O corredor cultural: espaço de materialização da exclusão social em Mossoró-RN

In contemporary society, social exclusion is an actual and pertinent theme, because it presents itself as a challenge to management and planning of the public policies. In this perspective, the thesis entitled "The Cultural Corridor: space materialization of social exclusion in Mossoró-RN" is a moment of apprehension and analysis of the local reality from the urban policy implementation that emphasized an enterprising model, which has, as the concrete space to urban renovation manifestation, the cultural complex called cultural corridor. Because of the investigation and the directional hypothesis, it is possible to say that the urban development policy implemented in Mossoró, starting from the 1990 decade, based in the model of modernizing/enterprising management, has been causing an intensification of a society parcel exclusion from the city public space, since this public policy didn't prioritized job market increasing, as well as population incomes improving, poverty and social inequality reduction, at the same proportions it promoted geographic space reorganization with directional actions to build the "spectacle city"

Beco da lama: formas e cores de uma plástica da vida

Our research goes a remarkable setting of Natal-RN. This is a place where we find art practices and artworks territorialities building the margin of museums, art galleries and institutional galleries. Its geography includes an area popularly known as Mud Alley. Along geography that we critically about how some processes of sociability, which formed the margins of institutional fields, can, and its progeny, compose new possibilities to relate to art and artistic practices. Thinking about the dialogues and clashes that positioning the margins can offer, we investigated the role of bookstores, bars and other spaces of the Alley in the promotion and dissemination of artistic practices, focusing on how these spaces handle the work, the artists and the patrons Beco da Lama. Our integration into the search field resulted in collecting testimonials, pictures and watching expressions which, together with sensations obtained during the years of integration in that setting, help make our empirical material. To follow us methodologically this investigation, we looked at a higher frequency, a theoretical support of authors: Gilles Deleuze, Félix Guattari and Giorgio Agamben. With them compose an investigative diagram to think about the art of Alley, noting the relationship of the Alley with the established field of art, as well as towards the rest of the city. The results point to the view of a singular event that shows artistic practices writing in the margins of institutional spaces, new territoriality for contact with art. The term territoriality points to situations formed by practices, feelings, wishes, expressions, and poetic subjectivity that can tell us we are confronted with an event comprising it as the moment of realization of potentialities, desires, subjectivities and spatialities training, flocks, movements. In our case, the event while the Mud Alley Alley Arts forced us to rethink the role and the place of art and artist in Natal-RN

Política de assistência social no Brasil: uma análise a partir das tipologias de políticas públicas

The study of public policy typologies is still a knowledge field which lacks more embracing and applicable studies to different sectors. On that perspective, this work, Social Assistance Policy in Brazil: an analysis from the typologies on public policy, pursues to add the relevant literature to social assistance what focus on the public policy ratings. Moreover, it concerns about a study on the the national policy of social assistance implemented by the Brazilian government from the theoretical referrence of the public policy typologies. For that reason, the referential framework of the public policies as well as the analisys of its fundamentals/principles that are indispensable for achieving a bigger goal, that is to tipify the social assistance policy based on the different public policy typologies and characterize it through the main elements which are intrinsec to the social political and economic reality of Brazil. Thus, the issue suggested for the work is: what is the profile and the political trajectory of the social assistance implemented by the Brazilian Government? How it presents, above all, the features of a distributive, focused and lawful policy, the work has been done througho the following hypothesis: the social assistance policy in Brazil has been of universal, assistance, and focusing aspects. For each of those features granted to the social assistance policy, there is a gathering of changes according to the social, political and economic moment of the country and that stands out due to the different institutions within every cyclical period. The work showed that besides the social policy has gone through meaningful changes during the last decades, even though the adoption of the Organic Law of Social Assistance and its rules, some of the mentioned characteristics still remain, as long as the State s primacy goes on being the economic policies over the dubbed social policies. Notwithstanding, the social assistance will build up itself from the materialization of the growing of the social rights related to the State, but also assuming an important role on the amplified reproducing process regarding the capitalist social relations

Efetivação da garantia de defesa no estado constitucional de direito: colisão entre o poder punitivo e garantia de defesa

The domination of the violence for the Rule of law awakened a tension between the practice of the punitive power and the right to counsel. However, throughout the recent history of the Criminal law, this shock of forces has been determined for the punitive power. In this perspective, the present work intends to submit the guarantee of defense to a critical judgment, in search to conciliate its content to the Constitutional State of Right. For in such a way, it will be necessary to recognize the disequilibrium of the situation, but without considering the superiority of any of these elements. The State in such a way must fulfill the function to punish the culprits as to acquit the innocents. Despite the law is far from obtaining a harmonious speech, it is necessary that the defense guarantee coexists the punitive power as part of an only public interest, which is, to make criminal justice. In such a way, the existence of a sustainable balance between the punitive power and the guarantee of defense depend on the minimum interference of Criminal law and, also, of the judicial position in the concrete case. The present work faces, therefore, the moment of crisis of the Criminal law, consolidated with the advent of a new way of thinking according to the procedural guarantees, that will demand the overcoming of the old concepts. The Constitutional State of Right not only constitutes an efectiveness of the regime of the right to counsel, but in a similar way it searchs to accomplish the right of action and criminal justice as a whole. Knowing that the philosophy of the language raises doubts on the certainty, the truth and the judgement, it is imposed to understand that the defense guarantee is no more about a simple idea, but, in the crooked ways of the communication, we intend to find what the judge s function is when he faces this new reality

Alterações morfológicas de tecido laminar do casco e parâmetros clínicos e laboratoriais de equinos com síndrome cólica letal

As afecções gastrintestinais dos cavalos são agravadas por complicações como a laminite, cuja etiopatogenia está relacionada à degradação da membrana basal do tecido laminar por metaloproteinases (MMPs). A ativação das MMPs pode ocorrer devido à liberação local de citocinas inflamatórias ou enzimas provenientes de leucócitos infiltrados no tecido laminar. O objetivo deste trabalho foi avaliar as alterações morfológicas do tecido laminar de equinos com síndrome cólica letal e sua provável associação com parâmetros clínicos e laboratoriais. Observou-se intensa destruição da arquitetura laminar, principalmente nos animais com alterações físicas e laboratoriais mais acentuadas, como tempo de preenchimento capilar prolongado (TPC), membranas mucosas congestas, taquicardia, hemoconcentração e redução nas contagens de plaquetas e leucócitos. Os resultados sinalizam o provável momento do desenvolvimento de lesões do tecido laminar em equinos com síndrome cólica, no qual é possível adotar medidas preventivas contra a laminite.

Consorciação de braquiárias com milho outonal em plantio direto sob pivô central

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

Influência da chuva na eficácia do glyphosate em mistura com adjuvantes na dessecação de plantas daninhas

Com o objetivo de estudar a influência do momento da chuva após a aplicação do herbicida glyphosate isolado e em mistura com adjuvantes na dessecação de plantas daninhas, foram instalados dois experimentos na Fazenda Experimental de Ensino e Pesquisa da Faculdade de Ciências Agrárias e Veterinárias, UNESP - campus de Jaboticabal-SP, em duas épocas: inverno de 2000 (junho - agosto) e verão de 2001 (janeiro-março). Os experimentos foram instalados no delineamento experimental de blocos ao acaso, em arranjo fatorial 4 (tratamentos herbicidas) x 5 (períodos livres de chuva simulada) + 1, com quatro repetições. Os tratamentos consistiram da combinação de glyphosate SAqC (360 g e.a. ha-1) isolado ou adicionado de uréia (50 g L-1 de calda) ou óleo vegetal (100 ml L-1 de calda) ou sulfato de amônio (100 g L-1 de calda), com cinco períodos de chuva simulada (1, 2, 4, 6 e > 48 horas após a aplicação), além de uma testemunha. A chuva foi simulada com um sistema de irrigação por aspersão, e a quantidade aplicada variou entre 18 e 19 mm. em ambas as épocas a chuva foi prejudicial à ação do glyphosate, principalmente nos menores períodos livres de chuva após a aplicação. Os sintomas de fitointoxicação apareceram mais rapidamente no verão. A utilização de adjuvantes na calda de pulverização não beneficiou o desempenho do herbicida glyphosate no controle das plantas daninhas, no inverno. A adição de uréia (50 g L¹) é uma boa alternativa para o controle de plantas daninhas, no verão, em situações sujeitas à chuva até duas horas após a aplicação.

O lugar pedagógico da educação física na educação infantil: saberes (re)construídos na formação continuada do PAIDÉIA/UFRN

The present study aimed to investigate the overview of teachers in continuing education program who work in kindergarten, about the continuing education developed by the Paideia/UFRN through the Course of Specialization in Art Teaching and Physical Education in Childhood, having as key focus, the knowing / doing related to physical education in Childhood. From this general goal, it was elected some specific objectives as: to know the interests and expectations that motivated the teachers to participate of that referred training; the evaluation by teachers on regard of the continuing education proposed: boosters factors for possible changes in teaching activities regarding the practice of teaching physical education in kindergarten. The methodology took the principles and techniques of qualitative research strategy and the characteristics of descriptive and interpretive strategy. The locus of this research was the Course of Specialization in Art Education and Physical Education in childhood, having as the citizens of this research twenty three teachers taking that specialization course. For building and systematization of the data, we used the following tools and procedures: a questionnaire, a semi structured interview and documents analysis. The data was constructed based on the technique of content analysis, focusing the reflections and speech of the teachers about the creation of new meanings and senses for the knowing / doing in Physical Education. It was found, among other results, the need and quest for improvement of teacher education, in order to improve educational practice. It was also evident that the situations of dialogues (interactions with peers, with their professors and other professionals in the related area or not) were mentioned by most teachers in the course as a relevant moment of redefinition of knowledge. In relation to Physical Education, it was found that participation in the course of specialization provided the recognition of teaching practice of physical education as part of the curriculum and the importance of inclusion of its specificities in their educational planning. From these elaborations, we come to the conclusion that knowing the perspectives of the teachers about continuing education can contribute to the theoretical and methodological discussions in teachers education and the creation of new actions - projects and programs of continuing education constructing increasingly ways towards a successful teacher formation, able to provide new forms of acting in the educational context

Como vão se formando os professores em física e química: embates entre o ser, o ter e o fazer na formação de licenciandos da UFRN sob a perspectiva da teoria das representações sociais

The purpose of this work is to approach and understand the Social Representations (SR) (MOSCOVICI, 2003) about Physics and Chemistry from people who are major in these courses, as well as their Social Representations about teaching . We took as principle that approaching these representations it would be possible to relate their symbolic contents, in order to show how people who are following the first segments of bachelor degree courses in Physics and Chemistry become teachers, taking into account a psychosocial view. Two source of data was used during this research: Free-association Technique FA (ABRIC, 1994); and Multiple Classification Procedure (MCP) (ROAZZI, 1995). The analytical treatment of the collected data from FA was done according to the proposition of Grize, Vergés and Silem (1987 apud ABRIC, 1994, p. 66). MCP data were analyzed through MSA (Multidimensional Scalogram Analysis) and SSA (Singular Spectrum Analysis) methods associated with the Facet Theory (BILSKY, 2003). The discourses of MCP discussing groups at the moment of explanations were studied by Content Analysis as it was proposed by Bardin (1977) and Franco (2005). Indicative of an approach to the relations with knowledge (CHARLOT, 2000), the connections which aroused from the analyses showed that the group of future majors in Physics thought that this scientific field was based on a rationalist conception, influencing the idealization sense of the phenomena to be explained by Physics. Thus, Physics as school content started to require the student of the fundamental and high school to think abstractly as a cognitive skill of learning. The identifying elements observed in the relations between SR about Physics and Teaching aroused from the antagonism between future majors and their teacher, as well as from the speculation between their fundamental and high school students and themselves, mainly when they had to face the act of teaching due to the obstacles imposed by the own educational system, and by the weakness of the initial preparation. The group of future majors in Chemistry, through its discourses, showed these relations when they conceived empiricist Chemistry and said that teaching was the way of transmission of this knowledge, and didactics of Chemistry teaching was the direction to learning through pedagogic methods in order to lead the students to discoveries. The psychosocial contents which were built and showed from the symbolic relations in the studied SR achieved the relation of identity. This relation revealed identifying elements for these people, resulting from the traffic between their condition as students of Chemistry, and as teachers regarding their work, what placed the current relational contents in the teaching space, named as Knowledge changing and Adaptability . In order to study emerging questions in the discussing environment about formation and teaching professionalization, we focused the psychosocial view on this traffic and managed to observe epistemological practical and pedagogic obstacles that limited a configuration of the teaching work as a professional activity, especially from the particular conditions which led the relations of senses to Physics , Chemistry and Teaching ; and Chemistry and Physics as it was seen in this research. Generally speaking, we noted that these obstacles can denounce such obstacles concerning to the pedagogic doings which mainly impair the learning process of fundamental and high school students

As ciências da educação e a prática: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Fertility Rates Following Fixed-Time Artificial Insemination in Dairy Heifers in a Practical Progesterone-Based Protocol

Background: In bovines, more efficient management practices are important for maximizing profitability. In order to increase the pregnancy rates in artificial insemination (AI) programs, several hormonal protocols were developed to synchronize the follicular wave and the moment of ovulation in beef and dairy cattle. In dairy cattle, detection of estrus can be difficult due to a number of factors including the incidence of silent estrus. Hormonal treatments designed to control both luteal and follicular function has permitting efficient synchronizations of time of ovulation. Thus, the AI can be performed in a large number of animals on a fixed schedule without the need for detection of estrus. Using these management techniques, the fixed-time artificial insemination (TAI) can overcome the problem of accurate estrus detection and help in reducing the incidence of repeat breeding. In addition, with TAI in cattle operations, it is possible to facilitate management practices and commercialization, and to reduce the time and semen wasting with animals inseminated at incorrect times. The investigation of practical and efficient TAI protocols is important for reducing the labor and animal handling of TAI in dairy cattle, as well as for increasing the profitability of the cattle management system. This study was carried out in order to investigate the effectiveness of TAI in dairy heifers treated with a practical progesterone-based protocol.Materials, Methods & Results: This experiment was conducted at the university farm located in southwestern Brazil, during May 2009. Thirty-nine cycling crossbred dairy heifers were employed in this study. All animals received a single intramuscular injection of estradiol benzoate and intravaginal progesterone releasing device in a random stage of the estrous cycle (Day 0). on day 7 the animals were treated with PGF2a analogue and on day 9 the device was removed. Forty-eight hours after the device removal (day 11) a synthetic analogue of GnRH was administered and the animals were fixed-time artificially inseminated at the time of GnRH injection. The inseminations were performed using four different batches from the same Holstein bull. Among the heifers that were synchronized (87.2%), 30.8% ovulated until 24 h after TAI and 56.4% ovulated between 24 and 32 h after TAI. The conception rate was 61.5%. No effects of ovulation time in conception rates were detected. The conception rate from heifers that ovulated until 24 h after TAI was 58.3% and from heifers that ovulated between 24 and 32 h after TAI was 77.3%. The mean of ovulatory follicle in heifers that ovulated until 24 h was 14.3 mm and in heifers that ovulated between 24 and 32 h was 11.9 mm.Discussion: Taking together, the findings of the present study, along with those of others, emphasize the concept that development of practical methods for TAI offers significant advantages to dairy producers if conception rates are close or greater to those obtained after breeding at detected estrus. Thus, the results of the present study reinforce the possibility of making dairy cattle production more cost-effective using TAI. In conclusion, with the progesterone-based TAI protocol of the present experiment all synchronized animals ovulated up to 32 h after GnRH+TAI and no effects of ovulation time related to conception rate was detected. The exogenous control of luteal and follicular development facilitated the reproductive management and animal handling. Also, inseminating the heifers at the moment of GnRH injection in a progesterone-based TAI protocol is a practical strategy and provided satisfactory results regarding ovulation and conception rates in dairy heifers.

As Ciências da Educação e a prática pedagógica: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Desenvolvimento folicular de embriões de frangos de corte de diferentes genótipos expostos ao estresse térmico crônico

O objetivo do trabalho foi avaliar as alterações tegumentares (morfogênese da pena), em embriões de frangos de corte de linhagens de diferentes padrões de crescimento, obtidos de ovos incubados sob diferentes temperaturas. Os ovos foram obtidos de matrizes das linhagens Cobb 500 e ISA JA57, distribuídos proporcionalmente em três incubadoras. do primeiro (D1) ao sexto dia (D6) de incubação, utilizou-se uma temperatura padrão (37,8°C). A partir do sétimo dia (D7) e até o momento do nascimento aos 21 dias (D21), uma das incubadoras teve a temperatura reduzida para 36,8°C (fria) e uma outra alterada para 38,8°C (quente). A terceira incubadora foi mantida a 37,8°C (controle). O delineamento adotado foi o inteiramente casualizado, em esquema fatorial 3 x 2 (temperatura de incubação e linhagem). A temperatura de incubação e a linhagem não alteraram a densidade dos folículos da pena (número médio de folículos por área de 337,5µm²) nas regiões femural e dorsopélvica dos embriões até os 11 dias (D11). Entretanto, observou-se aumento na densidade folicular na região dorsal dos embriões aos 16 dias (D16) devido ao aumento da temperatura, permanecendo até o momento do nascimento. É possível oncluirque embriões incubados em temperatura acima da recomendada (38,8°C) apresentam uma maior densidade de folículos na região dorsopélvica. Apesar disso, a morfogênese dos folículos permaneceu inalterada.

Avaliar na alfabetização: uma reflexão sobre as dificuldades docentes

Our work leads up to the context of evaluation during alphabetization process as a moment of an educational action cycle that requires planning, teaching and learning of reading and writing. It aimed to research the difficulties lived by teachers of a public elementary school during the specific task of evaluating children in the alphabetization process. This qualitative research took place as a case study at Emília Ramos Municipal School, in Natal, capital city of Rio Grande do Norte State, Brazil. Semi-structured interview and questionnaire were used as fact-gathering proceedings. Two pedagogical advisers and seven teachers formed the group of research subjects. All of them worked with elementary school first cycle classes, in that school, in the year of 2003. The analysis shows that teachers difficulties concern to theoretic questions of conceptual and methodological orders, although these questions indicate an important knowledge of teachers about alphabetization and evaluation. Our reflection about these problems articulates two points: alphabetization and evaluation. Concerning alphabetization, we took reference on Psychogenetic studies of Ferreiro and Teberosky (1985) which emphasizes fundamental points for a coherent evaluation practice: a) objective knowledge is not a beginning data; it is a construction process, which the learner does not conquest step by step on a linear way; b) objective knowledge acquisition happens through a global re-construction, and some of them may seem mistakes if we consider conventional writing but these mistakes are constructive and necessary. We also took reference on Interactionist-constructivist theory. Here, Vygotsky (1984) proposes that writing must be specially understood as language, symbolical activity, cultural practice. So, acquisition of writing process, as language learning, must be understood as a development of abilities relative to symbolical and communicative activity of sense production. On this way, Hoffmann (1994) advises that is necessary to overtake current evaluation practices, limited by their terminality character, only pointing right or wrong questions. According to a new paradigm, valuation appears as one of the mediations by which teachers must indicate re-ordination of pupil s knowledge, and re-organize their own practices too. The comprehensions of these questions plays decisive part in order to overtake our difficulties in evaluating. Besides, it points a way to build a coherent valuate practice, with an emancipating character and able to create new teaching-and-learning situations, leading to a better alphabetization Pedagogy

Survey on Chlamydophila psittaci in captive ramphastids in São Paulo State, Brazil

Chlamydophila psittaci (C. psittaci) has been detected in 460 avian species, among them the most frequent are the Psittaciformes, Columbiformes, Anseriformes and raptors. In Brazil, the main avian species recognized as healthy carriers belong to the order Psittaciformes and Columbiformes, but very few studies have been done in other bird families. Reports of the occurrence of this disease in the clinical form are rare in the Ramphastids; consequently, they are not commonly evaluated for this agent. The present study reports the investigation of C. psittaci in 25 captive ramphastids from a zoological park in São Paulo State, Brazil. Swabs samples from the cloaca were submitted to semi-nested polymerase chain reaction (semi-nested PCR) for direct detection of the microorganism. Additionally, blood samples obtained from these birds were submitted to the Complement Fixation Test (CFT) for detection of antibodies anti-C. psittaci. The presence of C. psittaci was not detected in the cloacal swab samples tested by the PCR. Nevertheless, 16% (4/25) of the bird's sera were positive by the CFT. Among the species with positive results, there are the saffron toucanet (Pteroglossus bailloni) and black-necked-aracari (Pteroglossus aracari), two species with no descriptions of the survey of C. psittaci published in the literature. Intermittent elimination of C. psittaci is a feature of chronically infected birds; however the absence of a positive-antigen sample did not guarantee that the bird is Chlamydophila-free. The serological results obtained show that the ramphastids tested were previously exposed to the pathogen and developed immune response, but showed no clinical signs of the disease and didn't eliminate regularly the organism in their feces in the moment of the sample collection.