de Augustus de Morgan

This work aims to analyze the concept of "paradox" posed in the work of The Budget Paradox (1872) of mathematical and logical English Augustus De Morgan (1806-1871). Here it is important to note that a large part of this book consists of re-prints of a series of writings by the author in journal Athenaeum, where its performance as auditor of literature. The tests refer to some scientific work produced between the years 1489 and 1866 and the rules of selection for the composition of the work is, basically, the methodological aspects used in the completion or disclosed by such scholars. The concept of paradox is presented in two distinct moments. At first, we found a study of definitions for the term in a philosophical approach, characterizing it as something that requires further investigation; which was complemented with the classic examples of a scientific context. In the second, we present a concept advocated by De Morgan and, under this perspective, that he conceptualized the "paradox" is directly related to the non-usual methods employed in the formulation of new scientific theories. In this study some of these scientific concepts are detailed, where, through the redemption history, engaging in issues of our study Mathematics, Physics, of Logic, among others. Possession of the preliminary analysis and comparison with the design of De Morgan, it became possible to diagnose some limitations in the conceptualization suggested by the author. Further, evidenced, in front of the cases, the nonlinearity of the process of production of knowledge and hence the progress of science

Pensamento teórico e formação docente: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

PENSAMENTO TEÓRICO E FORMAÇÃO DOCENTE: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

A dinâmica do pensamento geométrico :aprendendo a enxergar meias verdades e a construir novos significados

This work is a case study to investigate the dynamics of the historians thought as they produce a knowledge about the history of the area measurement systems as forms of historical expressions and representations. We refer to some of the ideas of David Bohm (1989, 1992, 1994, 1996) to support our theoretical understanding about the operation of thought. We chose a period that is recognized by the theorists as the origin of the geometrical thought -embracing the knowledge developed by the Egyptians, Babylonians, Chinese, Hindus, Greeks and Romans- and is referred to as containing a cycle in the development of this knowledge, described as beginning, apogee and decline. We assume this history, as told by the theorists, as a version that we organize and tell with the help of three sets of categories. The first refers to the elements that take part in the measurement practices; the second refers to the historians understanding about the development of the scientific knowledge. This exercise allowed us to extract the theorists main beliefs, that we criticized in the light of the knowledge about Cubação (Dal Pian, 1990). We stress the importance of the methodological approach adopted in this study to the teaching of Geometry and its history

A autonomia da escola pública :um complexo movimento entre a outorga e a construção

The present research to explorer the configurations that come being given to the autonomy of the school, since the decade of 1990. We investigate the implementation of the principle of the autonomy in the public system of education of the State of Pernambuco and, specifically, in four school units and this schools its in the quarters of Stubborn Brasilia Teimosa and Casa Amarela, both located in Recife. We try to know if the implementation of the autonomy of the school is circumscribed in the process of productive reorganization, it was evidenced that the inclusion of this principle in the educational politics - in the scopes national and state - obeyed the dynamics of retraction that, in the neoliberal context, the performance of the State in relation to the public education and the school characterizes, with consequence impact in the investigated schools. From the empirical inquiry it was identified to the occurrence of a movement realized for the social actors of the schools research in direction to the construction of the pertaining to school autonomy; this movement presenting some limits and fragilities. It was evidenced despite this movement varied of intensity in the measure where the social actors of the schools had developed levels of dinamics processes (in greater or minor degree) related with the diverse expressions of democratic management that can occur into the school, such as: elaboration of the Politician-Pedagogical Project, institution and functioning of the Pertaining to school Advice, etc. The set of the carried through analyses made possible that it concluded that, in the context neoliberal and delimited to the investigated time and space, the implementation of the autonomy of the school comes if giving in way to a complex movement of construction

Há possibilidade do ensino da história desenvolver o pensamento teórico?

The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalhães (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history

Já li muita coisa, então, eu posso inventar mais! A leitura literária e o desenvolvimento do pensamento criativo na infância

This study investigates the contributions of reading literature for the development of creative thinking in childhood. Its relevance consists in exploring practices that contemplate the creative thinking development in apprentices at school space and understanding the literature like a significant way to promote the creative thinking. The study is connected to the qualitaty strand. The exploratory observation and the intervention were adopted as research techniques. The field diary and the audio and video recording of the reading sections were adopted as methodological instruments. The research was conducted in the application s college from the Federal University of Rio Grande do Norte, in a 1th grade class, with 18 students between 6 and 7 years old. During the intervention, 8 readind class happened, with varied strategies and literary genres. The reading sessions were conducted through the principles of scaffolding, defended by Graves and Graves (1995). The corpus is made of speaks episodes, whose encoding semantics allowed the grouping into two central categories: divergent thinking and coauthoring of literary reader. It was taken as a theoretical framework the studies of Amarilha (2011; 2006; 2001; 1991; 1993; 1994), Alencar (2001), Coelho (2000; 1997), Culler (1999), De Masi (2005), Gallo (2000), Guilford (1977), Iser (1996), Jouve (2002), Kneller (1978), Martínez (1997), Smith (2003), Stierle (1979), Vigotski (2009; 1998), Wechsler; Nakano (2003; 2002). The analysis points to the formation of creative individuals in the classroom, through the reading of literature. Reposition the literary education front of the new social demands. Resizes the function of school in children s development, considering the children s skill in exploring, testing hypotheses and making use of their creative thinking, in climate of freedom mental. It signals, in this way, the teacher like a mediator, promoting a favorable to the development of creative thinking environment, a stimulating atmosphere, which enhances the expression of creative thinking in community

Sensibilidade interoceptiva e respostas psicofisiológicas ao exercício submaximo

The complex human behavior related to exercise involves cognitive, physical and emotional processing. The recent theories about exercise s intensity regulation have highlighted the role played by psychophysics aspects in controlling exercise s intensity. In this regard, recent evidences have shown that there is variability in human capacity in perceiving interoceptives clues. Thus, subjects more sensitive show higher physiological arousal to physical and/or emotional stress, and sensations with higher intensity. In fact, studies have evidenced that interoceptive feedback modifies behavior in exercise with free load. However, exercise recommendations are based in a constant load standard. Therefore, we aimed to analyze the influence of interoceptive sensibility on psychophysics responses during dynamic exercise performed with constant load. Twenty-four adult males were allocated into two groups accordingly with their interoceptive sensibility: high sensibility (n=11) and low sensibility (13). They underwent to an incremental test (IT) and then randomly to two sections of moderate and severe exercise intensity for 20 minutes. Heart rate (HR), rating of perceived exertion (RPE), affective feelings (AF), alert state (AS), and percentage of associative thoughts were collect during exercise. A two-way ANOVA with repeated measures was used to assess differences between psychophysics responses. There were differences between group in RPE, AF, and AS in moderate intensity. There was no difference in any measure in severe intensity. We conclude that subjects with high interoceptive sensibility feel dynamic moderate exercise more intense than the subjecs with low interoceptive sensibility

Utilização de nutrientes de dietas contendo mananoligossacarídeo e/ou complexo enzimático para frangos de corte

Avaliaram-se a digestibilidade ileal e a retenção de alguns nutrientes e os valores de energia de dietas contendo mananoligossacarídeo (MOS) e/ou complexo enzimático (CE) para frangos de corte. Foram utilizadas 275 aves em delineamento em blocos ao acaso e arranjo fatorial 2 x 2 + 1, com dois níveis de MOS (0 e 0,1%), dois níveis de complexo enzimático (0 e 0,05%) e uma dieta controle positivo com antibióticos. O óxido crômico (0,5%) foi adicionado às dietas para estimativa do fator de indigestibilidade. O experimento teve início quando as aves completaram 13 dias de idade; a coleta de excretas foi realizada do 20º ao 22º dia e a de digesta, no 23º dia de idade das aves. A interação MOS × CE foi significativa para a retenção de PB e P e de energia metabolizável aparente (EMA), cujos valores foram maiores nas dietas com MOS e CE. A inclusão do CE melhorou a retenção de MS e os coeficientes de digestibilidade ileal de MS, PB, Ca e P na retenção de cálcio e nos valores de energia digestível com a inclusão de mananoligossacarídeo. Os coeficientes de digestibilidade ileal da MS, a retenção de MS, PB, Ca e P e os valores de energia digestível e de EMA das dietas contendo MOS e/ou CE foram superiores aos obtidos com a dieta contendo antibióticos.

Mananoligossacarídeos e complexo enzimático em dietas para frangos de corte

Avaliou-se o efeito de dietas com mananoligossacarídeos e complexo enzimático (CE) sobre o desempenho, a morfologia intestinal e a qualidade da cama de frangos aos 42 dias de idade. Foram utilizadas 750 aves em delineamento inteiramente casualizado em esquema fatorial 2 × 2 + 1, com dois níveis de mananoligossacarídeos (0 e 0,1% de 1 a 21 dias e 0,05% de 22 a 42 dias de idade), dois níveis de complexo enzimático (0 e 0,05%) e uma dieta com antibióticos (CP), totalizando cinco dietas com cinco repetições. Aos 42 dias de criação, o desempenho foi avaliado e, após o abate das aves, foram coletadas amostras de intestino e de cama e avaliado o desempenho. A inclusão de mananoligossacarídeos e/ou complexo enzimático na dieta não afetou o desempenho das aves, o perímetro e a altura dos vilos duodenais, a profundidade de criptas, a densidade de vilos no duodeno, jejuno e íleo, os teores de matéria seca e nitrogênio total e o pH das camas. A interação mananoligossacarídeos × complexo enzimático foi significativa para perímetro e altura de vilos no jejuno, que foram maiores nas aves alimentadas com as rações sem complexo enzimático e mananoligossacarídeos, mesmo comportamento observado para perímetro e altura de vilos ileais. Entretanto, quando adicionados mananoligossacarídeos e complexo enzimático, os valores dessas variáveis reduziram. A volatilização de amônia aumentou em camas de frango tratados com antibióticos e diminuiu com a adição de mananoligossacarídeos à dieta. A adição de mananoligossacarídeos ou complexo enzimático às dietas aumentou o perímetro e altura de vilos da mucosa do jejuno e do íleo e reduziu a volatilização de amônia da cama.

Complexo enzimático para suínos: digestão, metabolismo, desempenho e impacto ambiental

Foram conduzidos dois experimentos para avaliar a suplementação enzimática (amilase, pentosanase, celulase, protease e a-galactosidase) em rações à base de milho e farelo de soja para suínos. No Exp 1, foram determinadas as digestibilidades aparentes da energia, matéria seca, proteína e das fibras das rações, com ou sem o complexo enzimático, para suínos machos castrados, com 19,96 ± 2,90 kg de peso vivo. Foi utilizado o método da coleta total de fezes e as rações foram formuladas com níveis reduzidos de energia, proteína e aminoácidos. No Exp 2, foram mensurados o desempenho, a excreção de sólidos totais e voláteis, matéria mineral, nitrogênio, macro e microminerais nas fezes, em relação ao desempenho, de suínos machos castrados dos 50 aos 151 dias de idade, com peso médio inicial de 18,34 ± 1,35 kg. Foram utilizadas três dietas, sendo uma ração formulada para atender ou exceder as exigências nutricionais dos animais, de acordo com o NRC (1998), e outras duas com níveis reduzidos de energia, proteína e aminoácidos, suplementadas ou não com o complexo enzimático. Foi utilizado o delineamento em blocos casualizados. A suplementação enzimática em rações contendo milho e farelo de soja não promoveu incrementos na digestibilidade de nutrientes, não melhorou o desempenho dos animais e também não reduziu a excreção de resíduos pelas fezes. Mais estudos são necessários para testar novas matrizes e diferentes níveis do complexo enzimático.

Avaliação econômica da utilização de diferentes níveis de polpa cítrica com ou sem adição de complexo enzimático nas dietas de suínos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Avaliação cinética e potencial do Nb2O5 obtido a partir de um complexo de nióbio para formação do oleato de metila através da reação de esterificação do ácido oleico

Among the heterogeneous catalysts materials made from niobium show up as an alternative to meet the demand of catalysts for biodiesel production. This study aims to evaluate the potential of a heterogeneous catalyst derived from a complex of niobium in the reaction of methyl esterification of oleic acid. The catalyst was synthesized after calcination at different temperatures of a niobium complex ((NH4)3[NbO(C2O4)3].H2O) generating a niobium oxide nanostructure with a different commercial niobium oxide used to synthesize the complex. The commercial niobium oxide, the complex niobium and niobium catalyst were characterized by thermogravimetry (TG and DTA), surface area analysis (BET), scanning electron microscopy (SEM) and X-ray diffraction (XRD), showing the catalyst has researched morphological and crystallographic indicating a catalytic potential higher than that of commercial niobium oxide characteristics. Factorial with central composite design point, with three factors (calcination temperature, molar ratio of alcohol/oleic acid and mass percentage of catalyst) was performed. Noting that the optimal experimental point was given by the complex calcination temperature of 600°C, a molar ratio alcohol/oleic acid of 3.007/1 and the catalyst mass percentage of 7.998%, with a conversion of 22.44% oleic acid in methyl oleate to 60 min of reaction. We performed a composite linear and quadratic regression to determine an optimal statistical point of the reaction, the temperature of calcination of the complex at 450°C, the molar ratio of alcohol/oleic acid 3.3408/1 and mass percentage of catalyst of 7.6833% . Kinetic modeling to estimate parameters for heterogeneous catalysis it set well the experimental results with a final conversion of 85.01% with 42.38% of catalyst and without catalyst at 240 min reaction was performed. Allowing to evaluate the catalyst catalytic studied has the potential to be used in biodiesel production