Climatologia da pluviosidade na bacia hidrográfica do Rio Paranaíba

The main aim of this research was to study pluviosity in the Paranaíba Riverbasin, especially concerning the variability frame and trends. For this end, we used data from 22 pluviometric stations of the Agência Nacional da Águas- ANA(National Water Agency)spatially distributed throughout the basin area. The data comprised the years 1979-2013, which is a historical series of 35 years, and was downloaded through the ANA website and tabulated using the Hydro 1.2 software (2015) and Excel. After tabulation process were applied based methodologies for statistical analysis of annual variability, monthly, daily and seasonal rainfall in the basin beyond the trend analysis. Results of this research showed that the annual rainfall averageis 1491 mm. Seasonality is a hallmark and rainfall variability occurs spatially and temporally. Rains are accumulated in the rainy season accumulating 85% of the annual volume in the basin. In daily analysis it was found that the daily rainfall above 30 mm occur in only 3% of the time. Dry season comprises 15% of the rainfall. Trend analysis using linear regression pointed to a downward trend in rainfall in 46% of jobs, stability in 18% of posts and increased rainfall by 36%. As for the analysis using the sign test indicated that 32% of the analyzed rainfall stations showed an increasing trend of rainfall over the time series and 68% of stations showed downward trend. This research is important because shows how rainfall worksin the area of the Paranaiba basin, and may be used to develop better management of natural resources and the area through public policies for this purpose.

Caminhos da professoralidade no Curso de Dança da UFU: impasses e desafios na construção da identidade profissional

Teacher identity is a subject of study and discussion in the academic world whichhas become an object of attention of researchaddressing teaching and teacher formation. Life history, initial and continuing formation, the meaning of teaching to the teacher, and also pedagogical practice are all contributing factors to teachers’ professional identity. The present study is a proposal developed in the research field of Educational Knowledge and Practice, and its main focus lies in university teaching. Higher education teaching in the context of a dance course, and the issues and challenges of constructing teachers’ professional identity are presented. Thus, my main questions were: what is the teaching path followed by newly hired dance teachers in the Federal University of Uberlândia? How is teaching identity developed in these new teachers’ professional socialization process? What kind of educational knowledge is (re)produced and mobilized by teachers when they join university teaching? In order to answer these questions, my objectives are: to analyze the teaching path of the newly hired dance teachers of the Federal University of Uberlândia; to investigate how their teaching identity is built within their professional socialization process; and identify the kinds of educational knowledge they (re)produce and mobilize as soon as they become university teachers. The present research comprises a qualitative data analysis from previous studies on the subject, having as starting point relevant bibliographic research, followed by an identification questionnaire and an interview conducted with the newly hired dance teachers. The construction of teaching identity is related to objective and subjective conditions involving a teaching job and how the teacher perceives this identity as constantly evolving. Hence I understand the importance of personal and institutional incentives to prepare studies which raise or problematize issues specific to this area, contributing to extend the debate over higher education professionals’ formation, in particular that of dance course teachers on national scope.

Entre Grande Otelo e Sebastião: tramas, representações e memórias

A versão impressa está dividida em volume 1 e 2.

As escolas polivalentes do Triângulo Mineiro e Alto Paranaíba (MG): sondagem vocacional no projeto desenvolvimentista civil-militar (1965–1976)

This study has as object eight state vocational schools located in Araguari, Araxá, Frutal, Ituiutaba, Monte Carmelo, Patos de Minas, Uberaba and Uberlândia, in Minas Gerais. The period analyzed comprises the years from 1965 to 1976, from the signature of the Agreement 512-11-610-042 beteween the Ministry of Education and Culture (MEC) and the American Agency for International Development (USAID), which started a series of other agreements, and actions ending up with the creation of the Expansion and Improvement of High Schools Program (Programa de Expansão e Melhoria do Ensino Médio - PREMEM) and, from this, the Vocational Schools. The upper limit of the study, 1976, was the year when these agreements, known as MEC/USAID agreements ceased. The Vocational Schools were characterized as vocation probing schools, directing the professional formation of the population in general, which would happen a posteriori, turning it shorter and more effective, since the labor market would demand, urgently, capable professionals for an expanding economy. The project of Vocational Schools had a national scope, and foresaw, for its unfolding, the complete substitution of State Schools for the new model, called “multi-curricula”. The theme Vocational schools was the object of my Master’s degree study, when I focused the State School Guiomar de Freitas Costa, in Uberlândia. That study raised questionings and concerns that resulted in the central problem of the thesis presented here: understanding the measure in which such schools integrated the country’s development project – mostly in the first half of the military rule – and to understand its structure, functionality and efficacyThe development of the study presented here, demanded the use of several sources: 1) specialized literature about the topics presented, i.e., the situation of national education in a temporal analysis, the political, economical and social context, research methodologies, the theory of human capital, vocational teaching, pedagogical trends and practices, agreements MEC-USAID and PREMEM; 2) national, state and county laws related to the discussion: laws of national education directives and basis, decrees and reports stating about the program of technical cooperation between Brazil and the United States of America, the Program of Expansion and Improvement of Teaching (PREMEM), formation of professors, establishment of Vocational Schools and educational planning; 3) documentation of school archives: books of minutes of Collegiate and of faculty and staff, registrar books with final scores, enrolment, visits of inspector, accounting books, punch clock records, student, professor and staff occurrences, inventory, class schedules, school year calendar, school rules, class reports, payment rolls, bills of sales, exchanged mail, personal documentation of professional personnel, documents of land acquisition, blueprints, manuals of PREMEM, didactic materials/resources used in classes, books available in the school library, structured evaluations for follow-up of school processes, pictures of events, texts prepared for special dates, and news from the official newspaper and, finally, 4) national and local press reports, especially from Folha de São Paulo, Correio de Araxá, Correio de Uberlândia and Lavoura e Comércio (Uberaba). The proposition of Vocational schools was conciliate theoretical and practical formation through an active education permeated by technological resources. The contact with knowledge and several practical activities under professional supervision, the student would identify the knowledge area that would interest him the most and his aptitude. This formation in primary school would make way for the vocation studies in high school, which became mandatory by the law 5.692/71, that reformed school education from the previous levels of elementary, middle high and high school. However, the multi-curricula proposal that would be spread to the other public schools in the country ended up succumbing to the model already established. From its ephemeral existence, maybe the Vocational Schools have not reached the more general goals in political, economic and social aspects; however, this study demonstrated that, for the people that, directly or indirectly, had contact with such schools, a legacy of vocational and quality teaching was made, so much so, that forty years after the end of that proposal, they are still remembered.

Docência Universitária: o professor agrônomo na construção de sua professoralidade

The aim of this study was to understand how does the teaching learning process of the agronomy professor from Universidade Federal de Uberlândia occurs, analyzing the relationship among training, knowledge and these professors professional identity. The questions which guided the research were: How does the professional identity of these professors are developed in the teaching learning process? Which are the main formation factors that influences this process? Which are the agronomy professors knowledge and how were them built and learned by these professionals in college? This is a research with a qualitative approach, in which most of the data was collected with the professors, through two questionnaires, a simplified and an in-depth one, as well as documents that depict the history of the institute and of the Agronomy department. To guide analysis, we have used, more than the scientific production in the area, the authors Cunha (2008), Tardif (2002), Pimenta (2005), Melo (2009, 2012), Malusá (2005), Pachane (2009), Magalhães (2012), Dubar (2005), Imbernón (2002),Nunez andRamalho (2008), Almeida andPimenta (2012) PimentaandAnastasiou (2002), Cavallet (1999) Pachane (2006), Behrens (2007) Isaia (2008), Malusá (2012) and Nóvoa (1999). The analysis indicated that the teaching learning process of the agronomy professor occurs since college, with the option of been a professor, and throughout their teaching career. Their challenges are related to work conditions, although, the dilemmas between the practices related to the conceptions of traditional and progressive pedagogy can be seen in their class, teaching and teaching learning process conception. Classes are considered by professors as an interaction place but also as a knowledge transference place. This research identifies the necessity of promote cooperation between teachers, so that, the collective and integrated work in formative spaces teachers will have the opportunity to develop the knowledge necessary for teaching. The implementation of institutional initial and continuous formation, through direct dialogue between undergraduate, graduate and training and professional development programs for teachers, with better work conditions will reflect in the constant improvement of training development within universities.

Necessidades formativas em Matemática representadas nas vozes de um grupo de professoras dos anos iniciais da rede pública de ensino

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

O ensino de arte pós-moderno na arte de Daniel Francisco de Souza

This thesis presents a research that links cultural history and visual culture in a sociobiographical approach. It gives a “political treatment” to the educational experience in the transition of art teaching from the modern to the postmodern. By taking into account my experiences as an educator and the poetic practice in Daniel Francisco de Souza’s visual art, I propose a dialogue with his art and a series of visual narratives this artist/student produced at the time of his education and recently. Such visual narratives were taken as research source and research subject. They were created in a rural setting in dialogue with formal art teaching in two phases: 1992–6, when Daniel Fran cisco attended elementary school in the rural area of Uberlândia, MG; and 2008–10, when he attended Visual Arts graduation at Federal University of Uberlândia city. I analyze historical processes related to art and teaching, from the early sixteenth century to the present times, to realize residues in students’ poetic experiences. I relate Brazilian educational public policies with experi- ences in that rural school. I try to show the extent to which our educational practices triggered experiences — from ones common to intense ones — and promoted forms of “emancipation-knowledge” or “regulation-knowledge” and how the “selective tradition” was and how art predetermined history images gave way to everyday visual references, pointing to the “broad field” of visual culture. I make an effort to show Daniel Francisco’s work as an adult by tak- ing it according to different approaches. In a poetic reading, first, I emphasixe the material and the symbolic in his art. In a second look, I approach his work through the intertwining experiences of three characters from different times and places that participated in the making of his art: the artist farmer, the artist teacher and the teacher researcher. I assume the existence of a mutual cultural incompleteness in these three characters; which means that parts of their “structures of feeling” built on the interrelationship among them are part of the artist’ work as a historical content decanted. Thirdly, I demonstrate how the artist sees his place as a key re ference to his poetic creation. His work does not reflect the rural bucolic as something untouched. In showing the difficulty in distinguishing the archaic residual, I identify emerging issues in his work. I conclude that the artist — Daniel Francisco — and the researcher — myself — present maverick features: both are scavengers; their productions approach the working with scraps in art and in the academy; even momentarily, they live in exile in the warmth of the borders or the edges, from where one sees the center clearly. In these spaces, when certain structures and normative codes enter into coalition, they fragment pre-established strategies and stimulate the creation of survival tactics.

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.

Negros misturados: um estudo de caso sobre identidades negras em Mossoró-RN

With more or less 213.000 habitants, Mossoró is the second more developed city from the Rio Grande do Norte. The town is proclamated like the land of freedom. To so far, exist four moments in your history related with the defence of freedom that is point like truthful from so proclamation. Suchlike happenings are the first female vote on Brazil, the resistance against the Lampião s band, the worman s mutiny and the slave release in 1883, five year before the Áurea law sanction. These happenings are commemorate yearly on setember with one big theatrical event called by the freedom high. Inside this contexto of exaltation to freedom, there is one black movement by name black and beautiful. Is the present dissertation, talked about the building of black identities between the black militants of Mossoró and the dwellers from the Santo Antônio district. With such approach, we intend to think about possibles differences or likeness, how the militants and dwellers from the refered district self-calleds like blacks or not. We are understanding black identity like one process to self-affirmation done by specificities of the social context and the individual particularity. This way, the identity change into one dynamic and contextual reality, gone always by one business process against the interaction of the social actors. So we search to discuss the specificities that involve the process to building of black identities in the city of freedom

Nunca deixamos de ser índio : educação escolar e experiência na(da) cidade entre os Ramkokamekrá-kanela / Rodolpho Rodrigues de Sá

In this work I analyse the Ramkokamekrá-Kanela situation that migrate with the purpose to study out of the village. For this, I use an analysis of their social organization and their historic process. I intend to map out part of the indigenist school education policies, understand like an uniformization official instrument of differences, and the kind of this relationship with the migration village-city. I propose a students migration reading to the urban centers from the social organization of the society in focus, as their narratives and representation. I draft an interpretation of this process like ensued also the indigenist society researched internal dynamic and not only like resulted of external actions. The research focus in experimented cases by the Ramkokamekrá-Kanela that, coming out their village (Escalvado Village), desplace theirselves to study in urban centers, mairly in Barra do Corda MA

Prwncwyj: drama social e resolução de conflito entre os Apãniekra Jê-Timbira.

This work considers a ethnography boarding on the Apãniekra Jê-Timbira group of Central Brazil - leaving of a proposal of agreement of the group in perspectives of historical situations, analyzing its social organization from situational approaches. Taking the ethnography as main tool of production of data, the focus of the research takes dimension, when in the course of the ethnography situation, they come out, from certain events, social dramas that if ramify in crises, conflicts, faccionalismo. I analyze the mechanisms elaborated for the group to neutralize these dramas , such as the constitution of a tribal court , composites for native mediators and external mediators, dynamics ritual processes and politicians.

Embolada e outras coisas do folclore tulusano: a experiência da Associação Escambiar em Toulouse - França

Since the middle 80 s from the 20th century, some musical genres associated to the Brazilian Northeastern region notably the forró, coco de embolada and repente de viola have been gradually incorporated to the musical production of south France linked to the occitanista trend, currently linking many musicians and groups from those regions in both countries. This paper is engaged in reflecting on the particular experience of the groups formed by the Escambiar Association, located on the city of Toulouse, and specially the duet Fabulous Trobadors, whose compositions are mostly made in the coco de embolada form. Watching the motivations and the processes that led to the creation of the groups from this association and it s current operation, this study investigates the transcultural phenomenon, that allow to cross two symbolic universes through rationalizing speeches about music, considering the locality s production in the midst of a political debate that involve questions about cultural identity and tradition

Sociabilidades e hedonismos: etnografia entre jovens usuários de substâncias psicoativas sintéticas Fortaleza Ceará

This dissertation shows a comparison between practices related to the body, to identities and to the health of young drug takers of synthetic and manipulated psychoactive substances living in Fortaleza. Through ethnographic accompaniment of parties and two social nets of young people I was able to verify the differences and similarities that make these addicted singular and plural in their notion of ethos and world vision. Notions of being hippie/alternative and being punk are present between these nets. Because their use and circulation are developed in environments usually distinct, it is possible to trace singular aspects between the nets and its actions. In parallel, on the attempt to build a triangulated data, I had information related to youth and drugs in local media and in governmental institutions bound to health mental and city security policies. With this junction of data I present a perspective to questions evolving formal and informal important controls to the conduction of their lives and identities. I present this as a sequel to well developed studies in Brasil about youth in interface to drug use, although still not very explored in the state of Ceará.

Twitter e ciberativismo: o movimento social da hashtag #ForaMicarla em Natal-RN

The spatial and temporal fluidity conditioned by the technologies of social interaction online have been allowing that collective actions of protest and activism arise every day in cyberspace - the cyber-activism. If before these actions were located in geographical boundaries, today's demands and mobilizations extrapolate the location, connect to the global, and at the same time, return to the regional through digital virtuality. Within this context of the relationship between digital technology and global flow of sociability, emerges in October 2010 the social movement of the hashtag "#ForaMicarla", which means the dissatisfaction of cibernauts from Natal of Twitter with the current management of the municipality of Natal-RN, Micarla de Sousa (Green Party). We can find in the center of this movement and others who appeared in the world at the same time a technological condition of Twitter, with the hashtag "#". Given this scenario, this research seeks to analyze how the relationship of the agents of movement hashtag "ForaMicarla", based on the principle that it was formed in the Twitter network and is maintained on the platform on a daily basis, it can create a new kind of political culture. Thus, this study discusses theoretically the importance of Twitter and movements that emerge on the platform and through it to understand the social and political demands of the contemporary world and this public sphere, which now seems to include cyberspace

Cultura como desenvolvimento entre os Paresi Kozarini

The proposal of the present study is to get to know and to analyze the building up of the culture notion among the participants of the Paresi Kozarini group in the ethnodevelopment context. The main focus is the ethnographic study, presenting a description of Aldeia Rio Verde (Paresi Indigenous Land), understanding it as a synthesis of historic processes which explains the current moment of Paresi Indigenous group. By using the mentioned methodology, the processes and social relations produced along the contact path of this group with regional-national culture were focused, and how that contact affects the present. The research questions which concern the present study refer to the processes of identification of the researched subjects about themselves and in relation to others. According as almost the totality of the indigenous group we usually know as Paresi, recognize itself as Kozarini, the attention is directed to the manner how they see themselves and how they differ from the other Paresi groups, not indigenous people, and other indigenous groups; and which meanings of the prefix ethno- (which culture elements) they have elected to represent and manage external matters to their culture and society, in the context of discussions about ethnodevelopment