Pluralidade cultural e educação física: elaboração de material didático

In 1997, the National Curriculum Parameters (BRASIL, 1997a) proposed the incorporation of the Transversal Themes in all of the knowledge areas. Specifically in the School Physical Education, the teacher working with transversality must stabilish bridges between the body culture practice with these themes. Promote this relationship is not a simple task and there are many problems that stuck the advance of this propose. So, thinking about making didactical formulat teaching stragies and think about the development of their practice. Another challenge is considerate as a beginning in the pedagogic activity the student’s knowledge and experience, as listening during the process of knowledge construction. In this way, the aim of this research is investigate the 8th and 9th grade of the primary school students conception about Cultural Plurality. After this, using the information taken gron the students, we are going to present subisidies to make a textbook, for the teachers and for students, with Physical Education activities possibilies with this Transversal Theme. Keeping in mind the aim of this research, we used the semi-structed interview as a instrument of data collection. The interview was made with 30 students of the 8th and 9th grade the primary school from two statual schools of Rio Claro city. The procediments were executed following the ethics comite requirements. In other to associate the Cultural Plurality with Physical Education, dance and physical adventure activities contents were selected. The results showed that the students know few thinks about this Transversal Themes, because they had apoor knowledge, according to National Curriculum Parameters. In scholar environment and Physical Education classes, there are many cases of prejudice and discrimination, mostly by the leack of ability. Nonetheless, most of the students are able to...(Complete abstract click electronic access below)

Energy and protein requirements of male and female saanen goats

Pós-graduação em Zootecnia - FCAV

The Didactic Transposition of the Photoelectric Effect in High School Brazilian Physics Textbooks

É notório que o livro didático desempenha um papel fundamental na prática pedagógica da maioria dos professores de Física constituindo importante fonte de referência para professores e estudantes. Ao mesmo tempo representa a memória impressa das demandas e paradigmas de ensino, e procura atender às exigências prescritas na legislação e diretrizes, de uma determinada localidade e período. Atualmente, a inserção de Física Moderna e Contemporânea no currículo do Ensino Médio brasileiro está entre as prioridades, preconizando, entre. outros, o ensino do efeito fotoelétrico, em função da relevância do fenômeno ao corroborar a interpretação corpuscular da natureza da luz, e o consequente laureio de Albert Einstein com o Prêmio Nobel. Estudos realizados apontam que muitos dos livros didáticos apresentam a história do efeito fotoelétrico de maneira superficial ou errônea, e expõem incorretamente a função trabalho e o conceito de fóton (Klassen, 2011). Tendo em vista o exposto, objetivamos analisar como ocorre a apresentação do efeito fotoelétrico especificamente em dez coleções didáticas brasileiras aprovadas pelo Programa Nacional do Livro Didático do Ensino Médio 2012 do governo federal, tendo como aporte teórico as considerações de Yves Chevallard (Brockington e Pietrocola, 2005). Procuramos resposta para a seguinte pergunta: Quais são as transposições ocorridas na apresentação do efeito fotoelétrico (saber sábio) para se tornar o saber a ensinar em materiais escolares? Nossa análise centrou-se no processo de descontextualização, entendido como o processo pelo qual o saber sábio passa para que seja ensinável, sendo necessário que seja arrancado de seu contexto original, ou seja, o seu processo histórico.

A pedagogia do jogo no contexto escolar

As the ludic taking the second place at school environment, on account of logical and rational activities and the excessive charge of a professional achievement of children by society and, also, the own family, the school doesn't become a pleasant ambient of frequenting. This study wants to understand, in a better way, the utilization of ludic activities as a pedagogic support into the learning and the development of the cognitive, emotional and creative potentiality of children in different education system (public and private) of Ibitinga-SP. It also investigates the docent attitude and practice during the ludic activities and its repercussion in the students' performances when introduced. The bibliographic researches present that the utilization of games, as a pedagogic resource, contributes to the learning process and to the human development of the students from the first cycle of the Elementary School. The School has to rescue the desire of learning, which is playing, the most natural way. The research's target audience are teachers from the Ciclo I of the elementary school and the focus is the utilization of the ludic into the different areas of teaching, considering the context that the schools are embedded. The reality observation, which enables a straight contact with the researcher and the study object, helped out with the issue comprehension. It was possible to identify that the utilization of ludic activities as a pedagogic strategy does not happen just because of knowledge absent, but also because of the submission to many goals imposed by the education system and/or by the didactic materials used, which don't have any worry to valorize the period of develop that the students are living, filtering out some characteristics from the phase that contributed to the learning. The responsibility to create a new signification to their social function is from the education system and the school that works with it. To the...

Lysine requirements of laying hens

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

Protein and energy requirements of castrated male Saanen goats

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

Mineral requirements for growth and maintenance of F-1 Boer x Saanen male kids

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

Modeling amino acid requirements of poultry

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

Notes on competencies in engineering education

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Intraoperative blood loss and blood transfusion requirements in patients undergoing orthognathic surgery

Procedures for the surgical correction of dentofacial deformities may produce important complications, whether due to the potential for vascular injury or to prolonged surgery, both of which may lead to severe blood loss. Fluid replacement with crystalloid, colloid, or even blood products may be required. The aim of this study was to assess blood loss and transfusion requirements in 45 patients (18 males and 27 females; mean age 29.29 years, range 16-52 years) undergoing orthognathic surgery, assigned to one of two groups according to procedure type-rapid maxillary expansion or double-jaw orthognathic surgery. Preoperative hemoglobin and hematocrit levels and intraoperative blood loss were measured. There was a substantial individual variation in pre- and postoperative hemoglobin values (10.3-17 and 8.8-15.4 g/dL, respectively; p < 0.05). Mean hematocrit values were 41.53 % preoperatively (range 31.3-50.0 %) and 36.56 % postoperatively (range 25-43.8 %) (p < 0.05). Mean blood loss was 274.60 mL (range 45-855 mL). Only two patients required blood transfusion. Although blood loss and transfusion requirements were minimal in the present study, surgical teams should monitor the duration of surgery and follow meticulous protocols to minimize the risks.

Differences in larval nutritional requirements and female oviposition preference reflect the order of fruit colonization of Zaprionus indianus and Drosophila simulans

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Energy requirements for growth of pubertal female Saanen goats

Previous research on energy requirements of female Saanen goats, using the factorial approach, has not considered the specific requirements for maintenance and growth during the pubertal phase. Thus, the purpose of this study was to estimate energy requirements for maintenance (Trial 1) and growth (Trial 2) of non-pregnant and non-lactating female Saanen goats at the pubertal phase from 30 to 45 kg. In Trial 1, the net energy requirements for maintenance (NEm ) were estimated using 18 female Saanen goats randomly assigned to three levels of intake: ad libitum, and 70% and 40% of ad libitum intake. These animals were pair-fed in six slaughter groups, each consisting of one animal for each level of intake. In Trial 2, the net energy requirements for growth (NEg ) were estimated using 18 female Saanen goats, which were fed ad libitum and slaughtered at targeted BW of 30, 38 and 45 kg. The NEm was 52 kcal/kg(0.75) of BW. The NEg increased from 3.5 to 4.7 Mcal/kg of BW gain as BW increased from 30 to 45 kg. Our results suggest that the guidelines of the major feeding systems for the entire growth phase may not be adequate for females at pubertal phase.

Diet formulation techniques and lysine requirements of 1-to 22-day-old broilers

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

O mirabolante mundo das partículas elementares: uma sequência didática para professores de física

Pós-graduação em Ensino de Física (mestrado profissional) - FCT

Macromineral requirements in male and female Saanen goats

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