Ludopoiese e humanescência no educador infantil

This research has as study objective the development of humanescent experience in the process of self-formation of the teachers of the Infantile Educational Unit of the Education Center of the Federal University of Rio Grande do Norte. It has as general objective the description and analysis of how the humanscent experience of life contributes and is manifested in the children educator in his way of being, living and in his pedagogical practice. As specific objectives, the identification of the contributions of the humanescent experiences in the children educator in his way of being, living and in his pedagogical practice; the analysis of the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity. It is a descriptive study of qualitative nature understood as an existential action research that uses the principles and fundamentals of the etnomethodology and phenomenology. Sixteen teachers six that are effective teachers, six substitute teachers and 4 interns - took part in this investigation. Six humanescent experiences were carried out with them. As main tools we point out: the participative observation, the sand game, the photographic register and the semi-structured interview. The analyses were centered in the categories of the ludopoetic system, described above and referred to in the theoretical fundamentals selected for the study. From the analyses and to the answers to the objectives of the study, we make clear the following considerations: the reports of the teachers reveal that the humanescent experiences have contributed to make them more ludic, sensitive, emotional and lovely people, and this has reflected in their educational practice and has been making sense in their and their students lives. In this way, we make evident that the humanescent experiences have contributed to improve the ludopoesis of the teachers, revealing in the embodiment changes in their way of being, of living together and in their educational practice. In relation to the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity, we emphasize the following aspects: with the self-esteem, teachers have become more creative, rebuilding their possibilities of intensely experiencing the pleasure of living; in the context of selfterritory, the teachers have provided the realization of the wishes and expresson of oneself while lively interacting with the environment and with the other different territories of the educational process, in a continuous process of demarcation. Concerning the self-connectivity category, we emphasize that the teachers started to become more tuned with themselves, with the environment and with the other teachers because of the general well-being to the success of personal, pedagogical and institutional objectives, promoting a harmonic, lovely and ludic environment. Concerning the self-worth category, the teachers have valued the struggle for a school that is more committed with the search for happiness. From the self-realization, the teachers have shown self-recognition while ludic beings, playing with the beauty in their lives, allowing the flowing in its completeness, the other possibilities of analysis, the educational formation and development. We would like to emphasize that the considerations above are not over after what has been presented because of the richness of experiences revealed in the research

Há possibilidade do ensino da história desenvolver o pensamento teórico?

The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalhães (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history

Corporeidade e humanescência: cenários ludopoiéticos na vida de professores contadores de história

During the latest years, the art of storytelling has received special attention from those who make education, art and culture. The storyteller is a singular person who manages to seduce itself and its listeners, by involving them in an atmosphere of pleasure and complicity, dodging situations, space and time, providing delight, stimulating creativity, daydreaming and imagination. This is a study developed with storyteller teachers that takes as its starting point the need to change the landscape of education, which seeks to emphasize the affirmation of embodiment of the teacher, so that it participates in a creative self-dynamic and the context in which they live. In addition , the following purposes accompanied the study : education - liberating practice and human development ; corporality - radiant , first and main focus of educational criteria; playfulness - a human dimension ; autopoiese - as an organization of human beings that produces and continuously transforms itself; flow experience concerns the feeling of full involvement in the activity , the psychic energy toward something that is being produced or performed , something that brings us pleasure , happiness and profound sense of well being. As general objective of the study we analysed the humanescent self-formation and its ludopoiética nature in storyteller teachers from humanescent workshops developed in a state school in Natal / RN. In view of the overall objective , we developed the following specific objectives : to identify the ludopoiéticas properties of self-worth , self-connectivity , self-territoriality , autotelia and self realization present in the life of storyteller teachers and the changes in the school environment, from the development of humanescent workshops; reveal the nature of humanescent self-training in storyteller teachers lives. The investigated group had the participation of eight teachers, and had the Escola Estadual Potiguassu as environment for the research. This is a descriptive study, understood as an action-research , developed with basis in the fundamentals and ethnomethodological principles , which used eight humanescents workshops , developed in the context of humanescent experiential pedagogy in conjunction with participant observation .The analyzes were focused on the chosen categories for the study : self-worth , self-connectivity , self-territoriality , autotelia and self-, indexicality and reflexivity . In terms of conclusions, we noted that the properties of ludopoiese were unveiled in the lives of the teachers by providing changes in their ways of being and living together. The teachers have become more creative and intensely began to experience their own life, social life, as well as its meaning. The struggle for a more cheerful and happy school was another important development highlighted in the reports of the teachers, also observing that there was a significant improvement in the reduction of violence in the school environment. Thus, we emphasize that the teachers began to recognize themselves like being ludic, playing with the beauty of storytelling and life

Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo

Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child´s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student´s participation in academic and functional tasks after the intervention program

Descompassos nas políticas educacionais: a reorganização da educação rural em Jardim de Piranhas/RN

The present work has as aim to analyze the reorganization process of the rural education in Jardim de Piranhas-RN, on the context of the education policies, in particular of the period of 1999-2006, having as reference the transformations in the political, cultural and socio-economic setting in the national, regional and local level, above all from the decade of 1990. The studies carried out in diverse sources made possible to understand from the context in which they had developed the education policies, in particular, that one directed for the rural way, as well as the mediation of this with the education reorganization in the local scope. Besides these research procedures, we carry out interviews - semi-structuralized - with managers and teachers, and we analyze documents from the produced ones in national level to those local ones. From the viewpoint theoretician-methodological, we focus the national discussion that comes developing under a new ideological political configuration and, being entitled by the Field Education, understood as a policy directed to education specifities in this sector and consolidated in the Operational Guidelines for the Basic Education in the Field Schools (CNE/MEC/2002). As particularity of this object in Jardim de Piranhas-RN, we emphasize events occurred that had marked the rural education reorganization in that city, especially from the creation of the Rural Education named Center Teacher Maria Edite Batista. Studies make possible to realize that until the Center creation, the schools functioned in rather precarious infrastructure and physical conditions, that is, without electric energy and water supplying, as well as the lack of school snack and the management structure. There was not a project or specific pedagogical accompaniment for the sector. Moreover, the teachers worked predominantly with several grade classes and still they fulfilled the manager functions, caretakers, and cook- in some cases as school secretary. However, exactly with the creation of the Rural Education Center, the education municipal system did not become capable to overcome problems as of the evasion and school failure, as well as decreasing the work overload of teachers, neither to give greater consistency to the pedagogical project of the field schools in that city

Piscinoodinium pillulare (Schäperclaus, 1954) Lom, 1981 (Dinoflagellida) infection in cultivated freshwater fish from the Northeast region of São Paulo State, Brazil: parasitological and pathological aspects

O Centro de Aqüicultura, Unesp, Jaboticabal, SP, Brasil, recebeu peixes para diagnose, os quais apresentavam aglomeração nas bordas dos viveiros e na entrada da água. Dos 194 casos diagnosticados, 53 apresentavam estruturas brancas circulares ou ovais, imóveis, medindo 162 mm de diâmetro, identificadas como o dinoflagelado Piscinoodinium pillulare. em 34 casos, os parasitos estavam presentes nas brânquias, em 2 casos, no corpo e em 9 casos, em ambos. Dos 53 casos observados, 31 eram o híbrido tambacu; 7, o Piaractus mesopotamicus; 6, o Colossoma macropomum; 5, o Leporinus macrocephalus; 3, o Oreochromis niloticus; e 1, o Prochilodus lineatus. Os peixes apresentaram aumento da produção de muco no corpo e nas brânquias e equimoses no pedúnculo caudal e nos opérculos. As brânquias também apresentaram palidez, congestão e petéquias. A histopatologia revelou a presença de grande número de trofontes situados entre as lamelas secundárias, fixados ou não ao epitélio. As lamelas primárias mostraram hemorragias intersticiais, severa hiperplasia do epitélio e das células caliciformes e infiltrado inflamatório. O presente trabalho é o primeiro relato de P. pillulare no Brasil e enfatiza a importância dos dinoflagelados, que causaram significativas perdas econômicas entre 1995 e 1997.

Análise de qualidade da atenção à criança na estratégia saúde da família: o óbito infantil evitável como referência

Alma-Ata declaration bring the Primary Attention to the Health (PAH) as first level of health attention for individuals, family and community, which considers infant group as priority. Several initiatives that gave bases to integral attention to the children health formalized in the principles of Unique Health System. Family Health Strategy (FHS) comes to strengthen this attention, instituting new ways of work organization and professional practices that gave impact in their quality indicators. One of them is children mortality, showing decline in their values. Though, studies indicates persistence of avoidable infant deaths. In Natal RN, this reality is also perceptible leading to inquietudes, mainly at the space of services production, it means, which motivated the accomplishment of the present study intending to analyse the way that the organizational and structural processes as long as the professional practices in FHS interfered in the quality of children s health attention who died by avoidable death in the year of 2007 in municipal district of Natal-RN. It treats, therefore, to an exploratory and descriptive survey of cases study type, thar had as primary sources the oficial documents of MH, the family prontuary, pregnant card, child card and testimony obt ined from instrument of research elaborated based in investigation form of infant death by MH, applied to 10 mothers of children who had avoidable death. In analysis it was appealed silmultaneous triangulation of methods and sources, allowing a bigger aproximation from obtained informations. To elucidate the cases, the aspects studied were analyzed to the light of explicative model of Social Determinants of Health. Among individual and family aspects were highlighted the related to age, schooling, family habits and customs and mother s economic condition, besides of pregnancy age, newborn weight and associated diseases, which don t differ from literature about the theme. Reffering to the factors organizational and structural processes and professionals practice, highlihgted, the treatment given by the professionals, the territorialization and adscription of areas, the difficulty of having access to the services or sleepers and the reference and counterreference. But also, the ausence or few greet, the lack of communication, few assiduity and ponctuality by professionals in service, among others. In a general way mothers considers the attendance received in the hospital good and very good , opnions that in the Basic Attention weren t so favorable, in spite of many of predictible actions in this level have been performed in the studied cases. It is observed, therefore, that the social determinants of health has a strong influence in ocurrence of infant deaths, what implicates in a large actuation by Infant Mortality Committee from municipal district. This way, it becomes fundamental the reflection and evaluation about the effectiveness and execution by the processes of vigilance to health in FHUs; the rethink about the social determinants of health in a wide and articulate way to the services quality, to permanent education, to management in service, to the given attention and to the way how it is installed the popular participation and social control. To the professionals it is presented the great challenge to review their daily practice, their values, behaviors and commitment, which ones must be guided by logical of sharing, work in team, humanescence and alterity, not only by the accomplishment of a professional duty

Distribuição do sistema radicular da goiabeira 'Rica' produzida a partir de estaquia herbácea

O conhecimento da distribuição do sistema radicular de plantas, principalmente de perenes, não é muito estudado, devido a inúmeros fatores, dentre os quais, a dificuldade inerente ao método de amostragem. A presente pesquisa objetivou conhecer o sistema radicular da goiabeira através do método de escavação. Utilizando jatos de água, retirou-se a terra até um volume de 10 m³ (5x5x0,4m), subdivididos em paralelepípedos de 0,1 m³ (0,5x0,5x0,4m), expondo o sistema radical da goiabeira 'Rica'. Verificou-se um vigoroso sistema radicular sem a caracterização da raiz principal e com distribuição homogênea, grande número de raízes primárias, proporcionado pela adequada formação de mudas, através de estaquia herbácea.

Adição de areia para dispersão de solos na análise granulométrica

A acurácia da análise granulométrica depende da obtenção de suspensões de solo completamente dispersas e estáveis para possibilitar a separação das suas frações granulométricas. O objetivo do presente trabalho foi avaliar a eficácia da adição de quantidades e tamanhos de grãos de areia na fase de dispersão da análise granulométrica de solos, visando à maior acurácia na obtenção dos resultados da análise granulométrica. Os solos utilizados foram: Latossolo Vermelho eutroférrico (LVef), LatossoloVermelho acriférrico (LVwf), Latossolo Vermelho eutrófico (LVe), Argissolo Vermelho-Amarelo eutrófico (PVAe) e Nitossolo Vermelho eutroférrico (NVef). A dispersão das amostras dos solos foi realizada por meio da adição de hidróxido de sódio e agitação rotativa (60 rpm) por 16 h. O delineamento experimental adotado foi o inteiramente casualizado, com esquema fatorial 6 x 2, com três repetições. Os tratamentos foram constituídos por seis quantidades (0, 5, 10, 15, 20 e 25 g) e dois diâmetros (2,0-1,0 e 1,0-0,5 mm) de areia, adicionados na fase de dispersão da análise granulométrica dos solos. de acordo com as equações ajustadas, a adição de areia com diâmetro entre 1,0 e 0,5 mm nas quantidades de 21,4 g para LVef, 19,6 g para LVwf e 25,8 g para NVef proporciona, respectivamente para esses solos, aumentos de 50, 38 e 14,5 % nos teores de argila. No LVe e no PVAe não se justifica a adição de areia na análise granulométrica, pois esses solos não apresentaram problemas de dispersão. Os resultados demonstram que a adição de 25 g de areia, com diâmetro entre 1,0 e 0,5 mm, na fase de dispersão da análise granulométrica de solos argilosos com altos teores de óxidos de Fe e com dificuldades de dispersão, é eficiente para promover efetiva dispersão das partículas primárias do solo.

Produção e qualidade de sementes de cenoura das cultivares Brasília e Carandaí

O presente trabalho teve por objetivo avaliar a produção e a qualidade das sementes obtidas de plantas de cenoura, das cultivares Brasília e Carandaí. O delineamento experimental foi em blocos ao acaso, com quatro repetições e cinco plantas úteis por parcela. Adotou-se o sistema semente-raiz-semente e indução floral por vernalização das raízes, durante 40 dias, a 5 °C. Foram avaliados o número de umbelas, as produções de sementes por planta e por umbela, a massa (g) de mil sementes, a germinação e a primeira contagem de germinação em cada classe de umbela. A cultivar Brasília superou a Carandaí na produção de sementes por planta (52 g), em virtude da maior produção nas umbelas secundárias (38 g), e não diferiu da cultivar Carandaí quanto à produção nas umbelas primárias e terciárias. Nas demais características avaliadas não foram observadas diferenças entre as cultivares. A produção por umbela foi-se reduzindo sucessivamente das primárias (7,5 g por umbela) às secundárias (3,0 g por umbela) e às terciárias (0,5 g por umbela). As sementes das umbelas primárias apresentaram maior massa (média de 2,1 g por mil sementes) em relação às secundárias (1,6 g por mil sementes) que, por sua vez, superaram as terciárias (1,4 g por mil sementes). As sementes das umbelas primárias e secundárias apresentaram maior poder germinativo comparativamemte às terciárias.

Qualidade fisiológica de sementes de milho tratadas com molibdênio

O tratamento de sementes com micronutrientes, como o molibdênio, garante uma maior uniformidade de aplicação, sendo que, a quantidade a ser aplicada desse elemento nas sementes deve ser suficiente para provir à exigência para o desenvolvimento e produção da cultura. Assim, objetivou-se com o presente trabalho avaliar a qualidade fisiológica de sementes de milho tratadas com molibdênio. A qualidade das sementes foi avaliada por meio da determinação do teor de água, do teste de germinação, da primeira contagem de germinação e da emissão de raízes primárias. Os tratamentos testados consistiram de cinco híbridos (DOW CO32; DOW 2B587; DOW 2B688; PIONEER 30F35 e PIONEER 30K73) e cinco doses de molibdênio aplicadas via semente (0; 7,5; 22,5; 67,5; 202,5 g ha-1 de molibdênio). A fonte de molibdênio utilizada foi o molibdato de sódio dihidratado (39% de molibdênio), sendo que a aplicação do molibdênio foi efetuada por meio da mistura com o fungicida líquido de suspensão concentrada carboxina+thiram sobre as sementes. A qualidade fisiológica das sementes de milho é influenciada negativamente por doses crescentes de molibdênio aplicadas. O híbrido de milho DOW 2B587 obteve melhor resposta à aplicação da maior dose de molibdênio em relação aos demais híbridos estudados.

Absorção e translocação de fósforo em dois cultivares de mamoneira (Ricinus communis L.), 'Campinas' e 'Guarani', com uso de 32p

Com o objetivo de estudar a absorção e translocação do fósforo na cultura da mamoneira, instalou-se um ensaio em vasos com os cultivares 'Campinas' e 'Guarani' e empregou-se o fósforo radioativo (32p) como traçador. Os quatro tratamentos constaram da aplicação ao solo de 65 ppm de P contendo 32p, quando as plantas apresentavam seis, nove, doze e quatorze folhas, respectivamente e cortadas com nove, doze e quatorze folhas e as do quarto tratamento após 21 días da aplicação do fertilizante marcado. Através dos dados obtidos, pode-se concluir que, neste solo com baixo teor de fósforo, a aplicação deste elemento, na época da emissão de ínflorescências primárias, não influi no desenvolvimento das inflorescências, uma vez que se formam as expensas de fósforo previamente acumulado no pecíolo e no limbo, e que para lá se desloca a fim de participar do metabolismo de formação e desenvolvimento. em outros termos, o fósforo, quando aplicado tardiamente, não incrementará a produção dos cachos primários e, consequentemente, não pode esperar que o potencial máximo do cultivar seja atingido, pois os cachos primários representam, no mínimo, 30% da produção total da mamoneira.

Inclusão do aluno com dismotria cerebral ontogenética: analise das práticas pedagógicas

Há poucas investigações quanto às práticas educativas escolas, ou seja, os procedimentos que são utilizados pelo educador para promover a aprendizagem de seus alunos. Deste modo, o objetivo deste trabalho é analisar as práticas educativas escolares, e verificar em que medida essas práticas contribuem para a inclusão do aluno com Necessidades Educacionais Especiais. O presente estudo optou pelo estudo exploratório contemplando observações em sala de aula, bem como, no ambiente escolar. As observações ocorriam semanalmente sem datas fixas, e em horários diferentes, a fim de que fosse possível observação num ambiente típico. Utilizou-se também a entrevista e a análise de documentos do aluno (redação, provas, atividades acadêmicas) e da escola. Participaram do presente estudo um aluno que apresenta dismotria cerebral ontogenética, sua mãe, bem como, as professoras que lecionaram à ele durante os anos de 2000 e 2001. Os dados coletados auxiliaram para definir a categoria que foi foco da presente pesquisa: desempenho e rendimento escolar e percepção do aluno sobre seu processo de aprendizagem. Como conclusão o presente estudo constatou que o processo de inclusão do aluno, no tocante à inclusão física social, responde até certo grau às suas necessidades. No entanto, do ponto de vista de aprendizagem, não houve inclusão educacional, as práticas educativas observadas não contemplavam a especificidade curricular e de aprendizagem a fim de atender às necessidades do aluno.

O Barão do Rio Branco no Itamaraty (1902-1912)

Os cem anos do fim da gestão do Barão do Rio Branco no Ministério das Relações Exteriores do Brasil coincidem com um momento politicamente propício para se revisitar o legado do patrono da diplomacia brasileira, em especial o referente aos Estados Unidos e ao Prata, os dois principais eixos das relações externas do País. Examinam-se o teor das relações com a potência hegemônica do hemisfério e o caráter oscilante daquelas com a Argentina. A partir de fontes primárias e bibliográficas, o autor procura demonstrar que Rio Branco, além do fechamento dos limites do território nacional, firmou tendências e procedimentos que se incorporaram à tradição da diplomacia brasileira, analisando, para isso, a função do alinhamento Rio de Janeiro-Washington no conjunto da política externa do chanceler e o padrão das relações com o governo argentino, fatores que influenciaram seus movimentos no entorno geográfico. A política de prestígio desenvolvida por Rio Branco decorreu da aspiração em diferenciar seu país do conjunto de nações do segmento sul do hemisfério, identificadas com convulsões políticas e insolvência financeira.

Formação continuada de professores que ensinam matemática: o papel do ábaco na ressignificação da prática pedagógica

The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre Lévy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process.