ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital

A educação contemporânea está inserida num contexto de velozes e dinâmicas transformações sociais e culturais, principalmente com o avanço e incorporação das Tecnologias Digitais de Informação e Comunicação (TDIC) no cotidiano das pessoas. Na Sociedade da Informação, na Era do Conhecimento, é preciso ir além do saber ler, escrever e digitar. A escola, por sua vez, de maneira ainda morosa, busca adequar-se às exigências do universo digital do qual participam seus agentes. O Ensino Médio, foco de preocupação e reflexão por todos os envolvidos no processo educativo dessa modalidade, tenta alcançar sua proposta de formação integral dos jovens para o exercício do trabalho e da cidadania. À disciplina Língua Portuguesa reserva-se a missão de conciliar o ensino da norma-culta com os gêneros discursivos de tal forma a promover a inclusão digital dos alunos nas diversas circunstâncias de letramento às quais são submetidos. Nesse âmbito, este trabalho investigou: Que percepções dos processos formativos emergem quando os alunos refletem acerca das práticas pedagógicas e das vivências nas aulas de Língua Portuguesa em atividades mediadas por portal educacional? O objetivo geral da pesquisa é provocar a reflexão nos professores, de tal forma que repensem suas práticas pedagógicas e seu papel no processo educativo a fim de promover uma experiência educativa mais condizente com a realidade dos alunos. A metodologia adotada foi a pesquisa qualitativa de cunho investigativo, na modalidade narrativa, sob a luz de Clandinin e Connelly (2011). Pela inserção no cenário e proximidade afetiva com os participantes, assumiu-se o desafio de desenvolver uma pesquisa-ação, para isso, os instrumentos investigativos adotados foram: entrevista semiestruturada, diário de bordo, atividades realizadas no portal, conversas informais e caderno de campo. A análise dos dados permitiu a elaboração de oito categorias de análise, emergentes das narrativas dos participantes: interação e comunicação; sala de aula ampliada; gestão da aprendizagem; o registro de si e do outro; aprendizagem colaborativa e transformadora; incentivo à pesquisa; estudo autônomo; e, desafios. Os resultados alcançados apontaram para reflexões que não se encerram nas páginas deste trabalho, dentre elas destacam-se: a importância de ouvir o aluno para que as propostas pedagógicas sejam revistas e melhoradas; o testar, nas práticas diárias, é fundamental, é o buscar algo além do tradicional, em prol de um objetivo de aprendizagem definido; o desejo de aprender pode despertar no aluno o interesse pelo conhecimento, tornando-o mais autônomo em suas escolhas e caminhos; as TDIC podem colaborar com o processo de ensino e de aprendizagem, porém exigem envolvimento dos sujeitos, pois elas, enquanto instrumentos, não configuram o conhecimento, são os agentes que ao apropriar-se delas têm condições de obter o melhor de suas potencialidades. Futuros trabalhos poderão dar continuidade a este estudo e trazer grandes acréscimos ao contemplar as influências do uso das TDIC no cotidiano da escola, o que, certamente, será de grande contribuição para o cenário atual da Educação brasileira.

O PROFESSOR DO ENSINO MÉDIO E AS TRANSFORMAÇÕES NO MUNDO DO TRABALHO

O estudo objetivou entender como as mudanças que ocorrem na organização do trabalho interferem na maneira de o professor do ensino médio pensar e organizar o seu próprio trabalho. Trata-se de uma pesquisa de campo realizada com professores do Ensino Médio de uma escola estadual localizada num bairro da periferia do município de São Vicente, Estado de São Paulo. Contou-se com os estudos realizados por Harvey (2000), Castel (1998) e Sennett (2004) para entender como as transformações estão se processando no mundo do trabalho e como elas interferem nas condições de trabalho e vida do trabalhador. A organização da escola foi estudada a partir de Ferretti e Silva Júnior (2004) e a profissão docente, a partir das contribuições de Adorno (2003), Oliveira (2003, 2004) e Fanfani (2005). A metodologia adotada insere-se no contexto de uma pesquisa empírica, qualitativa do tipo etnográfico, de acordo com as definições de André (1995), e a coleta de dados foi realizada a partir de observação participante, questionários e entrevistas. Envolveu também estudo de documentos elaborados pela escola e referentes às legislações aplicadas ao ensino médio. Chegou-se à conclusão de que as conseqüências das transformações que ocorrem no mundo do trabalho chegam até a escola por vias diversas e acabam afetando a forma de esta organizar o seu trabalho. Ao chegarem até os professores elas são reinterpretadas e re-adaptadas. As representações que esses profissionais possuem acerca do trabalho e que são construídas ao longo de suas trajetórias de vida acabam interferindo nas interpretações que eles fazem sobre as transformações do mundo do trabalho, bem como na construção da identidade da própria profissão docente. No atual contexto de transformação do trabalho, muito há que se considerar nos caminhos que hoje se colocam como opção para a formação do professor. Esta pesquisa contou com o apoio da CAPES.(AU)

Diferenciais de mortalidade adulta por nível de escolaridade no Brasil e regiões

The study of mortality by various differentials has been an important tool to guide public health policies, due to better describing the events of deaths in a population. This research aims to seek disparities in mortality according to educational level, sex and adulthood in large Brazilian regions and consequently for Brazil as a whole. A vast literature has shown that people with more education tend to have lower risk of death. Studies on inequalities in mortality by level of education in Brazil are still very specific and has still known very little about Brazil about mortality according to educational level, due to lack of information about the well-filled school in the records of deaths arising from the Mortality Information System (MIS) of the Ministry of Health. This data source has shown improvement in the coverage of sub reports in the last decade, however, it has still perceived negligence in completing the question regarding schooling of death (about 30% of registered deaths in 2010 to Brazil, Given this scenario, this work contributes to the national literature on the behavior of adult mortality differentials having as proposed, using data from the new variable mortality of the 2010 Census (CD 2010), assuming the characteristics of education of the head the household for deaths occurring in the same. It is therefore considered that the probability of mortality is homogeneous within the household. Events of deaths were corrected only for the records come from households where the head possessed levels of schooling and Instruction Elementary Education No Incomplete and Primary Education and Secondary Education Complete Incomplete through the Generations Extinct Adjusted method. With deaths already corrected, probabilities of death were calculated between 15 and 60 years life, as well as tables by sex and level of education to all regions of Brazil. No que se refere às probabilidades de morte por idade, nas idades entre 15 e 60 anos as maiores probabilidades seguem um gradiente, maior probabilidade para os menos escolarizados. Results corroborate the literature, the more educated the population is, the greater the life expectancy. In all Brazilian regions, life expectancy of the female population is greater than that of men at all levels of schooling. With respect to probabilities of death by age between the ages of 15 and 60 years the most likely follow a gradient, most likely to the least educated. At older ages (from 70 years), this behavior has presented another pattern, the lowest level of education has the lowest odds in the regions, North, Northeast, South and Midwest, except in the Southeast region

Influência do horário de trabalho, do gênero e de um programa de educação sobre o sono no ciclo sono/vigília de professores do ensino fundamental e médio

The teaching profession is often associated with extensive workload inside and outside the classroom, poor teaching conditions, among other challenges that can cause sleep problems. These problems may be even greater in women, due to the professional and domestic work hours and to the major sleep necessity. Considering that sleeping problems may result from the practice of poor sleep habits, sleep education programs are conducted with the aim to reduce sleep deprivation, irregularity on sleep schedules, daytime sleepiness and improve sleep quality. In this sense, the objective of this study is to evaluate the influence of working hours, gender and a sleep education program on sleeping habits, quality of sleep, daytime sleepiness and the level of stress in teachers of elementary and secondary education. For that, teachers filled the questionnaires that assessed: 1. Sleeping habits (Sleep & Health), 2. Chronotype (Horne & Ostberg), 3. Daytime sleepiness (Epworth Sleepiness Scale), 4. Sleep Quality (Pittsburgh Sleep Quality Index), 5. Level of stress (The Inventory of Stress for Adults of Lipp) and 6. Daily pattern of sleep/wake cycle (Sleep Diary). The questionnaires 1, 4, 5 and 6 were repeated 3 weeks after the sleep education program. Teachers who begin work in the morning (7:11 ± 0:11 h) wake up earlier in the week and often have poor sleep quality compared to those who start in the afternoon (13:04 ± 00:12 h). Among those who begin work in the morning, the intermediate types and those with an evening tendency were more irregular in the wake up time than morning types and increased sleep duration on weekend. In relation to gender, women had longer sleep duration than men, although the majority presented excessive daytime sleepiness and poor sleep quality. However, when work schedule and age are similar between genders, the difference in sleep duration becomes a tendency and the difference in the percentage of excessive daytime sleepiness disappears, but the poor sleep quality persists in women. With respect to teachers who have gone through the sleep education program, there was an increase in knowledge about the subject, which may have contributed to the reduction in the frequency of coffee consumption close to bedtime and to the sleep quality improved in 18 % of participants. In the control group, there were random differences in knowledge in 3rd stage, and sleep quality improved in only 9% of teachers. The participation in the sleep education program was not enough to change the hours of sleep and decrease stress of teachers. Therefore, the start time school in the morning was preponderant in determining the wake up time of teachers, especially for intermediates types and those with an evening tendency. Furthermore, the poor quality of sleep was more common in women, and the sleep education program contributed to increase knowledge on the subject and to improve sleep quality.

Transporte longitudinal de sedimento na zona costeira de Natal/RN

The longshore sediment transport (LST) is determinant for the occurrence of morphological changes in coastal environments. Understanding their movement mechanisms and transport is an essential source of information for the project design and coastal management plans. This study aims to characterize, initially, the active hydrodynamic circulation in the study area, comprised of four beach sectors from the south coast of Natal, assessing the average annual LST obtained through three proven equations (CERC, Kamphuis and Bayram et al.), defining the best formulation for the study area in question, and analyze the seasonal variability and the decadal transport evolution. The coastal area selected for this work constitutes one of the main tourist corridors in the city, but has suffered serious damage resulting from associated effects of hydrodynamic forcings and their disorderly occupation. As a tool was used the Coastal Modelling System of Brazil (SMC-Brazil), which presents integrated a series of numerical models and a database, properly calibrated and validated for use in developing projects along the Brazilian coastline. The LST rates were obtained for 15 beach profiles distributed throughout the study area. Their extensions take into account the depth of closure calculated by Harllermeier equation, and regarding the physical properties of the sediment, typical values of sandy beaches were adopted, except for the average diameter, which was calculated through an optimization algorithm based on equilibrium profile formulation proposed by Dean. Overall, the results showed an intensification of hydrodynamic forcings under extreme sea wave conditions, especially along the headlands exist in the region. Among the analyzed equations, Bayram et al. was the most suitable for this type of application, with a predominant transport in the south-north direction and the highest rates within the order of 700.000 m3 /year to 2.000.000 m3 /year. The seasonal analysis also indicated a longitudinal transport predominance in the south to north, with the highest rates associated with the fall and winter seasons. In these periods are observed erosive beach states, which indicate a direct relationship between the sediment dynamics and the occurrence of more energetic sea states. Regarding the decadal evolution of transportation, it was found a decrease in transport rate from the 50’s to the 70’s, followed by an increase until the 2000’s, coinciding with the beginning of urbanization process in some stretches of the studied coastline.

Escolarização de surdos no ensino médio em Natal/RN: vendo e ouvindo vozes

La Escuela Secundaria es la etapa final de la Educación Básica y su objetivo es profundizar los conocimientos adquiridos anteriormente, con vistas tanto a la continuidad de los estudios por parte de los alumnos como también a su formación profesional. Considerando el carácter excluyente y elitista de la Escuela Secundaria brasileña, solo recientemente las matrículas de los estudiantes sordos comienzan a ampliarse, y los profesores se deparan con el desafío de lidiar con ese tipo de discente en aulas regulares. Tanto la política de educación especial, desde una perspectiva inclusiva, como la Ley nº 10.436/2002 – reglamentada por el Decreto nº 5.626/2005 – posibilitaron un gran salto para la educación de los sordos en el país. La primera, por la defensa de una escuela atenta a las peculiaridades y demandas de sus discentes; la segunda, por reconocer la Lengua de Señas Brasileña como medio de comunicación y expresión legítimo de la comunidad de sordos y por indicar medidas que garanticen el derecho al acceso y al éxito escolar de la población sorda dentro de la escuela. Amparado en esas discusiones, este estudio tuvo como objetivo analizar el proceso de escolaridad de alumnos sordos de una Escuela Secundaria pública y estatal del municipio de Natal, Rio Grande do Norte. Se realizó un estudio de caso de tipo cualitativo. Los sujetos fueron tres discentes sordos que estaban terminando la Escuela Secundaria, una profesora de Portugués y dos intérpretes de Lengua de Señas Brasileña. Como procedimiento de investigación, se utilizaron entrevistas (grabadas en audio y video), observaciones y análisis de documentos. La participación de los sujetos sordos demandó cuidados éticos adicionales, tales como la traducción del Término de Consentimiento Libre y Aclarado y del guion de la entrevista a la Lengua de Señas Brasileña. Los resultados apuntan que el acceso y la permanencia en la escuela secundaria fueron garantizados, no obstante había poca participación en las clases y el aprendizaje de los contenidos escolares estaba comprometido. Había traductores/intérpretes de Lengua de Señas Brasileña, los cuales, sin embargo, solo iniciaron sus actividades tres meses después del comienzo del periodo lectivo. La profesora y los intérpretes no mantuvieron interacciones que facilitasen el aprendizaje o la participación de los estudiantes, quienes se encontraban siempre juntos y en un lugar determinado del aula, sin mayores interacciones con sus pares normo-oyentes. Los discentes sordos estaban terminando la Escuela Secundaria con edades superiores a 17-18 años, los cuales revelaron no tener perspectivas de continuidad en sus estudios o de inserción en el mercado laboral. Se concluye que la escolaridad de los alumnos sordos en la escuela investigada apunta a la necesidad de una reorganización curricular que atienda a las especificidades lingüísticas y sociales de esos estudiantes.

Energia eólica em alto mar: distribuição dos recursos e complementaridade hídrica

The stabilization of energy supply in Brazil has been a challenge for the operation of the National Interconnected System in face of hydrological and climatic variations. Thermoelectric plants have been used as an emergency source for periods of water scarcity. The utilization of fossil fuels, however, has elevated the cost of electricity. On the other hand, offshore wind energy has gained importance in the international context and is competitive enough to become a possibility for future generation in Brazil. In this scenario, the main goal of this thesis was to investigate the magnitude and distribution of offshore wind resources, and also verify the possibilities of complementing hydropower. A data series of precipitation from the Climatic Research Unit (CRU) Blended Sea Winds from the National Climatic Data Center (NCDC/NOAA) were used. According to statistical criteria, three types of complementarity were found in the Brazilian territory: hydro × hydro, wind × wind and hydro × wind. It was noted a significant complementarity between wind and hydro resources (r = -0.65), mainly for the hydrographical basins of the southeast and central regions with Northeastern Brazil winds. To refine the extrapolation of winds over the ocean, a method based on the Monin-Obukhov theory was used to model the stability of the atmospheric boundary layer. Objectively Analyzed Air-Sea Flux (OAFLUX) datasets for heat flux, temperature and humidity, and also sea level pressure data from NCEP/NCAR were used. The ETOPO1 from the National Geophysical Data Center (NGDC/NOAA) provided bathymetric data. It was found that shallow waters, between 0-20 meters, have a resource estimated at 559 GW. The contribution of wind resources to hydroelectric reservoir operation was investigated with a simplified hybrid wind-hydraulic model, and reservoir level, inflow, outflow and turbine production data. It was found that the hybrid system avoids drought periods, continuously saving water from reservoirs through wind production. Therefore, from the results obtained, it is possible to state that the good winds from the Brazilian coast can, besides diversifying the electric matrix, stabilize the hydrological fluctuations avoiding rationing and blackouts, reducing the use of thermal power plants, increasing the production cost and emission of greenhouse gases. Public policies targeted to offshore wind energy will be necessary for its full development.

Busca por excesso no infravermelho médio em estrelas evoluídas com fotometria WISE e 2MASS

Debris discs are commonly detected orbiting main-sequence stars, but little is known regarding their fate as stars evolve along subgiant and giant stages. Jones (2008) has found strong evidence on the presence of mid-IR excess in G and K stars of luminosity class III, using photometric data from the Two-Micron All-Sky Survey (2MASS) and GLIMPSE catalogues. While the origin of these excesses remains uncertain, it is plausible that they arise from debris discs around these stars. The present study brings an unprecedent survey in the search for mid-IR excess among single and binary F, G and K-type evolved stars of luminosity classes IV, III, II and Ib. For this study, we use WISE and 2MASS photometric data for a sample of 3000 evolved stars, complete up to visual magnitude of 6.5. As major results, we found that the frequency of evolved stars showing mid-IR WISE excess increases from the luminosity classes IV and III to luminosity classes II and Ib. In addition, there is no clear difference between the presence of IR excess in binary and single stars for all the analyzed luminosity classes.

Busca por excesso no infravermelho médio em estrelas evoluídas com fotometria WISE e 2MASS

Debris discs are commonly detected orbiting main-sequence stars, but little is known regarding their fate as stars evolve along subgiant and giant stages. Jones (2008) has found strong evidence on the presence of mid-IR excess in G and K stars of luminosity class III, using photometric data from the Two-Micron All-Sky Survey (2MASS) and GLIMPSE catalogues. While the origin of these excesses remains uncertain, it is plausible that they arise from debris discs around these stars. The present study brings an unprecedent survey in the search for mid-IR excess among single and binary F, G and K-type evolved stars of luminosity classes IV, III, II and Ib. For this study, we use WISE and 2MASS photometric data for a sample of 3000 evolved stars, complete up to visual magnitude of 6.5. As major results, we found that the frequency of evolved stars showing mid-IR WISE excess increases from the luminosity classes IV and III to luminosity classes II and Ib. In addition, there is no clear difference between the presence of IR excess in binary and single stars for all the analyzed luminosity classes.

Transição demográfica e a questão educacional: uma abordagem para o ensino médio do Rio Grande do Norte

Due to demographic transition process, the educational public sector politics formers encounter a highly specific demographic situation because, nowadays, despite the demographic transition, population is still growing because of the demographic inertia; however, due to steady decline in fertility, young population tends to decrease in next years. In this way, aiming to make high school widely accessible in the country, the issue of education quality is highlighted as well the importance of the physical structure of schools and their teaching equipments to confirm a favorable or not environment for developing educational processes. In this way, this work aims to relate the enrollment of students as school types with the demand of young people who will be able to attend high school on the Rio Grande do Norte state by the year of 2020, emphasizing teaching unities structural aspects, from a school profiling to the design of three prospective alternatives. So, from INEP's Scholar Census data and IBGE population's projections, this work is composed by four stages: i) literature review about research related subjects; ii) database design and build; iii) school profiling; and, iv) prospective alternatives creation. As results, three alternatives relate potential demand and enrollment using the built profiles and they are: i) “Alternative A” attends PEE's requirements related to demands but do not provide improvements in the school structural aspects; ii) “Alternative B” points into an increase of enrollment offering to the detriment of school's structural conditions which are offered to these students; iii) “Alternative C” propitiates a quantitative enrollment increasing combined with improvements on school's physical structure. These alternatives help to support decision making related to goals and realization of universal access with physical conditions which are necessary to a favorable environment to educational activity development.

Contradições como força de mudança: o processo de formação continuada de professores do ensino médio enquanto potencializador da práxis transformadora à luz da teoria histórico-cultural

The intervention research proposed was based on the Cultural-Historical Theory based on the laws and logic of materialism historical-dialectical. Therefore, we tried to design a research process that involved all as responsible for the process. In the field of continuous teacher's training usually has been found dualistic relationship / paradoxical processes as a result of the adopted training models which are characterized by individualist human processes. The teacher training work sought to overcome this dualism, to promote the unveiling of the contradictions with regard to teaching models. As a hypothesis, we imagined that immersed in this process, teachers recognize such contradictions, and this recognition would make the contradictions become the driving force of change in teaching practice, realizing the teaching-learning-development triad as the basis of praxis. Aiming to develop a process of continuing education to bring results to the professional teachers development looking for answer the following research question: How and what the changes of teachers who participated in the Didactic-Formative Intervention process raised the quality of their teaching practices? In this context, the objective of the research was to develop a process of Didactic-Formative Intervention from the perspective of Cultural-Historical Theory with high school teachers in order to theorize about the changes in pedagogical practices of teachers and learn aspects that transform the essence teaching practice. The research involved two high school teachers of a public school in Uberlândia-MG. The training meetings took place at the school through a collective study group between the years 2013 and 2015. As procedures were used two interconnected aspects: classes observations, and a theoretical and methodological training, both for diagnosis and for the process evaluation, the second aspect has a formative dimension, and a didactic dimension (double meaning) to form didactically the teacher and to elaborate didactic procedures. The collected data were analyzed by observing the assumptions of the method, analysis by units and the processuality. As results teachers showed changes in their teaching practices regarding the organization of the pedagogical work and also centered their design educational actions based on learning and development of the students. The presence of continuous diagnosis during the classes, work with a systems of concepts and their conceptual links, problematization as a teaching method can be pointed as meaningful changes in their praxis. Regarding the training activities that emerged from the analysis of the compiled materials and analyzed throughout the process can be emphasized: forming a collective group of school teachers continuous training, diagnostics, development of practical activities, increase relationships among participants, the choice of scientific material used should have direct relation to the needs of the participants, promoting conditions that enable the emergence of contradictions between the pedagogical practice of teachers and teaching based on the perspective of the Cultural-Historical Theory. This research craved to develop and design a teachers' training processes that increase the quality of teachers life and ways of teaching in the Brazilian public school.

O ensino de química na educação de jovens e adultos do ensino médio no município de Itumbiara-GO

For this study, a research was conducted in order to answer the question "What chemistry teaching has been developed in the Youth and Adult Education (EJA) ?". The research provides an overview of the object to the proposed changes, leading students to live with different realities and investigating the issue of contextualization based on the daily lives of these students related to the subject of chemistry. The methodology focuses ethnographic research of the case study, in which a case is studied in depth using the participant observation. In the survey data a mixed qualitative and quantitative approach was used. The work involved 6 schools that offer adult education high school; 6 directors of these schools; 6 coordinators who work in adult education; 6 Chemistry teachers and 123 students of the EJA, level high school, enrolled in the 1st, 2nd, 3rd and 4th periods. The first stage of the research consisted of questionnaires in schools where everyone involved responded closed and open questions applied to each specific group. In the second stage two schools were selected in order to conduct a deeper knowledge of adult education through practical activities of Chemistry and subsequent interview conducted in groups with students. Three teachers were also interviewed to enable a deepening of issues relating to EJA and Chemistry Teaching. The interviews were analyzed by the technique of Discursive Textual Analysis (ATD). The main issues addressed in the questionnaires and interviews were on the school structure, reasons that lead students to drop out or remained in adult education and those who make the stay, the view of those involved of the importance of chemistry discipline for students of EJA and how this should be offered. It is necessary that we need to promote changes in the chemistry class and its activities, respecting the experiences and experience already gained by the student during his life story. Another factor to be highlighted is the need for ongoing training of teachers working in adult education. Note that your continued education is given more by the experience and the ways in which they try to overcome adverse situations. The Chemistry subject taught is not agree with the principles of EJA and practiced curriculum is just an adaptation or content reduction from the regular curriculum. The improvement in chemistry teaching of EJA will take place through a dialogue between those involved in the process, clearer educational policies and willingness to implement change. Thus the teaching of chemistry contribute to the students of the EJA are actually scientifically literate and integrated into society.

Modelagem do desempenho das Iinstituições de ensino superior privadas: um estudo para o segmento de pequeno e médio porte

Tese apresentada ao Programa de Pós-graduação em Administração da Universidade Municipal de São Caetano do Sul para a obtenção do título de doutor em Administração.

DISSERTAÇÃO - Cinema na Educação: uma forma inovativa para compreender literatura brasileira no ensino médio

Dissertação apresentada ao Programa de Pós-Graduação em Comunicação da Universidade Municipal de São Caetano do Sul para a obtenção do título de Mestre em Comunicação.

Ecologia reprodutiva do peixe-donzela, Stegastes fuscus cuvier, 1830 (osteichthyes: pomacentridae) em arrecifes rochosos da praia de Búzios, Rio Grande do Norte, Brasil

The reproductive ecology of fish plays a key role both for rational exploitation methods and for protective measures of natural stocks. The purpose of this study was to analyze the reproductive aspects of the damsel-fish, Stegastes fuscus, during October 2004 to September 2005, in the coastal rocky reefs of Búzios Beach, Nísia Floresta, RN. Fish were captured using hooks and hand nets, during low tide. Reproduction was determined using sexual ratio, mean length of first maturation (L50), absolute fecundity and macroscopic characteristics of gonads. The following parameters were related to gonadosomatic index (GSI): condition factor (CF), hepatosomatic index (HSI), rain fall and temperature. In relation to sex distribution, it was observed that 78% were females and 22% were males. The L50 was 6.2 cm for females and 7.0 for males. Average fecundity was 6832 oocytes. Results showed that S. fuscus had better body condition in the months prior to spawning, particularly during initial and intermediate stages of maturation. Five stages of gonadal maturation were identified through macroscopic analysis: immature, in maturation, mature, spent and resting. The HSI was inversely related to the GSI. This was possibly due to the reproductive cycle of this species which was associated to the dry period of this region. During this period, low rain fall and high temperatures provide an propitious reproductive condition for the study species