Cecília Meireles e a lírica pedagógica em Criança meu amor (1924)

The research Cecília Meireles and the Pedagogical Lyric in Children My Love (1924) consists in a critical analysis, a cultural and historical approach to the pedagogical intentionalities and to the social and educational functionalities expressed in the childish literary work of the poetess and educator Cecília Meireles (1901-1964), in Brazil, during the first decades of XX century. The author s conceptions of the literary art, the philosophical and educational foundations, the Christian and liberal ideologies and values pertinent to her work for children and the relations between her texts and the ideals of the Brazilian intellectuals to effect changes in the every day life based on the child formation and on the teaching feminization process were examined in the work. This paper shows a content analysis with the intention of offering signification to the work Children My Love (1924) according to the investigation of specific categories: child, motherhood and schooling; through the exploration of synonymous and bipolar key-words found in Cecília s documents: child/adult, teacher/mother; school/home, ignorance/intelligence. The research intends to understand how the author articulates, in her informal pedagogical action in Children s Literature, science, literary and Christian faith knowledge, in order to expand her social and educational ideal concentrated in children, guided by the maternal hand and aimed at constructing a New Man, New Civilization and a New Social Order

Corpo e beleza: uma análise das produções da educação física, em nível de mestrado

Talking about body and beauty seems fairly familiar to physical education. We understand that the body language in the area provides many meanings over the appearance, beauty and aesthetics, thus requiring the need of criticism and the need to interrogate her to realize how physical education has been re-signified. For this purpose, considering the multiplicity of meanings that surround the body and beauty, we discussed the implications that this brings to the area of Physical Education, analyzing the conception of body and beauty in the studies in this area, at the masters level, from some questions: What conceptions of body and beauty have been discussed in the studies of physical education at the masters level? What is the relationship between the meanings of body and beauty products analyzed and identified in the models of beauty outlined in Physical Education? We understand the importance of this research and its contribution to the epistemological analysis of existing studies. And, mainly because there is a lack of studies that discuss these productions. For construction of this text and for our reflections, we rely on thoughts like David Le Breton, Claude Levi- Strauss, Michel Foucault, Maurice Merleau-Ponty, Ana Marcia Silva, Carmen Smith, Isabel Mendes, Karenin Porpino Nobrega and flounder. The present study is characterized as a qualitative research, and content analysis proposed by Laurence Bardin (1977) for data processing. The corpus was composed of eight essays in the area of Physical Education, published in the CAPES Theses Database for the period 2004 to 2008, selected from the subject and body beauty. The initial reading allowed us to select meaningful units and guide our discussions on two main themes, which make up the two chapters of the work. In the first chapter, entitled Body, beauty and culture, as evidenced understandings of body, nature and culture that are present in the work is considered. In the second chapter, Standard Body Transformations and beauty, we present the concepts of body and beauty found in the dissertation, focusing on the mutability of representations of the models of beauty in body singularities in the relations of power-knowledge and the importance given the body in society, especially with regard to physical education professionals. We have thus found that, considering the dissertations analyzed, the understanding of body and beauty has been resignified, when dealing with other aesthetic conceptions that consider the uniqueness expressed in the human body and the culture of which the individual belongs

Trilhas da inclusão escolar percorridas por uma aluna com paralisia cerebral na EJA: concepções e práticas

On this qualitative study, it has been discussed the school inclusion paths done by a student with cerebral palsy, who we call Liz, and who was also the reference and indirect subject for this study. For the representation of landscapes found, it follows throughout historical, political and pedagogical paths, getting through the case study method references on the current Brazilian educational context, analyzing, which concepts are attributed to the inclusion and which practices are developed by educational managers and teachers in a regular school of the City of Natal/RN. The theory which based this research is supported on Vygotsky's central ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to this investigative journey a literature which could dialogue with the most relevant aspects of the cultural-historical approach, emphasizing the assumptions of a progressive education tendency, which promotes the subject involvement of his/her work in the world and for the world. This way, it was necessary to seek for theoretical support on assistive technology and on alternative communication, in order to show the importance of establishing other communications, which is, to break away from the conventional pattern established by the school. On this journey it was used procedures for the data construction, such as: observation, conducting semistructured interviews and questionnaires; and document analysis that supported and legitimized the inclusion, besides the permanent field diaries record. On the access paths to this landscape it entered in the Youth and Adults Education (Educação de Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult Education and Special Education. It was verified that, still, there are large gaps in these policies articulation. Among the results obtained it was raised discussions on new scenery, in which Youth and Adults Education (EJA) emerges as prominent mode of the established relationships throughout the school inclusion process. There were target reflections on: the planning and evaluation systematic, the pedagogical articulation among the Youth and Adults Education (EJA) teachers and the multifunctional resource room teacher's actions and the continuous training importance of the educators involved. It was considered, therefore, that the necessary mediations for school inclusion may be sustained if the walkers are involved in a permanent contact with the nature of a proposal from the Special Education inclusive perspective

A novel A2 allele found in Leishmania (Leishmania) infantum chagasi

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

A concepção de paisagem de professores de geografia em escolas do município de Parnamirim (RN)

This work is an exploratory study based on the principles of qualitative research aiming at the conception of landscape by Geography teachers in the city of Parnamirim (RN), as well as the pedagogical implications originated from such conceptions on the formation of students. In order to start our investigative process, we used, as theoretical and methodological reference, some principles of historical and dialectical materialism by Triviños (2007) and historical cultural approach of education by Freire (1987; 1996) e Vygotsky (1993; 2001; 2007), as well as the meaning of conception by Morin (1996) and Ferreira (2007) and the critical approach of geography by Moraes (2005), Santos (1988; 2004; 2006) and Silva (1989; 2010). Also, we used oral history as a research technique such as Moraes (2004), Bertaux (2010), Ferraroti (2010) and Nóvoa (2010) and semi-structured interviews as data collection tools. Our empirical reference is made of four teachers working in four different public schools in the city mentioned above, providing the needed data to start our research. The objective of such interviews is not the verification of the teachers‟ practice in class or outside them, but it highlights the transitoriness of the evidences mentioned in the research. Thus, we conclude that the conception of landscape mostly accepted by the teachers, once it is a process built along their lives and surrounded by their pedagogical practice, prioritizes the visual and morphological aspects and the sentimental livings related to the conception which is situated in a descriptive level of conception. Effectively, the pedagogical implications of these conceptions at school point to a materialization of geography teaching centered on the non-critical reproduction of school subjects which very little instigate the learners to process, via dialogicity, the re-significations of their essential and multiple attributes despite the several attempts and possibilities of some theoretical and methodological renovations on the application of geographical knowledge about landscape, expressed on the report of the interviewees

Utilização de marcador molecular SCAR na identificação de Fusarium subglutinans, agente causal da malformação da mangueira

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

Adubação nitrogenada na cultura do milho

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

Conhecimentos e habilidades de acadêmicos sobre procedimentos em semiologia e semiotécnica da enfermagem

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Atuação e o conhecimento dos profissionais de enfermagem quanto a morte encefálica e manutenção do potencial doador de órgãos e tecidos para transplantes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O cidadão técnico em enfermagem :analisando as mudanças na sua profissionalização

The study analyzes the changes occurring in the professional qualification of the Nursing Technician in the Natal School of Nursing. It provides a historical discussion of Brazilian professional education, of the pertinent legislation in this type of teaching, and the repercussions related to the institutionalization of the Educational Directives Law. It interprets the discourse of the graduates of the complementary course of nursing auxiliary to nursing technician, for the year 2002, using the collective subject analysis and individual interviews. These revealed changes in the areas of knowledge-learning, knowledge-doing, knowledge-being, and an awakening to other changes besides the challenges being confronted. In this sense, nursing as a participant in a society that is effervescent with process changes, interacts socially, politically and professionally in this context, able to experience advances and retrogrades, depending on its political competency

Transcription profiling of signal transduction-related genes in sugarcane tissues

A collection of 237,954 sugarcane ESTs was examined in search of signal transduction genes. Over 3,500 components involved in several aspects of signal transduction, transcription, development, cell cycle, stress responses and pathogen interaction were compiled into the Sugarcane Signal Transduction (SUCAST) Catalogue. Sequence comparisons and protein domain analysis revealed 477 receptors, 510 protein kinases, 107 protein phosphatases, 75 small GTPases, 17 G-proteins, 114 calcium and inositol metabolism proteins, and over 600 transcription factors. The elements were distributed into 29 main categories subdivided into 409 sub-categories. Genes with no matches in the public databases and of unknown function were also catalogued. A cDNA microarray was constructed to profile individual variation of plants cultivated in the field and transcript abundance in six plant organs (flowers, roots, leaves, lateral buds, and 1(st) and 4(th) internodes). From 1280 distinct elements analyzed, 217 (17%) presented differential expression in two biological samples of at least one of the tissues tested. A total of 153 genes (12%) presented highly similar expression levels in all tissues. A virtual profile matrix was constructed and the expression profiles were validated by real-time PCR. The expression data presented can aid in assigning function for the sugarcane genes and be useful for promoter characterization of this and other economically important grasses.

A novel system for large-scale gene expression analysis: bacterial colonies array

In the present work, we report the use of bacterial colonies to optimize macroarray technique. The devised system is significantly cheaper than other methods available to detect large-scale differential gene expression. Recombinant Escherichia coli clones containing plasmid-encoded copies of 4,608 individual expressed sequence tag (ESTs) were robotically spotted onto nylon membranes that were incubated for 6 and 12 h to allow the bacteria to grow and, consequently, amplify the cloned ESTs. The membranes were then hybridized with a beta-lactamase gene specific probe from the recombinant plasmid and, subsequently, phosphorimaged to quantify the microbial cells. Variance analysis demonstrated that the spot hybridization signal intensity was similar for 3,954 ESTs (85.8%) after 6 h of bacterial growth. Membranes spotted with bacteria colonies grown for 12 h had 4,017 ESTs (87.2%) with comparable signal intensity but the signal to noise ratio was fivefold higher. Taken together, the results of this study indicate that it is possible to investigate large-scale gene expression using macroarrays based on bacterial colonies grown for 6 h onto membranes.

Análise do perfil de expressão dos genes da cana-de-açúcar envolvidos na interação com Leifsonia xyli subsp: xyli

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

Genes diferencialmente expressos em cana-de-açúcar inoculada com Xanthomonas albilineans, o agente causal da escaldadura da folha

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

Development of a scar marker for Pierce's Disease strains of Xylella fastidiosa

O objetivo deste trabalho foi desenvolver um oligonucleotídeo iniciador para reação em cadeia da polimerase (PCR) específico para as estirpes de Xylella fastidiosa que causam o mal de Pierce (PD) em videira (Vitis vinifera). Amplificações de DNA de 23 diferentes hospedeiros, usando o conjunto de oligonucleotídeos REP1-R (5'-IIIICGICGIATCCIGGC-3') e REP 2 (5'-ICGICTTATCI GGCCTAC-3') utilizando o programa: 94 ºC/2 min; 35 X (94 ºC/1 min, 45 ºC/1 min; 72 ºC/1 min and 30 s) 72 ºC/5 min, produziu um fragmento de 630 pb que diferenciou as estirpes de videiras dos demais. Entretanto, padrões de bandeamento REP não são considerados confiáveis para detecção devido ao par de oligonucleotídeos REP 1 e REP 2 corresponderem a seqüências repetitivas encontradas por todo o genoma bacteriano. Desse modo, o produto amplificado de 630 pb foi eluído do gel de agarose, purificado e seqüenciado. A informação da seqüência nucleotídica foi usada para identificar e sintetizar um oligonucleotídeo específico para o isolado de X. fastidiosa causadora do mal de Pierce denominado Xf-1 (5'-CGGGGGTGTAGGAGGGGTTGT-3'), que foi utilizado juntamente com o oligonucleotídeo REP-2 nas condições 94 ºC/2 min; 35 X (94 ºC/1 min, 62 ºC/1 min; 72 ºC/1 min and 30 s) 72 ºC/10 min. Os DNAs das estirpes de X. fastidiosa de outros hospedeiros [amêndoa (Prumus amygdalus), citros (Citrus spp.), café (Coffea arabica), olmo (Ulmus americana), amora (Morus rubra), carvalho (Quercus rubra), vinca (Catharantus roseus), ameixa (Prunus salicina) e ragweed (Ambrosia artemisiifolia)] e de bactérias Gram negativas e positivas foram submetidos a amplificação com o conjunto de oligonucleotídeos Xf-1/REP 2. Um fragmento, de aproximadamente 350 pb, foi amplificado apenas com o DNA de X. fastidiosa isolada de videira.