Percepções dos alunos sobre sua própria (des) motivação: estudo comparativo em turmas dos cursos extensivo e intensivo de licenciatura em letras língua inglesa

Tanto a motivação quanto seu oposto – a desmotivação – têm sido estudadas no âmbito da aprendizagem de línguas estrangeiras. No entanto, poucos trabalhos investigam esses construtos do ponto de vista de sua dinamicidade. Esta pesquisa tem por objetivo compreender a motivação e a desmotivação em alunos de uma turma extensiva e uma turma intensiva de graduação em Letras Língua Inglesa e as implicações destas na aprendizagem da língua alvo. Utilizando os pressupostos teóricos estabelecidos por Dörnyei e Ushioda (2011), Dörnyei (2011, 2001), Ushioda (2008), Gardner (2007), Deci e Ryan (2000) entre outros, analisa-se os dados coletados por meio de um questionário e dos históricos escolares dos alunos de ambas as turmas. A pesquisa em questão é um estudo de caso que faz uso do método comparativo. Participam dela 21 alunos de duas turmas de licenciatura em Letras Língua Inglesa da Universidade Federal do Pará, Campus Universitário de Bragança: 11 alunos da turma extensiva e 10 da turma intensiva. Percebeu-se que, embora existam padrões motivacionais que agrupam os alunos, a motivação é individual e mutante, já que o processo motivacional não acontece da mesma forma e exerce influências diversas em sujeitos diferentes e muda no decorrer do tempo em um mesmo indivíduo. Os dados também mostram a complexidade do construto, pois o fato de haver motivação não significa que influências negativas não possam ocorrer, bem como influências negativas podem ser impulsos para um posterior aumento do nível motivacional. Além disso, constatou-se que a motivação percebida pelos alunos não garante bons resultados nas disciplinas cursadas. Esta pesquisa poderá ajudar na compreensão do processo motivacional como um sistema dinâmico e a entender que tanto os alunos de turmas extensivas quanto os de turmas intensivas podem ser motivados, já que a motivação é uma condição individual.

A utilização de jogos lúdico-didáticos no ensino de língua inglesa

Nowadays the accelerated development arising from globalization and the interrelation of the nations, the great increase in communication between different countries and the necessity for knowledge in different linguistic structures, the interest in learning a foreign language is crescent, and thinking about it, this work has the scope to verify how young and adult learners of a foreign language, in this case English, behave, that is, how best to develop the four language skills of the language: listening, writing, speaking, and reading and how the use of recreational and educational games can help this dichotomy between teaching-learning. The present research, theoretical and analytical basis, aims to make a study on how fun games can influence the teaching and learning of English in an audience of young and adult people and that includes a study of how human history has evolved, more precisely, as history of education was influenced by the playful and how the human mind also becomes over time. Nowadays, the playful is a tool that has been widely used pedagogically in teaching foreign languages and every day opens new manners and ways of teaching languages, always with its array of spaced more possibilities. Under this assumption, the focus of this research is discover how the use of recreational and educational games may influence grammar greater understanding and language development of young and adults students in learning English, and also what better way to introduce these games, that is, a contextualized content being discussed each time during the school way, so that the games may be, of course, used for relaxation of the students, but also (and especially) for their intellectual growth and language development

A autonomia no contexto Teletandem institucinal integrado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Variantes motivacionais de professores de língua Inglesa em um curso de formação inicial

This paper aims at discussing the relevance of student-teachers’ motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students’ proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

Treatment of condylar fractures with an intraoral approach using an angulated screwdriver: Results of a multicentre study

Background This multicentre study aimed to investigate long-term radiographic and functional results following the treatment of condylar fractures using an angulated screwdriver system and open rigid internal fixation with an intraoral surgical approach. Methods Twenty-nine patients with a total of 32 condylar fractures were evaluated. The patients were investigated prospectively based on the following variables: age, sex, aetiology, side, location and classification of the fracture, degree of displacement, associated fractures, surgical approach, oral health status, type of osteosynthesis plate, duration of surgery, mouth-opening, complications, and duration of follow-up. Results The fractures were classified as subcondylar (n = 25) or condylar neck (n = 7). Mean patient age was 36.38 ± 16.60 years. The median duration of postoperative follow-up was 24.39 ± 13.94 months. No joint noise, weakness of the facial nerve, joint pain, or muscle pain was observed. An additional retromandibular approach was necessary to enable the treatment of one subcondylar fracture with medial displacement. Conclusion Subcondylar or condylar neck fractures with medial or lateral displacement can be treated using an intraoral approach with satisfactory results with the advantages of the absence of visible scarring, the avoidance of facial nerve injury, and the ability to obtain rapid access to the fracture.

Análise da estrutura genérica das instruções na fala do professor de inglês: contribuições para o teste oral do Epple

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A influência da ortografia na percepção e produção do inglês como língua estrangeira

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Treatment of condylar fractures with an intraoral approach using an angulated screwdriver: Results of a multicentre study

Background: This multicentre study aimed to investigate long-term radiographic and functional results following the treatment of condylar fractures using an angulated screwdriver system and open rigid internal fixation with an intraoral surgical approach.Methods: Twenty-nine patients with a total of 32 condylar fractures were evaluated. The patients were investigated prospectively based on the following variables: age, sex, aetiology, side, location and classification of the fracture, degree of displacement, associated fractures, surgical approach, oral health status, type of osteosynthesis plate, duration of surgery, mouth-opening, complications, and duration of follow-up.Results: The fractures were classified as subcondylar (n = 25) or condylar neck (n = 7). Mean patient age was 36.38 +/- 16.60 years. The median duration of postoperative follow-up was 24.39 +/- 13.94 months. No joint noise, weakness of the facial nerve, joint pain, or muscle pain was observed. An additional retromandibular approach was necessary to enable the treatment of one subcondylar fracture with medial displacement.Conclusion: Subcondylar or condylar neck fractures with medial or lateral displacement can be treated using an intraoral approach with satisfactory results with the advantages of the absence of visible scarring, the avoidance of facial nerve injury, and the ability to obtain rapid access to the fracture. (C) 2014 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

Chitin-degrading enzymes from an actinomycete ectosymbiont of Acromyrmex subterraneus brunneus (Hymenoptera: Formicidae)

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

Uma investigação discursivo-funcional das orações concessivas introduzidas por aunque em dados do espanhol peninsular

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Programa de educação familiar a distância em linguagem e comunicação suplementar e alternativa

Pós-graduação em Educação - FFC

Artemídia impermanente: do transe ao trânsito de um editor de conteúdo de livros didáticos

Pós-graduação em Artes - IA

Análise Energética do processo experimental de produção de Biodiesel a partir do óleo de frango

There is a great global concern about the depletion and the high cost of fossil fuel reserves exploitation, more than ever, it is necessary to make a profound study and take advantage of alternative sources that can be used as energy efficiency with an appropriate pricing and low environmental impact. Brazil, which has highlighted using alternative energy sources as the use of ethanol and, in recent years, has been encouraging the expansion of its energy matrix in which the biodiesel will have a strategic importance within the agrobusiness area. Biodiesel is a fuel that can replace the diesel, which is a petroleum derivative. It is an ester, produced in the transesterification reaction of vegetable oils and animal greases, in an alcohol with an additional catalyst, are converted into fatty acids and result in esters with glycerol as sub products. The objective of this study was to estimate the final energy balance for the process biodiesel production from oil chicken waste. The energy balance estimation was quantified in calorific value according to the energy expenditure by calorimetric bomb method. The relationship between input and output of energy was around 0.97. In a first evaluation, the procedures adopted should be improved enough, so the process can become energetic and economically viable.

Application of an active attachment model as a high-throughput demineralization biofilm model

Objectives: To investigate the potential of an active attachment biofilm model as a highthroughput demineralization biofilm model for the evaluation of caries-preventive agents. Methods: Streptococcus mutans UA159 biofilms were grown on bovine dentine discs in a highthroughput active attachment model. Biofilms were first formed in a medium with high buffer capacity for 24 h and then subjected to various photodynamic therapies (PACT) using the combination of Light Emitting Diodes (LEDs, Biotable (R)) and Photogem (R). Viability of the biofilms was evaluated by plate counts. To investigate treatment effects on dentine lesion formation, the treated biofilms were grown in a medium with low buffer capacity for an additional 24 h. Integrated mineral loss (IML) and lesion depth (LD) were assessed by transversal microradiography. Calcium release in the biofilm medium was measured by atomic absorption spectroscopy. Results: Compared to the water treated control group, significant reduction in viability of S. mutans biofilms was observed when the combination of LEDs and Photogem (R) was applied. LEDs or Photogem (R) only did not result in biofilm viability changes. Similar outcomes were also found for dentine lesion formation. Significant lower IML and LD values were only found in the group subjected to the combined treatment of LEDs and Photogem (R). There was a good correlation between the calcium release data and the IML or LD values. Conclusions: The high-throughput active attachment biofilm model is applicable for evaluating novel caries-preventive agents on both biofilm and demineralization inhibition. PACT had a killing effect on 24 h S. mutans biofilms and could inhibit the demineralization process. (C) 2011 Elsevier Ltd. All rights reserved.

Process of construction of an educational booklet for health promotion of pregnant women

This study aimed to describe the production process of an educational booklet focusing on health promotion of pregnant women. The action research method was used in this process composed of the following steps: choice of the content based on the needs of pregnant women, creation of illustrations, content preparation based on scientific literature, validation of the material by experts and pregnant women. This work resulted in the final version of the booklet, which was entitled "Celebrating life: our commitment with the health promotion of pregnant women". Active participation of health professionals and pregnant women through dialogue and collective strategy permeated the process of development of the booklet. The opinions of pregnant women and experts who considered the booklet enriching and enlightening justify the use of it as an additional resource of educational activities carried out during the prenatal care.