Sobrevivência de adultos e estimativa populacional da guaracava-de-topete-uniforme elaenia cristata (aves: tyrannidae) em fragmento de mata atlântica no Nordeste do Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Preferência alimentar de adultos de Diabrotica speciosa (Germar) (Coleoptera: Chrysomelidae) por genótipos de batata (Solanum spp.)

Avaliou-se a preferência alimentar de adultos de Diabrotica speciosa (Germar), pelos genótipos de batata Achat, Baronesa, Monalisa, N 140-201 e NYL 235-4. Foram realizados ensaios com e sem chance de escolha, em laboratórios e em casa de vegetação, na FCAV/UNESP, Jaboticabal, SP. em dois testes utilizaram-se discos de folíolos provenientes de plantios em vaso (plantas com 40 dias); em outros seis semelhantes (exceção ao genótipo N 140-201) foram utilizados discos de folíolos provenientes de plantio de campo (plantas com 30, 50 e 70 dias). Nas placas de Petri (repetições) foram liberados dois adultos/disco. Dois outros ensaios foram efetuados em gaiolas (sem chance de escolha), no interior de casa de vegetação, com plantas com 15 e 45 dias de idade, liberando-se três e 10 adultos/planta respectivamente, avaliando-se o consumo de área foliar quatro e cinco dias após. Nos testes em laboratório com material de vaso, o genótipo NYL 235-4 (com e sem chance) foi o menos consumido (1,08 a 1,12 mg de peso seco). Com material de campo (com e sem chance), o peso de matéria fresca consumida pela praga foi menor em NYL 235-4 (médias de 26,2 e 66,1 mg) e Baronesa (30,2 e 57,9 mg). Nos ensaios em gaiolas (sem chance) também verificou-se menor consumo em NYL 235-4 (3,35 cm² e 16,70 cm²/planta). Esses resultados revelam que o genótipo NYL 235-4 apresenta resistência do tipo não-preferência para alimentação em relação a D. speciosa.

Resistência de genótipos de batata a larvas e adultos de Diabrotica speciosa

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

Para uma andragogia do esporte:discutindo as diretrizes e a formação profissional para a Educação Física de Jovens e Adultos

For the development of this research the following general objective has been formulated, indicator of the process of inquiry: To discuss the relation between the attitudinal and the sportive contents presented in the proposal of Curricular Lines for the Physical Education of Young and Adults in Brazil. According to the corporeity and the ludicity, questioning the formation of the professional of Physical Education and delineating the perspective for a sport andragogy that values the Being and the Life. From this general objective, the following objectives, which had given greater specificity to the investigative process, were defined: 1. To create the theoretical context from the corporeity/ludicity axis, articulating transversally sportive knowledge, aiming to contribute for a sport Andragogy; 2. To analyze the objectives proposed for the Physical Education of Young and Adults according to an elaborated theoretical reference and to the testimonies of the egresses of 2005 of the Physical Education course of the UFRN. 3. To interpret the relation between attitudinal and educative content from the academic reality lived by the egresses of the Physical Education course of the UFRN. 4. To understand the most urgent necessities of sustained formation of the egresses of 2005 for satisfactory performance with the Physical Education of Young and Adults. 5. To propose perspectives for the construction of a sport Andragogy from the corporeity/ludicity axis. In attendance to the nature of this research and as form of guiding ourselves in this epistemological adventure, the following ones had been basically and theoretically estimated. 1. Corporeity is a radiant focus, prime and main of educational criteria; 2. The task of the education must be carried through with men and not for men; 3. Man must only play with the beauty and with the beauty he only must play. ; 4. The sportive education must be based on esthetic and fair play. The adopted research approach is of a qualitative nature, using the interview procedure with a group consisting of twelve egresses of the Physical Education Course of the UFRN of the year of 2005.2 After the discussion of the results on the attitudinal objectives and content for the Physical Education for Adults and Young, the study shows nine themes presented by the investigated group as priorities for their sustained formation, aiming at the performance of the professional of Physical Education with the EJA: inclusive experiences; leisure and quality of life; relationships; body and personal care; social values; self esteem; sportive phenomenon; EJA training; attitudinal contents. As a contribution to the construction of knowledge for a Andragogy of Sports, the study presents a metaphorical structure called Galaxy of Knowledge righteous Glamor of integrating nine elements inspired by the Ode to the Sport of Pierre de Coubertin: life, beauty, justice, daring, honesty, joy; Fertility; progress; peace. At the heart of the structure of knowledge is righteous install a system that articulates five principles ludopoiético epistemological function of connecting with the righteous knowledge of the sport that must integrate the content attitudinal proposed for Fitness for Youth and Adults in order to facilitate the realization of their objectives proposed for this method of teaching

A Livre expressão na alfabetização de jovens e adultos: vivências em salas de aula

Cette étude a été faite à partir d une expérience d alphabétisation chez des jeunes et des adultes dans deux groupes du "Projet Réduction de l analphabétisme" realisé par l Université Fédérale du Rio Grande do Norte, le bureau du Ministere de l Éducation et la Préfecture Municipale de Natal-RN. Nous avons choisi la méthode qualitative de recherche, en utilisant l observation de la dynamique en salle de classe, considérant les acteurs sociaux comme étant le sujet actif du processus historique, culturel et politique. Nous avons voulu colaborer dans ce theme en proposant un référenciel théorique et pratique, en visant le dynamisme de la salle de classe, à travers la vision de I alphabétisation centrée sur les utilisations sociales de la lecture et de l écrit; la conception dialogique de Paulo Freire, basée sur la propre culture de l élève et sur sa valorisation en tant que sujet actif de l apprentissage ; la proposition pédagogique de Célestin Freinet dans son aspect de la dynamisation de la salle de classe renforçant le principe de la libre expression, de la colaboration, de l activité et le respect du rytme individuel, pour le succes scolaire. Nous avons rappelé que Célestin Freinet e Paulo Freire ont contribué dans la conscientisation individuelle, sociale, culturelle, politique, de l éleve par le processus scolaire. Nous avons séparé l intérêt et la participation de celles qui alphabétisent et des élêves dans ce processus éducatif. Nous avons constaté tout au long du travail des changements dans la posture de celles qui alphabétisent, surpassant les pratiques centrées dans le formalisme, et le verbalisme fruits de l Éducation traditionnelle. A vançant dans le sens de l Abordage Constructiviste de la connaissance, garantissant un climat de sécurité, de dynamisme et de respect en salle de classe

Atratividade e Consumo Foliar por Adultos de Diabrotica speciosa (Germ.) (Coleoptera: Chrysomelidae) em Diferentes Genótipos de Abóbora

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

Atratividade e preferência alimentar de adultos de Epicauta atomaria (Germ., 1821) (Col.: Meloidae) em maracujazeiros (Passiflora spp.), sob condições de laboratório

A atratividade e a preferência alimentar de adultos de Epicauta atomaria (Germ., 1821) por folhas de espécies de maracujazeiro Passiflora spp. foram avaliadas sob condições de laboratório. em testes de atratividade realizados em placas de Petri e olfatômetro, os discos foliares e extratos foliares de P. setacea e P. edulis f. flavicarpa foram os mais preferidos por adultos de E. atomaria, enquanto P. giberti, P. nitida e P. alata foram os menos preferidas nos dois tipos de recipientes. Nos testes de consumo com e sem chance de escolha utilizando discos foliares, P. setacea foi a mais consumida, confirmando sua suscetibilidade; P. giberti e P. nitida foram pouco consumidas, apresentando não-preferência para alimentação como mecanismo de resistência; P. edulis f. flavicarpa e P. alata também revelaram não-preferência para alimentação, porém em níveis mais baixos.

Eficiência de ninfas e adultos de Aphis gossypii Glov. na transmissão do vírus do mosaico das nervuras do algodoeiro

O objetivo deste trabalho foi avaliar a eficiência de transmissão do vírus do mosaico das nervuras, por ninfas e adultos de Aphis gossypii Glov., em duas cultivares de algodoeiro e registrar a evolução dos sintomas da doença. O trabalho foi realizado em casa de vegetação do Departamento de Fitossanidade da FCAV/UNESP, em Jaboticabal (SP). Ninfas e adultos ápteros criados em plantas infectadas da cultivar CNPTA ITA 90 foram transferidos para as plantas de algodoeiro das cultivares Coodetec 402 e CNPA ITA 90, com dois pares de folhas verdadeiras, onde permaneceram por 96 e 48 horas respectivamente. Para verificar a evolução da doença nas plantas, os sintomas foram avaliados até 60 dias após o confinamento dos afídeos, baseando-se numa escala de notas visuais. Os sintomas da doença foram inicialmente observados 25 dias após a inoculação pelos afídeos e se intensificaram com o desenvolvimento das plantas. A transmissão do vírus foi realizada mais eficientemente pelos adultos ápteros, do que pelas ninfas.

Uso de graus-dia para a previsão de ocorrência de ninfas e adultos de Piezodorus guildinii (West.) (Heteroptera: Pentatomidae) em soja

O presente estudo foi desenvolvido na FCAV-UNESP, em Jaboticabal, SP, durante as safras agrícolas de 1995/96 e 1996/97, visando à previsão de ocorrência de ninfas e adultos de Piezodorus guildinii (West.), por meio de um modelo de graus-dia. As datas em que as primeiras posturas e os primeiros adultos do percevejo foram encontrados na soja foram usadas para dar início à soma acumulada de graus-dia. A previsão de ocorrência foi mais precisa para picos populacionais de adultos do que para diferentes ínstares de P. guildinii.

Alfabetização de Jovens e Adultos: desvendando práticas, construindo possibilidades

O compromisso dessa pesquisa volta-se para a compreensão das práticas pedagógicas desenvolvidas na alfabetização de jovens e adultos, bem como se propõe a construir caminhos na busca de práticas que levem em conta as especificidades dos alunos dessa modalidade de ensino. Os aportes teóricos que nos guiaram nessa busca foram os estudos acerca de alfabetização na perspectiva do letramento, nos quais a escrita é vista como um sistema de representação, dessa forma o processo de alfabetização tem como objetivo a apropriação da escrita em toda sua complexidade e usos sociais. Para o desenvolvimento desta pesquisa o direcionamento metodológico assume as premissas da pesquisa qualitativa do tipo etnográfico a fim de possibilitar o conhecimento da realidade a partir da sua vivência cotidiana. Nesse sentido, foram observadas as atividades desenvolvidas pelos partícipes da pesquisa e também realizadas entrevistas e questionários com o objetivo de um melhor conhecimento a respeito da realidade que os cerca. Tendo em vista as características de nossa pesquisa e a construção de nossos dados através de registros oriundos de observações e também registros verbais, encontramos na teoria da análise de conteúdo, mais especificamente na análise temática a fundamentação necessária para realizarmos nossas análises. Os dados construídos e analisados nos apontam caminhos pelos quais torna-se possível realizarmos um trabalho de alfabetização que possa efetivamente contribuir na construção do conhecimento pelo aluno jovem e adulto, respeitando suas especificidades e anseios

Práticas interformativas e desenvolvimento profissional de professores de jovens e adultos

The docent formation has been instigating researchers who look for ways to better qualify teachers in a way they can form and reform their practice in class. The category we brought for investigation and discussion is the formation that happens in the school these teachers work. This paper aims to study the repercussion of an inter-formative practice for the professional development of teachers from EJA 1st segment. The empirical field for the study was Professor Emília Ramos State School in Natal-RN/Brazil where, since its creation in 1988, has been developing a practice of formation continued on services characterized as Procedure of Inter-formation. The study fits in the qualitative approach of educational research. In methodological terms, it is a study case. Also, we were inspired by some elements from life history since we work on the teachers experiences in the School. Methodological tools such as semi-structured interviews, analysis of documents and participant observation were used. We invited 07 (seven) teachers from the night period of the school to revisit their formation history as teachers from EJA, counting on by their narrations apprehending the contributions of this formation on their professional development. The results collected show the school grants privileges to inter-formative practices based on collective and pair work, as well as on the teacher s reflection about his/her own practice. The Inter-formative Practice that happens in the School has an action-reflection-action basis where the docent action is read under the light of the theoretical support that fundaments the School s Pedagogical Proposal. The results also highlight the relevance of the inter-formative practices on the teachers professional development. This practice contributes to the construction of knowledge and competences, as well as to the identity of the teacher from EJA. For all the teachers interviewed, the School s formation has been the most significant contribution to their development as a teacher from EJA. Despite of the limitations found on using this kind of approach, we hope our study that talks about a well-succeeded experience can contribute to the widening of this type of practice, increasing then, the chances of making the dream of having a democratic high quality public school, despite all the difficulties, come true

Registro da atuação do movimento dos atingidos por barragens nos reassentamentos de Acauã: a alfabetização de jovens e adultos

This work contains the problematic of sub-education among the population that was excluded from school attendance in the regular time, contributing to knowledge production about educational practices developed in EJA (the Young and Adult Education). It focuses on the Pedagogical proposal and on the experience in young and adult literacy in the context of the mobilization of people affected by dam building. It depicts the international, national and regional mobilization against huge dams building and the emergence of the Movement of Dam Affected People (MAB), highlighting their general project and registering their teaching performance, particularly in young and adult literacy. In methodological and theoretical approaches, two interconnected categories are considered: the historical entirety, essentially theoretical, and the young and adult education practice. Based on the entirety, it outlines a contextualized explanation about the stakeholder s situation and, respecting the second category, which is part of the first one, places literacy as one of the basic aspects of an omnilateral man upbringing. The study broaches a wide context of dams in the world, placing the socio-environmental effects resulting from dams building in Brazil, in Northeast region and in Paraíba, and emphasizing the consequences of Acauã Dam building in the Paraíba cities of Aroeiras, Itatuba and Natuba. It presents the particular context of the population affected by Acauã, summarizing a panoramic view about the involved Paraíba cities and learning the conditions of residents relocation. It appraises the educational project and the National-MAB literacy proposal, operationalized by Paraíba-MAB in resettlements sited on Acauã s surroundings. It ensures that, besides public policies including financing, the feasibility of literacy problem solution can be completed with Pedagogical actions attached to the target people peculiarities and immediate necessities, respecting actions connected through one comprehensive and contextualized educational project. It evaluates the young and adult literacy project developed in the restricted Paraíba-MAB area, as an example of a Pedagogical action minimally contextualized. Eventually, it recommends researchers and teachers in general, that are committed to this work perspective, to pay attention to the way they articulate discussions and participation, so as to contemplate these communities expectations and necessities in Pedagogical projects and spaces based on discussion, dialogue and collective reflection

Vozes não silenciadas de alfabetizandos jovens e adultos e suas repercussões na formação docente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Formação de educadores de jovens e adultos no Programa Geração Cidadã: relação entre saberes na proposição curricular

This paper deals with the fundamental elements of a curricular proposal aiming at the formation of alphabetizers of young and adults, as long as it concerns the relation between the academic knowledge and that one arising from the classroom experience. The empirical field of the research comes from the work of the teachers responsible for the formation of the alphabetizers of the GerAção Cidadã Program (2004-2005) linked, as an Extension Program, to Federal University of Rio Grande do Norte. Indeed, it tries to understand how these young and adult educators makers figure out the link between the experienced knowledge, which their lives give testimony of, with the scientific knowledge, which they are entitled to mediate in class. This work is funded in the principles of the Collaborative Research, which constitutes a kind of qualitative research. It makes use of procedures supported by qualitative research, especially those ones related to reflexive sessions, as well as to documental researches and semi-structured interviews. These spaces have afforded the group of alphabetizers the opportunity to talk over their practice, not only individually but also collectively, in order to work out contributive proposals having in view changes in the educative actions. As elaborated contributions, we present a discussion about the specificities in the making of educators to EJA, in their differentiated social roles. Reflecting on the experiences of the educators makers, we highlight those elements we regard as essential to the constitution of a formation proposal, like formative times and spaces, dialogue and social memory. The curricular organization is compreneded as part of an enlarged dimension that does not restraint itself to school; rather, it is visualized as a structuring instance that connects different knowledge surpassing community and university. Under this optics, we come to the conclusion that the connection the scientific knowledge establishes with the experienced one, which is immersed in the cultural practices of those who are involved in the formative process, is the basement to a curricular proposal of a formation course destined to educators committed with the need of changing society

Educação de jovens e adultos na cidade do Natal: uma reflexão sobre sucesso e insucesso

This essay proposes to research the success and failure in Education for Youth and Adults (known as EJA), based on the approval, failure and evasion rates in public schools belonging to the city of Natal, RN. Reflecting upon the reasons why some pupils from this program were dropping out of school while others kept on studying was a necessity. Therefore, we seek to know these subjects and their school environment. In the search this data, we set off by approaching the EJA politics, going through a historical path, highlighting significant facts to Brazilian and Natal history. While bringing together the pieces of information for this essay, we were lead to the State and City Education Department, in search of approval, failure and evasion rates from the year 2009. Based on these rates, two schools have been chosen: the first with a high failure rate and the second with a failure rate lower than the city average. The schools work was researched throughout the year 2010, through interviews with pupils, teachers, managers and employees; school files analysis; the analysis of files the establish the rules for EJA programs in the city of Natal. Nethertheless, this essay points to inner and outer factors which might come to contribute to the failure or success of pupils from the researched schools, emphasizing that the difference between those are in the team work present in the school with low failure rate