Konect: framework de desenvolvimento para aplicações do Microsoft Kinect

O desenvolvimento para a plataforma Microsoft Kinect (ou simplesmente Kinect) vem se intensificando à medida que o hardware apresenta-se constantemente como parte integrante de soluções para problemas importantes nas áreas de Computação Médica, Realidade Virtual ou mesmo seu propósito básico inicial: a indústria de Entretenimento. Com a sua popularização, as ferramentas básicas de desenvolvimento oferecidas pela Microsoft têm apresentado ao público geral complicações que poderiam ser evitadas, como a correta configuração e inicialização dos recursos oferecidos pelo hardware. Assim, este trabalho tem como objetivo desenvolver e avaliar um framework específico para a plataforma Kinect, que auxilie usuários que estão começando a desenvolver aplicações para essa plataforma, apresentando os principais componentes e como eles foram testados e avaliados pelos usuários. Este trabalho também apresenta uma pesquisa realizada com os jogos mais vendidos e melhores avaliados do Kinect, visando extrarir os principais componentes neles presentes para formar a estrutura do framework.

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Crescimento inicial e morfologia foliar em plantas de Mimosa caesalpiniaefolia Benth. Em função do manejo microbiano, sob estresse salino

The sabiá (Mimosa caesalpiniaefolia Benth.) is an endemic species of the Caatinga biome, considered tolerant to salt and water stress. The process of salinization of soil and groundwater and surface water is one of the most important problems of environmental degradation, with its harmful effects being more pronounced in the areas of arid and semiarid regions, and rapidly growing in many parts of the globe, causing problems of the major crop yield. Organic conditioners as barnyard manure, and rice hulls can contribute to reducing the PST, possibly due to the release of CO2 and the production of organic acids during the decomposition of organic matter, and act as sources of calcium and magnesium and inhibit the availability sodium. The intimate association of mycorrhizae and beneficial to plants results in increased uptake of water and nutrients by plants, especially phosphorus, due to their low mobility in soil. The objective of this study was to evaluate the initial growth of thrush seedlings under inoculation with mycorrhizal fungi and fertilized with manure corral and irrigated with water of different salinity levels. The experiment was conducted in greenhouse conditions of vegetation on the premises of the Agricultural School of Jundiaí - UFRN, Campus Macaíba. The adopted statistical design was randomized composed of twelve treatments - three substrates (sterile soil, manure and FMA), four salinity levels (0.2, 1.5, 3.0 and 4.5 dS m-1 ) and five repetitions, totaling sixty experimental units. The results indicate that inoculation with mycorrhizal fungi own contributions to the growth of plants, especially in roots and shoots, which suggests that its application is beneficial in establishing thrush plants in natural conditions, with poor soil in P. Levels salinity caused no effects with statistical significance in plant development, indicating Sabia resistance to it.

Desenvolvimento e caracterização de um eco-compósito de poliuretano de mamona e fibra de lã canina

The Sustainability has been evidence in the world today; organizations have sought to be more and more into this philosophy in their processes, whether products or attendance. In the present work were manufactured eco-composites with animal fiber (dog wool) that is currently discarded into the environment without any use. Project phases consisted on the initial treatment of fibers with alkaline solution (NaOH) at 0.05 mols for removal of impurities, developing methods to convert these fibers (reinforcement) blended with castor oil polyurethane (matrix) in eco-composite with different proportions (5%, 10%, 15% and 20%). Fiber properties were evaluated by analysis of SEM, XRD and FTIR. The composites were produced by compression molding with dimensions 30x30x1cm. For characterization of the composites the following tests were performed: mechanical (tensile, compression, shore hardness A) according the standards and testing water absorption, moisture regain and biodegradation. The analysis of thermal properties on fibers and composites were by TG, DSC, thermal conductivity, resistivity, heat capacity and thermal resistance. Analyzing the results of these tests, it was observed that the composite reinforced with 20% showed a better thermal performance between others composites and dimensional stability when compared to commercial thermal insulation. Also is possible to observe a balance in moisture absorption of the composite being shown with its higher absorption rate in this same sample (20%). The micrographs show the fiber interaction regions with polyurethane to fill the empty spaces. In hardness and compression testing can identify that with increasing percentage of the fiber material acquires a greater stiffness by making a higher voltage is used for forming necessary. So by the tests performed in eco-composites, the highest percentage of fiber used as reinforcement in their composition obtained a better performance compared to the remaining eco-composites, reaching values very close to the PU.

Avaliação da compactação do solo no crescimento inicial de espécies florestais da caatinga

Despite the importance of the study of roots, little is known about the negative effects of soil compaction in the development of the Caatinga forest species. In this sense, the objective was to evaluate the initial growth of Mimosa caesalpiniifolia, Tabebuia caraiba and Erythina velutina in soil under varying levels of compression. The experiment was conducted in a greenhouse located at the Academic Unit Specialized in Agricultural Sciences, UFRN. To perform the experiment, was used Oxisoil of sandy loam texture, from forest trial Area Agricultural School of Jundiaí (EAJ) of the municipality of Macaíba-RN, in an experimental unit consisting of three overlapping PVC rings, 10 cm in diameter and 25 cm in height, with a central ring which has undergone compression. The experimental design was a randomized block with six replications, being tested four levels of soil compaction (1.35; 1.45; 1.60 and 1.80 kg.dm-³), evaluating the following variables: diameter, height, number of leaves, dry weight of shoot and root system in each layer of the vessels. Overall, the species M. caesalpiniifolia, T. caraiba and E. velutina had initial growth favored by treatment consists of uncompressed soil. The M. caesalpiniifolia and T. caraiba species proved relatively resistant to compaction of the soil does not undergo any significant reduction in root growth density equal to or less than 1.60 kg.dm-³, whereas E. velutina proved susceptible effects of soil compaction, with significant changes in root growth under soil densities equal to or greater than 1.45 kg.dm-³. Increased soil compaction caused the impediment to the expansion of taproot inside the experimental units, promoting the accumulation of roots in the upper layers of the soil for the studied species. The subsoil physical impediment changed the initial aerial growth of M. caesalpiniifolia and E. velutina, but did not influence the growth of air T. caraiba seedlings the tested compression levels.

Desenvolvimento profissional de futuros professores: travessias que se entrecruzam em contextos formativos

This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Iniciação à Docência – PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte – UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.

Formação inicial do professor de matemática com uso de tecnologias da informação e comunicação no contexto da escola pública

This paper intends to analyze which contribution for teachers formative training the participation on extension projects can bring to the bachelors in Mathematics teaching. The research was conducted during the developing of a Project from the Program of Extension - Programa de Extensão UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberlândia-MG. The research was constituted by a series of activities with students from the ninth year of the Fundamental Education, Middle School. The main focus is the work developed by two bachelors of Mathemactics teaching from the Federal University from Uberlândia who were part of the PEIC team. This present research intends to answer the following question: How the extension project “Information technology and communication on Mathematics problem resolution in country zone schools” has contribited to reinforce and to (re)criate the fomative experiences of students from the Mathematics teaching course who have developed such project? The presente study is from a qualitative nature and has made use of the partaker searching methodology. The presente paper was organized in three chapters. On chapter I evidence is given to theoretical discussion made, having as main references the works of Larrosa, Ponte e Shön. Chapter II brings the description of the three activities that were developed and aplied during the PEIC Project, which are: Problems in the Park, Inaccessible Hight and Lili Game. On chapter III, the data analysis is presented. The data was obtained through instruments of registration such as: camera recording, photografic material, meetings reports, field notes, surveys and semi-structured interviews. The initial hypothesis aim is on the fact that the participation on extention projects during the graduation course can bring rich contribution for the teachers to be, since it’s going to provide the knowledge and chalenge close to the one from the future profession. With the analysis of the obtained results from the colected data, it was possible to conclude that the PEIC has provided the bachelors in Mathematics teching the opportunity of recreate and potenciate their formative experiences. Such opportunity happened in situations that involved, for example, planning makings, development of colective work, softwares usage, different school spaces and the direct interaction with school bureaucracy. Beyond that, it was possible to work with the cocepts of reflection in action in a way to contribute to the professional development of the future Mathematics teachers. Thereby, in our final considerations, is possible to conclude that extension projects performed during the graduation course can bring great contributions to the professional formation of the bachelors in Mathematics teaching, among them we highlight the potentiation of the previous formative experiences and the development of colective work and behavior related to a reflexive teacher.

Refletindo sobre a Prática Pedagógica O professor e o desenvolvimento da Comunicação Matemática de uma turma do 5.ºano. Investigação sobre a própria prática.

Este relatório foi realizado no âmbito da Prática Pedagógica do Mestrado em 1.º e 2.º ciclos do Ensino Básico e integra duas componentes essenciais da mesma, a Reflexiva e a Investigativa. Na Componente Reflexiva podemos encontrar quatro reflexões: as duas primeiras relativas ao trabalho desenvolvido no 1.ºciclo, em turmas do 2.º e 3.ºano de escolaridade. Seguem-se as duas experiências em contexto de 2.ºciclo, ambas com turmas do 5.ºano de escolaridade, nos grupos de disciplinas Português/História e Geografia de Portugal e Matemática e Ciências Naturais. Destas reflexões emanam as principais dificuldades sentidas na prática pedagógica, bem como parte das aprendizagens realizadas. A Componente Investigativa, por sua vez, apresenta um estudo desenvolvido no 2.ºciclo do Ensino Básico, com a turma do 5.ºano de Matemática. O seu principal objetivo foi compreender de que forma uma professora, em contexto de formação inicial, desenvolveu a Comunicação Matemática dos alunos. Partindo deste objetivo, procurou-se conhecer as estratégias que a professora adotou nesse sentido, quais as dificuldades que decorreram da implementação dessas estratégias e qual a natureza do discurso que predominou na sala de aula. Deste modo, (i) o questionamento foi uma das estratégias mais utilizadas pela professora para promover momentos de discussão de ideias em sala de aula; (ii) as dificuldades da professora passaram por colocar questões de forma clara e objetiva e que exigissem ao aluno um nível de raciocínio elevado e (iii) o tipo de comunicação predominante foi a contributiva.

Conceção e desenvolvimento de produto, ferramenta e célula de produção

O trabalho apresentado descreve todo o processo de conceção e desenvolvimento de um produto, ferramenta e célula de fabrico, realizado numa empresa de moldes situada na zona da Marinha Grande e denominada por Moldes RP – Indústria Moldes, Sociedade Unipessoal, Lda. Com o desenvolvimento deste novo produto, a empresa pretende atingir novos mercados, alargando a sua cadeia de valor a jusante do fabrico de moldes, integrando a componente de moldação por injeção e sopro, como forma de cimentar a sua posição no mercado global e assumir a conceção e desenvolvimentos de produtos como um eixo estratégico de negócios. Uma das formas de despoletar processos de desenvolvimento de produtos reside na identificação de oportunidades. Neste âmbito, e no respeitante ao produto em foco neste trabalho, verifica-se uma tendência para a proibição de utilização de copos de vidro em espaços públicos, nomeadamente concertos, eventos desportivos e praias, entre outros, o que força os promotores e consumidores a consumir bebidas em copos que respeitem estas condições.Neste contexto, foi identificada como oportunidade o desenvolvimento e produção de um copo de formas complexas e que respeite as condições descritas, tendo por base uma metodologia de conceção e desenvolvimento de produto eficaz. Para tal, o processo adotado como suporte ao desenvolvimento deste produto envolveu, desde os conceitos iniciais de identificação da ideia, pesquisa do estado da arte, análise do meio envolvente e a identificação de vantagens competitivas, até à definição clara de requisitos do produto para a geração do modelo. Complementarmente, e ao nível da produção do produto desenvolvido foi desenvolvida uma tecnologia que permite a obtenção do produto idealizado, através da integração da moldação por injeção sobreposta e moldação por sopro. De destacar que este desenvolvimento culminou num pedido de patente. Por último, e tendo em consideração a análise da viabilidade financeira do produto e processo de produção, é ainda efetuada uma estimativa inicial do custo do produto e o cálculo final do produto tendo em conta as condicionantes relativas ao processo de fabrico.

Perfis de Redes Sociais Pessoais de Idosos com e Sem Apoio de Respostas Sociais: um contributo para o desenvolvimento de tipologias no Diagnóstico Social

Sendo um dos objetivos do Serviço Social a promoção do bem-estar social, e considerando a relevância das redes sociais pessoais e do suporte social no bem-estar das pessoas idosas, o presente estudo analisa perfis de redes sociais pessoais de idosos, tendo em conta as suas características estruturais, funcionais e relacionais-contextuais, na perspectiva do Serviço Social sistémico. Na última etapa da vida identificam-se na rede social de um individuo vários determinantes com efeitos cumulativos que favorecem o estreitamento das redes sociais, sendo os contextos de vida, as necessidades de apoio de respostas sociais e a institucionalização, fatores relevantes para a investigação. A investigação quantitativa, utilizou um inquérito por questionário para caracterizar sociodemograficamente a amostra e o Instrumento de Análise de Rede Social Pessoal (Guadalupe, 2009) para caracterizar a rede nas suas dimensões e características, privilegiando-se uma análise bivariada das variáveis. A amostra é composta por 317 idosos com idade igual ou superior a 65 anos. Comparámos três subamostras: 209 idosos que não usufruem do apoio de respostas sociais (65,9%), sendo estes maioritariamente de sexo feminino, casado(a)s ou a viver em união de facto e com média de 75 anos; 71 idosos que usufruem de apoio de respostas sociais (22,4%), na sua maioria de sexo feminino, viúvo(a)s e com 80 anos de média de idade; 37 idosos institucionalizados em Lar (11,7%), mulheres na sua maioria, viúvo(a)s, com média de 83 anos. A hipótese inicial do nosso estudo era a existência de três perfis distintos nas redes sociais pessoais de idosos, conforme a sua relação com as respostas sociais, no entanto, concluiu-se que existe um padrão comum nas redes sociais destes idosos, quer a nível estrutural, como a nível funcional ou contextual. Todavia, identificamos algumas diferenças significativas (p < 0,041) entre os perfis explorados, na composição das redes, na reciprocidade de apoio, na satisfação da rede, na densidade, na frequência de contactos, na distância geográfica e na durabilidades das relações. O estudo constitui-se como um contributo para o Serviço Social, na medida em que oferece conhecimento sobre as redes sociais dos idosos em diferentes contextos de vida, não oferecendo, no entanto, uma categorização que possibilite a construção cabal de tipologias, mas antes, fornece uma base orientadora da avaliação das redes sociais pessoais e de suporte social de idosos para o diagnóstico social. / Being one of Social Work goals the promotion of social well-being, and considering the relevance of personal social networks and social support in the well-being of the elderly, the present study analyzes personal social network’s profiles of elderly people, taking into account their structural, functional and relational-contextual characteristics, in a Social Work systemic perspective. In the last stage of life are identified in an individual's various social network determinants with cumulative effects favouring the narrowing of social networks, being life contexts, the support needs of social responses and institutionalization, relevant factors to the investigation. Our quantitative research used a survey to characterize socially and demographically the sample and the Personal Social Network Analysis Tool (Guadalupe, 2009) to characterize the network in its dimensions and characteristics, using a bivariate analysis of the variables. The sample is composed of 317 elderly aged 65 years old or more. We compared three sub-samples: 209 seniors who do not have the support of social services (65.9%), mostly female, married or cohabiting and with an average of 75 years old; 71 seniors who have support of social services (22.4%), mostly women, widowed and with 80 years of average age; 37 institutionalized elderly (11.7%), mostly women, widowed, with an average age of 83 years. The initial hypothesis of our study was the existence of three distinct personal profiles on social networks, according to their relationship to the social services, however, we have concluded that there is a common pattern in social networks of these elderly, at their structural, functional or contextual level. However, we identified some significant differences (p < 0.041) between the explored profiles, in the composition of networks, support reciprocity, network satisfaction, density, frequency of contacts, geographical distance and durability of relations. The study is a contribution to Social Work, insofar as it provides knowledge about personal social networks of the elderly in different life contexts, not offering, however, a fully categorization that allows the construction of typologies, but rather, provides guidance lines in the evaluation of personal social networks and social support of the elderly to the social diagnosis.

O desenvolvimento da produção oral na aula de espanhol língua estrangeira numa perspectiva comunicativo-funcional

O presente trabalho propõe-se descrever e refletir sobre os diferentes passos levados a cabo na elaboração de um projeto de investigação-ação relativo a uma abordagem comunicativa do desenvolvimento da produção oral na aula de Espanhol Língua Estrangeira. Neste estudo, pretende-se, como ponto de partida, evidenciar e contextualizar a importância dada à oralidade no ensino-aprendizagem de línguas, sobretudo à luz do Quadro Europeu Comum de Referência para as Línguas. Por outro lado, através da implementação deste projeto numa turma de 9ºano, almeja-se evidenciar boas práticas que conduzem ao desenvolvimento da produção oral dos alunos em língua espanhola e, consequentemente, melhoram o seu desempenho escolar no âmbito das aulas de língua estrangeira. A análise dos resultados obtidos através do recurso a diversos instrumentos de recolha de dados mostra que práticas, materiais, atividades e estratégias de índole comunicativo-funcional, favorecem as aprendizagens dos alunos e fomentam o desenvolvimento da produção oral de cidadãos ativos numa sociedade cada vez mais intercultural e plurilingue.

O desenvolvimento profissional docente em discussão

This collection is the result of theoretical considerations made in the education field with emphasis on the teacher’s professional development. The diversity of authors, which came from distinctive higher education institutions located in Brazil and some arising from international context, reveals a multiplicity of relations between the themes that blend the centrality of “Rede de Aprendizado em Foco”. The studies and researches are organized around three themes: teacher’s learning in initial training and professional integration; teacher learning’s evaluations process and policies; and teacher’s professional development. The professionality’s formation in a period of deep and complex transformations in the social and educational scenarios is projected as a big challenge, especially when it is understood that a person is not born as a teacher, but it is constituted as such by processes that occur over a long period. The contact with the professional practice stands as an essential element in the context of teacher training, which in the course of professional learning experience different stages of training. The one that should be highlighted would be the learning moments that involve teaching’s practices. Thus, the main point of this work was based on the reflection of the teacher’s formative processes from the initial training to the professional development going through the teaching practice, which is considered as the beginning of the relationship between theoretical and practical knowledge in the context of educational reality and reporting formative experiences that have contributed to this training.

Atributos do solo sob modelos em estágio inicial de restauração de floresta subtropical

The replacement of native vegetation by other land uses is one of the main degrading ecosystem agents, being the most important component of terrestrial environments, natural or with different levels of human disturbance, besides being the main substrate used by plants to obtain conditions soil for its development. In this context, there is the need to adopt the use and sustainable management of land systems. The study aimed to evaluate what is forest restoration system more efficient degraded areas, based on the potential recovery of physical, chemical, carbon and biological activity in the soil. The work was conducted in a forest restoration area UTFPR- Campus two neighbors, whose experiment was established in October 2010. The experimental design is completely randomized, with four replications and experimental plot of 40 m wide by 54 m long ( 2160 m2) were collected and six sampling points per plot. The soil is classified as a Typic. The models evaluated are: 1 - natural or passive regeneration; 2 - Nucleation; 3 - Planting trees in the total area under lines fill and diversity (total planting); 4 - Reference area (forest). The collection of soil samples in layers of 0.0-0.05, 0.05-0.10, 0.10-0.20 and 0.20-0.40 m was carried out in October 2013 and evaluated physical attributes of texture, bulk density, total porosity, microporosity and soil macroporosity and stability of water in households, chemical properties, and total organic carbon (TOC) and physical particle size fractionation and soil biological activity. To find the best forest restoration model, we designed a Restoration Quality Weighted Index for each variable analyzed. Natural regeneration and total plantation showed generally better soil aggregation over 0.10 m and nucleation volume of similar porosity the forest for these layers. There were no differences between the models below 0.10 m for the variables aggregation and soil porosity. The nucleation template had the lowest bulk density, but being greater than the density in the layer forest 0.05-0.10 m, however, was similar to below 0.10 m above the ground. The models had chemical properties similar to or greater than the forest. The forest had the highest stock of COT and carbon associated with minerals (CAM), but natural regeneration was similar to the particulate organic carbon (POC) in the superficial layers of the soil (0-0.10 m), below 0, 10 m, the forest showed higher stock of COT and COP on the ground. The highest peak of C-CO2 emissions occurred in the 28-35 day range where the total plantation was similar to forest. After four years of experiments, it was found that the effect of restoration methods on physical attributes and soil carbon restricted to 0.10 m deep.

Formação e profissionalidade: um estudo na formação inicial de professores do ensino básico em Moçambique

Visando analisar a Formação Inicial de Professores (FIP) do Ensino Básico em Moçambique, no intuito de captar como concorre para a construção da representação de profissionalidade na atividade docente, este estudo descritivo e interpretativo estrutura-se em duas dimensões complementares (extensiva e intensiva). Através dessas duas dimensões procurou-se explicitar os pontos críticos do objeto de estudo e produzir conhecimento sobre o mesmo. E, nessa linha, nas conclusões do estudo ficarão disponíveis possíveis contributos para a melhoria da sustentação e eficácia da formação inicial. Na dimensão extensiva, em função de descritores de profissionalidade associados ao reconhecimento social de uma atividade como profissional, definidos na literatura investigativa da sociologia das profissões e da educação, analisou-se a noção de profissionalidade que norteia a FIP. Essa análise foi desenvolvida com recurso ao estudo de documentos legais e curriculares, inquéritos por questionário a 289 formadores e por entrevista a 7 agentes-chave da formação de professores (gestores, académicos e formadores de professores). Na dimensão intensiva, concretizada num estudo multicaso (4 estudos de caso) envolvendo, essencialmente, 16 formadores de 4 instituições de formação de professores (polos), aprofundou-se a compreensão da visão de formadores de professores sobre profissionalidade, com recurso à observação de atividade docente e respetiva planificação, entrevistas semi-estruturadas a 4 gestores da Prática Pedagógica e estágio nesses polos, à luz do quadro teórico fundamentador dos caraterizadores de profissionalidade referenciais do estudo e dos resultados obtidos na dimensão extensiva. Os resultados do estudo denotam falta de sintonia entre o conceito de ensinar patenteado nos documentos e discursos dos agentes-chave da Formação de Professores (a indicar que ensinar é fazer aprender) e a prática letiva dos formadores, a denunciar que ensinar é entendido como expôr conteúdos/transmitir conhecimentos. Quanto aos caraterizadores de profissionalidade, discursivamente destacam-se como atributos reconhecidos ao professor: ser educador e profissional; possuir conhecimento específico para ensinar; ter a função e a responsabilidade de ensinar; ser inovador e investigador; e agir de acordo com o quadro deontológico associado à profissão. No entanto, estas representações entram em choque com a realidade, marcada por falta de poder dos professores sobre o currículo e sobre o conhecimento profissional, que não produzem nem controlam; baixas qualificações (possuem nível correspondente à 10ª classe); inexistência de um quadro deontológico específico e por uma prática docente dos formadores inscrita na racionalidade técnica e mais alinhada com uma dinâmica de funcionarização do que de profissionalização. Na esteira do isomorfismo pedagógico, da chamada naturalização das práticas de ensino, e da força da gramática escolar, o tipo de prática docente que marca a ação dos formadores tenderá a ser replicada pelos formandos quando professores. Aliás, os documentos curriculares parecem resumir o ser profissional ao facto de se possuir formação para professores. O estudo fundamenta a possibilidade de, nas políticas, se reforçar uma maior coerência entre discursos e práticas na visão de profissionalidade construída na FIP, aprofundar os pontos de descontinuidade detetados no estudo ou outros relevantes e trabalhar no sentido da clarificação do conceito de profissionalidade pretendida na Formação de Professores do Ensino Básico em Moçambique.

Influência da profundidade e dos parâmetros ambientais sobre o desenvolvimento de Gracilaria birdiae (Rhodophyta, Gracilariales) em viveiro de camarão

This study evaluates the influence of depth and environmental parameters on the development of Gracilaria birdiae Plastino & Oliveira (Gracilariaceae Rhodophyta) in an organic shrimp pound (Litopenaeus vannamei) under euthrophical conditions. PVC structures (module) witch four ropes laden with 150 g of macroalgae each, were kept during 35 days at three different depths (surface, 10 and 20 cm depth). Wet biomass weighing and environmental parameters (temperature, salinity, turbidity, pH, transparence, precipitation, evaporation, insolation, accumulated solar radiation, nitrite, nitrate, ammonium and orthophosphate) were measured weekly. At all three proposed depths, the macroalgae displayed a higher biomass at the end of experiment than at the initial inoculations. The module kept at a 10 cm depth presented the greatest average biomass (186,3), followed by that kept at 20 cm (180,4 g) and the surface module (169,9 g). Biomass variations showed algae to suffer the direct effects of depths. Biomass loss was associated with the factors that influence light penetration, such as sediment deposits above the thallus, rate of evaporation and precipitation. The smallest loses occurred in the algae kept on surface (0,16%), followed by the algae kept at 20 cm (0,20%) and 10 cm (0,22%). The specific growth rate (SGR) of G. birdiae showed no significant difference between the three depths nor the sample periods. Nevertheless, the modules kept at 10 and 20 cm depths presented similar growth evolution, both growing 0,38%·per day-1, while the module kept on surface had an average SGR of 0,36%·day-1. The models related to growth rate demonstrated temperature, salinity, pH, orthophosphate, ammonium, precipitation and turbidity as the principal environmental parameters influencing the development of G. birdiae