Atuação da escola frente à violência: estudo comparativo entre duas instituiçoes de ensino

It is a descriptive, exploratory study, quantitative comparative approach, whose general objective was to analyze the violence at school in a comparative way in the context of two schools in Natal / RN. The specifics were to identify the types of manifestations of violence in the contexts of public and private schools, to identify the position of the leadership, teachers and school staff during and after the occurrence of manifestations of violence in the school environment, to identify measures to prevent violence within of schools. The results show that 68 of the 121 participants (56.20%) were female and 53 (43.80%) were male, 38 (31.40%) were between 40 and 49, 85 (70.2%) lived in the south of Natal (RN), 46 (38.02%) specialization, 68 (56.20%) were Catholic, 63 (52.07%) married, 41 (33.88%) received between 03 and 05 and 68 minimum wages (56.20%) were teachers, 51 (42.15%) 02 employees (01,65%) and directors, 46 (38.02%) providers had between 05 and 14 years and 11 months experience in teaching 70 (57.85%) less than five years in the job, 68 (56.20%) worked between 20 hours and 40 hours per week, 81 (16.30%) worked in the 9th grade of elementary school II. As for the sizing of violence, 111 (91.74%) respondents witnessed episodes of this event who work in the institution, 100 (82.64%) witnessed verbal violence, 87 (71.90%) called for parents when some event happenedviolent that it caused injury to students, 66 (54.55%) believed that family violence is the main reason for young people practiced bullying, 44 (38.98%) reported daily episodes of bullying, 64 (52.89% ) the event happens in the courtyard. Of the 37 victims of violence at school, 22 (59.45%) suffered verbal abuse, 18 (48.65%) experienced violence once a week, 36 (97.30%) were attacked by students, 104 (85.95 %) are able to differentiate the bad acts of bullying behavior, 28 (23.14%) separated the involved coordination and communicated verbally, 23 (19.00%) stated that the coordination of schools talked with parents about the aggressive behavior of the student. Regarding the actions taken to minimize bullying, 69 (57.02%) participated in any professional education process, 47 (38.84%) was the educational process at another institution, 49 (71.01%) took courses lasting 12 to 24 hours, 59 (48.76%) stated that interaction with parents and family was the most stimulated by the school to try to minimize and prevent the event and 116 (95.87%) participated in meetings at the institutions surveyed , 58 (50.00%) responded that the meetings took place every two months and 121 (100.00%) reported having no refresher course on school violence in the schools surveyed. We conclude that violence in schools has been expressed in any social class and that professionals are poorly prepared to deal with the situation. So we hope that education professionals through the reading of our study may realize that school violence takes place in any institution affecting the lives of all who make up the educational universe. It is extremely important that these professionals always seek to empower through knowledge so that they can develop strategies to prevent and minimize the bullying to change the reality of the workplace

Um hipermídia sobre fases da lua para o ensino de astronomia a distância

The interdisciplinary nature of Astronomy makes it a field of great potential to explore various scientific concepts. However, studies show a great lack of understanding of fundamental subjects, including models that explain phenomena that mark everyday life, like the phases of the moon. Particularly in the context of distance education, learning of such models can be favored by the use of technologies of information and communication. Among other possibilities, we highlight the importance of digital materials that motivate and expand the forms of representation available about phenomena and models. It is also important, however, that these materials promote the explicitation of student's conceptions, as well as interaction with the most central aspects of the astronomical model for the phenomenon. In this dissertation we present a hypermedia module aimed at learning about the phases of the moon, drawn from an investigation on the difficulties with the subject during an Astronomy course for teaching training at undergraduate level at UFRN. The tests of three semesters of course were analyzed, taking into account also the alternative conceptions reported in the literature in astronomy education. The product makes use of small texts, questions, images and interactive animations. Emphasizes questions about the illumination of the Moon and other bodies, and their relationship to the sun, the perception from different angles of objects illuminated by a single source, the cause of the alternation between day and night, the identification of Moon's orbit around the Earth and the occurrence of the phases as a result of the position of observing it, and the perception of time involved in the phenomenon. The module incorporated considerations obtained from interviews with students in two poles where its given presential support for students of the course, and subjects from different pedagogical contexts. The final form of the material was used in a real situation of learning, as supplementary material for the final test of the discipline. The material was analyzed by 7 students and 4 tutors, among 56 users, in the period in question. Most students considered that the so called "Lunar Module" made a difference in their learning, the animations were considered the most prominent aspect, the images were indicated as stimulating and enlightening, and the text informative and enjoyable. The analysis of learning of these students, observing their responses to issues raised at the last evaluation, suggested gains in key aspects relating to the understanding of the phases, but also indicates more persistent difficulties. The work leads us to conclude that it is important to seek contributions for the training of science teachers making use of new technologies, with attention to the treatment of computer as a complementary resource. The interviews that preceded the use of the module, and the way student has sought the module if with questions and/or previous conflicts - established great difference in the effective contribution of the material, indicating that it should be used with the mediation of teacher or tutor, or via strategies that cause interactions between students. It is desirable that these interactions are associated with the recovery of memories of the subjects about previous observations and models, as well as the stimulus to new observations of phenomena

A leitura como instrumento facilitador da compreensão matemática

This research builds on a qualitative approach and proposes action research to develop, implement and evaluate a strategy grounded in the teaching of geometry reading from different text types, in order to enhance the understanding of mathematical concepts by students in the 6th grade of elementary school. The teaching of mathematics, strengthened by a reading practice that fosters a greater understanding of science, because it would contribute to the expansion of vocabulary, acquire a higher level of reasoning, interpretation and understanding, providing opportunities thus a greater contextualization of the student, making out the role of mere spectator to the builder of mathematical knowledge. As a methodological course comply with the following steps: selecting a field of intervention school, the class-subject (6 years of elementary school) and teacher-collaborator. Then there was a diagnostic activity involving the content of geometry - geometric solids, flat regions and contours - with the class chosen, and it was found, in addition to the unknown geometry, a great difficulty to contextualize it. From the analysis of the answers given by students, was drawn up and applied three interventional activities developed from various text (legends, poems, articles, artwork) for the purpose of leading the student to realize, through reading these texts, the discussions generated from these questions and activities proposed by the present mathematics in context, thus getting a better understanding and interaction with this discipline as hostility by most students. It was found from the intervention, the student had a greater ability to understand concepts, internalize information and use of geometry is more consistent and conscientious, and above all, learning math more enjoyable

Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in Açu/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner´s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur´s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher´s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher´s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

Representações discursivas de Ficar e Namorar em textos de vestibulandos e pré-vestibulandos

This doctoral thesis investigate the way vestibulandos and pré-vestibulandos construct their discursive representations of Ficar and Namorar in their textual production. At the same time, aims to discuss its implications for the ATD and for the teaching and learning of textual production in the context of Portuguese Language classes. Its theoretical framework is inspired mainly by three sources: textual linguistics, the textual analysis of discourses (ADAM, 2008), as well as by frames semantics (FILLMORE, 2006; FELTES, 2007). The methodology is based on a combination of qualitative and quantitative approaches (VIANNA et al., 2008). The data is composed of 168 empirical texts written by the vestibulandos of PSV/2005 da UFRN, Natal, RN, and by secondary school students who attended Escola Estadual Juscelino Kubitschek (EEJK), Assú, in the 2008 school year. The results indicate different categories of discursive representations of Ficar and Namorar , such as designation of referents, prediction, aspectualization, spatial-temporal circunstances , and metaphor, which reveal the influence of factors such as: the encyclopedic knowledge, the culture, as well as the cognitive components related to textual production. These results point out to the necessity of a teaching practice which enables the interaction among students, the discussion of current themes, as well as the student involvement with different textual genres, mainly the work with textual production in the classroom, so that it enables the students do acquire the textual production strategies. Thus, the overall goal is the (re)construction of their discursive representations, so that they can cope with new contexts of communicative interaction.

Crystal structure, DNA binding studies, nucleolytic property and topoisomerase I inhibition of zinc complex with 1,10-phenanthroline and 3-methyl-picolinic acid

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A theoretical study on the gas phase reactions of the anions NbO3-, NbO5-, and NbO2(0H)(2)(-) with H2O and O-2

The potential energy surfaces at the singlet (s) and the triplet (t) electronic states associated with the gas-phase ion/molecule reactions of NbO3-, NbO5-, and NbO2(OH)(2)(-) with H2O and O-2 have been investigated by means of DFT calculations at the B3LYP level. An analysis of the results points out that the most favorable reactive channel comprises s-NbO3- reacting with H2O to give an ion-molecule complex s-NbO3(H2O)without a barrier. From this minima, an intramolecular hydrogen transfer takes place between the incoming water molecule and an oxygen atom of the NbO3- fragment to render the most stable minimum, s-NbO2(OH)(2)(-). This oxyhydroxide system reacts with O-2 along a barrierless process to obtain the triplet t-NbO4(OH)(2)(-)-A intermediate, and the crossing point, CP1, between s and t electronic states has been characterized. The next step is the hydrogen-transfer process between the oxygen atom of a hydroxyl group and the one adjacent oxygen atom to render a minimum with the two OH groups near each other, t-NbO4(OH)(2)(-)-B. From this point, the last hydrogen migration takes place, to obtain the product complex, t-NbO5(H2O)(-), that can be connected with the singlet separated products, s-NbO5- and H2O. Therefore, a second crossing point, CP2, has been localized. The nature of the chemical bonding of the key minima (NbO3-, NbO2(OH)(2)(-), NbO4(OH)(2)(-)-B, and NbO5-) in both electronic states of the reaction and an interaction with O-2 has been studied by topological analysis of Becke-Edgecombe electron-localization function (ELF) and atoms-in-molecules (AIM) methodology. The niobium-oxygen interactions are characterized as unshared-electron (ionic) interactions and some oxygen-oxygen interactions as protocovalent bonds.

Interação entre professora e alunos em salas de aula com proposta pedagógica de educação inclusiva

Correntes teóricas presentes na literatura científica têm demonstrado a importância das relações interpessoais para o processo de construção do conhecimento. É no contexto da interação professor e aluno que se configura a relação entre as necessidades educacionais dos alunos e as respostas pedagógicas a elas disponibilizadas, o que envolve o domínio do conhecimento pelo professor, sua capacitação técnico-científica, a competência de ensinar pesquisando, as características sócio-culturais e o perfil psicológico dos atores sociais envolvidos- professor e aluno. Buscando melhor compreender este universo, elaborou-se este estudo que teve como objetivo descrever as interações ocorridas entre uma professora, e seus alunos, em classes em que se propunha adotar uma prática pedagógica inclusiva. Os dados foram coletados em 2 salas de aula, em escola estadual de Ensino Fundamental, no município de Bauru. O processo de coleta de dados se deu através do registro da realidade de sala de aula em vídeo tape. Optou-se por este método, por permitir a recuperação posterior dos dados. A coleta se deu no transcorrer do 1º semestre do ano letivo de 2001. A análise fundamentou-se em sistema prévio de categorias, e tratou os dados quantitativa e qualitativamente. Os resultados demonstraram peculiaridades e diferenças nas interações da professora com os seus alunos, em função da presença ou ausência da deficiência. Indicaram, também, que a interação vem demonstrando avanços na prática educacional, no que diz respeito à atenção pedagógica, da professora, ao aluno com deficiência.

Secretory IgA-Fc alpha receptor interaction modulating phagocytosis and microbicidal activity by phagocytes in human colostrum of diabetics

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

Study of the mechanism of action of anoplin, a helical antimicrobial decapeptide with ion channel-like activity, and the role of the amidated C-terminus

Anoplin, an antimicrobial, helical decapeptide from wasp venom, looses its biological activities by mere deamidation of its C-terminus. Secondary structure determination, by circular dichroism spectroscopy in amphipathic environments, and lytic activity in zwitterionic and anionic vesicles showed quite similar results for the amidated and the carboxylated forms of the peptide. The deamidation of the C-terminus introduced a negative charge at an all-positive charged peptide, causing a loss of amphipathicity, as indicated by molecular dynamics simulations in TFE/water mixtures and this subtle modification in a peptide's primary structure disturbed the interaction with bilayers and biological membranes. Although being poorly lytic, the amidated form, but not the carboxylated, presented ion channel-like activity on anionic bilayers with a well-defined conductance step; at approximately the same concentration it showed antimicrobial activity. The pores remain open at trans-negative potentials, preferentially conducting cations, and this situation is equivalent to the interaction of the peptide with bacterial membranes that also maintain a high negative potential inside. Copyright (C) 2007 European Peptide Society and John Wiley & Sons, Ltd.

Interacting spin 0 fields with torsion via Duffin-Kemmer-Petiau theory

Here we study the behaviour of the spin 0 sector of the DKP field in spaces with torsion. First we show that in a Riemann-Cartan manifold the DKP field presents an interaction with torsion when minimal coupling is performed, contrary to the behaviour of the KO field, a result that breaks the usual equivalence between the DKP and the KG fields.Next we analyse the case of the Teleparallel Equivalent of General Relativity (Weitzenbock manifold), showing that in this case there is a perfect agreement between KG and DKP fields. The origins of both results are also discussed.

Confusing the extragalactic neutrino flux limit with a neutrino propagation limit

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Labaditin, a cyclic peptide with rich biotechnological potential: preliminary toxicological studies and structural changes in water and lipid membrane environment

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Fluorescence study of the interaction between metal ions and methyl methacrylate methacrylic acid copolymers in aqueous solutions: thallium(I), calcium(II), and terbium(III)

The binding of the cations thallium(I), calcium(II) and terbium(III) to methyl methacrylate-methacrylic acid copolymers with different fractions of acid groups (x) has been studied in aqueous solution at, various pH values using the fluorescence of covalently bonded 9-vinyl anthracene as a probe. In all cases, the extent of binding increases as a function of the charge of the polymer with either increasing fraction of carboxylic acids or of pH. However, differences are observed in the behavior of the three cations, With Tl(I), quenching of the anthracene group fluorescence is observed. indicating that the thallium(I) approaches the probe and suggesting that the alkylanthracene is probably in a relatively polar region. Binding constants have been determined from anthracene quenching data and from studies with the fluorescent-probe sodium pyrenetetrasulfonate, Good agreement is obtained between the two methods, and values for the binding constants increase from 250 to 950 M-1 as x increases from 0.39 to 1. It is suggested that the cation is held in the polyelectrolyte domain, partly by Debye-Huckel effects and partly by more specific interactions. Stronger binding is found with calcium(II) and terbium(III), and in this case increases in fluorescence intensity are observed on complexation due to the anthracene group being in a more hydrophobic region, probably as a result of conformational changes in the polymer chain. In the former case the stoichiometry of the interaction was determined from the fluorescence data to involve two carboxylate groups bound per calcium. Association constants were found using murexide as an indicator of free calcium to vary from 8400 to 37 000 M-1 as x increases from 0.39 to 1. It is suggested that in this case specific calcium(II)-carboxylate interactions contribute to the binding. With terbium(III), a greater increase in the probe fluorescence intensity was observed than with calcium, and it is suggested that the interaction with the polymer is even stronger, leading to a more pronounced conformational change in the polymer. It is proposed that the terbium(III) interacts with sis carboxylic groups on the polymer chain, with three being coordinated and three attracted by electrostatic interactions.

The lipid composition of a cell membrane modulates the interaction of an antiparasitic peptide at the air-water interface

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