As mudanças da educação do RN nos idos de 1950 e 1960 :a prática de Lia Campo

The present study investigates and analyzes the participation of the teacher Lia Campos, during the 50 s and 60 s years, in the norte-riograndense educational organization. The choice of the period is justified because was at this the time what this teacher remained in the potiguar lands, working in favor of the education. In the search of data that informed me concerning her actions, I cover quantities as the Public Archive of the Great River of the North, Historical Institute and Geographic of the Rio Grande do Norte and the Center of Supplementary Studies Teacher Lia Campos, in the task to obtain photographs and verbal stories of friends and fellow workers, periodicals of the time, laws and decrees. Based on the primary education, the work of Lia Campos shows the relevance of the teaching formation for this level of education and the way as the ones that in it work can lead their conceptions and daily practical tasks. This way, I evidence that the cited teacher promotes, in this State, a series of activities as: survey and systematization of the school net; organization of the administrative stuff of the schools; qualifications and courses of improving for lay professors, as well as implantation of the Law of the Education nº 2.171/1957. Through this analysis I show as this teacher left printed her mark in the Rio Grande do Norte historiography by means of her actions, being therefore remembered for that they had followed her experience in norte-riograndense lands

Era um sonho desde criança : a representação social da docência para os professores do município de Queimadas-PB

The objective of this work was to access and understand the teaching social representation (MOSCOVICI, 2005) for the teachers of the children education and fundamental education at Queimadas city, Paraíba. We assume that one representation that allows the teacher to name its profession and to act on it, is a derivative of regularities that are expressed by means of a habitus (BOURDIEU, 1983a), generative matrix of perception and action. This teaching habitus is originated from the experiences and the trajectories of social and professional life of the group. Therefore, from some variables, we tried to access the profile of the group of teachers studied and to get closer of their life style to understand their profession choice and the teaching social representation for this group. In this research, it was used four data sources: a) the questionnaires of characterization; b) the questionnaires of practices and meanings; c) the experience reports and; d) the interviews in depth. The analysis of the data collected was done by means of the simple statistics (frequency), the intersection of variables through cross tables and, the thematic analysis of the contents. The results show that there is a lightly homogeneous group in terms of its social origin and its life style, moreover, they conduct to an overlap between this origin/style and the professional choice. On the other hand, the teacher representation is multi-dimensional such that, all dimensions intercept and articulate with each other to provide a concise teacher representation. They are four dimensions: love and care, help and donation, teaching and learning and, sacrifice and hope. The elements of the teacher representation are substantiated in the schemes of perception and appreciation of the group, in the regularities and life experiences in the context of religion, family, gender and profession. In these regularities we find the elements that comprise the teaching habitus which drives perception and action, representation and daily practice of these teachers. The teaching social representation is still perceived as a threshold for the professional identity of the group of teachers considered. We also observed that there are signs of changes in the practices used by these professionals since they graduate from the course of pedagogy. However, it is not possible to say that these changes are isolated or they lead to a transformation in the teaching habitus or the teaching social representation

Implicações técnicas da vacinação na resposta imune contra o vírus da febre aftosa

Na bovinocultura brasileira, a vacinação contra o vírus da Febre Aftosa (FA) é fundamental para a fase inicial de erradicação da enfermidade. Mesmo a qualidade da vacina tendo controle rígido feito pelos órgãos oficiais, restam variáveis técnicas ainda não monitoradas como manipulação, transporte e conservação pelo consumidor, dose, local e forma de aplicação que interferem na resposta imune, preocupações essas, que direcionam o presente estudo. Assim, pela pesquisa de anticorpos neutralizantes do vírus da FA em placas de microtitulação com cultivo de células BHK-21, foram determinados os títulos, calculados em logaritmo decimal (SN), em soros sanguíneos de bovinos vacinados conforme o protocolo apresentado. No primeiro grupo com 25 animais, a média de SN foi igual a 2,37 e 2,19, respectivamente, 30 e 180 dias após a vacinação, cuja vacina foi manejada por especialista com todos os cuidados técnicos recomendados. Outro grupo com 140 bovinos, distribuídos em 5 fazendas distintas, apresentou média de SN igual a 1,66 e 1,5l depois de 30 e 180 dias após a vacinação, cuja vacina foi manejada sem acompanhamento técnico e por indivíduos não especializados. Finalmente um terceiro grupo com 10 animais, que ficaram sem vacinação, apresentou média de SN igual a 0,82 e 0,81, também 30 e 180 dias após a aplicação do placebo. Assim, só os cuidados com a qualidade da vacina são insuficientes para proporcionar títulos satisfatórios que determinam proteção dos rebanhos contra o vírus da FA, uma vez que a literatura pertinente considera rebanhos com 1,52 de média do SN como tendo 50% dos animais protegidos, e com 1,70 como tendo mais de 70% de proteção, no período de até 7 meses.

As condições de trabalho e a satisfação profissional: dimensões do profissionalismo docente no ensino médio

The dissertation is developed in the Research Base of Teacher Training and Professionalization of Universidade Federal do Rio Grande do Norte as a way to discuss the professionalization of High School teachers in Natal. It is a study linked to the research The context of teaching practice and professionalism: the case of high school teachers and sponsored by CNPq, with the objective of characterizing working conditions and job satisfaction as dimensions to the teacher professionalism in high schools. In this study we prioritized the focus on professionalization in national and international discussions, which combines the aspects of teaching in its historical, social, political and economical path, in order to reflect about its evolutional elements in the hierarchy of professions and establish a relation to high school teaching. To develop this relation we elaborated some questions that are considered relevant, such as: How does the high school teacher evaluate his/her working conditions to his/her professional practice? What level of satisfaction does the high school teacher have regarding his/her professional practice? What expectations does the high school teacher have in relation to his/her professional development? The answers to those questions were according to the high school teachers considerations shown in the questionnaire, which was structured with open and closed questions. These questions gave better adequacy to the teachers evaluations about their working place and the situations they experience in their working conditions, provoking job satisfaction and expectations for professional growth. The description of the teachers perception about working conditions, job satisfaction and expectation of professional development can explain the distinct factors that characterize these categories in the working context, although the conclusive results, in general, do not show a direct relationship between the categories studied. Some factors that teachers attribute as causes of bigger difficulties in working conditions and work activity itself are: working time, salary, professional status, school s infrastructure, and school s social context. These factors are similarly related to the degree of job satisfaction, without showing interference in the professional expectations

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

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

As mudanças da educação do RN nos idos de 1950 e 1960 :a prática de Lia Campos

The present study investigates and analyzes the participation of the teacher Lia Campos, during the 50 s and 60 s years, in the norte-riograndense educational organization. The choice of the period is justified because was at this the time what this teacher remained in the potiguar lands, working in favor of the education. In the search of data that informed me concerning her actions, I cover quantities as the Public Archive of the Great River of the North, Historical Institute and Geographic of the Rio Grande do Norte and the Center of Supplementary Studies Teacher Lia Campos, in the task to obtain photographs and verbal stories of friends and fellow workers, periodicals of the time, laws and decrees. Based on the primary education, the work of Lia Campos shows the relevance of the teaching formation for this level of education and the way as the ones that in it work can lead their conceptions and daily practical tasks. This way, I evidence that the cited teacher promotes, in this State, a series of activities as: survey and systematization of the school net; organization of the administrative stuff of the schools; qualifications and courses of improving for lay professors, as well as implantation of the Law of the Education nº 2.171/1957. Through this analysis I show as this teacher left printed her mark in the Rio Grande do Norte historiography by means of her actions, being therefore remembered for that they had followed her experience in norte-riograndense lands

A violência no contexto de um serviço de urgência: análise do processo de cuidar na visão das vítimas e profissionais de saúde em Natal/RN

Exploratory descriptive study, with a quantitative approach and prospective data, performed in Pronto Socorro Clóvis Sarinho (PSCS), in Natal/RN, aiming to analyze care given by the nursing and medical staff to victims of violence attended to in an emergency hospital in Natal/RN; to identify care given by the nursing and medical staff as viewed by the victims; to compare data observed during the process of care with the victim s view on the care given by the nursing and medical staff; to identify the existing knowledge on violence and the process of caring for victims and its relation with prejudice; to identify obstacles and perspectives for prevention during the process of caring for victims in the emergency services. The population consisted of 97 physicians, 16 nurses, 75 nursing technicians and assistants and 365 victims of violence, with data collected from April to May 2009. Out of 188 professionals, 52.1% are female; 32% were aged 41 to 50; 99.5% had given care to a victim of violence; 90.4% reported to have given care to patients under custody; among these, 17.3% felt prejudice; 55.3% stated they don t provide different care for assaulted victims and assailants, however 44.7% stated they do; 86.7% feel their workplace is unsafe; 61.7% denied the existence of any obstacle and 38.3% reported the existence of obstacles; among these, 26.1% referred to inadequate facilities; 37.8% believe reinforcing security and professional training are the main solutions. Among the 365 researched violence victims, 82.2% were assaulted; male (69.6%); aged 18 to 24 (24.9%); hailing from the Greater Natal area (89.9%); on 19.7% the event happened on Saturday; during the night (48.8%); victim of physical assault (61.4%); produced by body force (27.7%); 24.4% were injured in the head and neck. 57% had used some drug, among which alcohol was predominant (75.5%). On 621 observations performed during the victim care process, when compared to the report of assaulted victims, there was a statistical difference, at 5% significance level, regarding reception, resistance from the professionals, questioning about the violent event, providing of guidance, interaction with the patient and the understanding of receiving proper care, and care resolution. In comparisons involving the observed and the assailant victims reports, there was a statistical difference regarding the resence of resistance from the professionals, performance of necessary procedures and the nteraction with the patient and the understanding of receiving proper care and 58.1% reported the nursing team was the one that provided the best care. We conclude that professionals had lready given care to assailant patients, acknowledge the importance of knowing how the vent took place and acquired this preparation during their practice. The most often referred bstacles that hinder assistance were: inadequate facilities, material deficit and lack of rofessional preparation. As solutions for these problems, they cited the reinforcement of ecurity and professional training

A inserção da equipe da Estratégia Saúde da Família em um Centro Municipal de Educação Infantil na promoção da saúde da criança

The joint enters the teams of the Strategy Health of Family (ESF) and the Municipal Center of Infantile education (CMEI) blunts as a form to assure the monitoring and promotion to the health of the children of 2 the 5 years when entering the day-care center environment/daily pay-school. It was traced as objective: To analyze the actions developed for the team of the Strategy Health of the Family in the promotion the health of the child, taken care of in a CMEI. Description-exploratory is to a study, qualitative nature, the type research-action. Developed in a CMEI and the USF of the quarter of New City, Natal-RN. The population was constituted by the professionals of the team of the ESF and the CMEI and parents. During the stages of the research-action diverse techniques had been used as the individually interview and in group, focal group, comment participant, and daily of field. The analysis of the data occurred by means of the content analysis, in the thematic modality, proposal for Bardin (1977) and description of the stages of the research-action. In the stage of situational diagnosis that it investigates the reality lived deeply for the citizens of ESF and CMEI how much to the health of the child seven categories had emerged that they enclosed: the context of the attention child in the CMEI identifying the actions that already came being developed for the ESF in the CMEI; the functioning of the CMEI and its routine of activities; the paper of the CMEI in the care the child; the daily one of the ESF, how much to the care to the health of the child of 2 the 5 years involving the diverse difficulties faced for the ESF; difficulties faced in daily of the CMEI for the care the child of 2 the 5 years; paper of joint ESF and CMEI for the confrontation of the difficulties; e action of health to be developed that they had subsidized the stage of planning of the research-action. During the stages of planning and implementation of the actions the actions of education in health with professionals of the CMEI and parents had been materialize and the actions of direct attention the health of the child. In the stage of evaluation of the actions for the involved citizens one searched to ahead understand the perception of the actions developed and perspective of continuity of the actions, through 4 boarded subjects for the citizens. For all the passage of the research-action it can be inferred that joint ESF and CMEI is a necessary initiative ahead of the current situation of the services of health for the promotion of an integral attention the health of the child, but that the teams of the ESF not yet make use of material conditions and staff enough to develop actions that exceed the limits of the USF, being necessary for this the reinforcement of the joints mainly with the Federal University of the Rio Grande of the North.

Aumento da jornada de trabalho :qual a repercussão na vida dos trabalhadores da enfermagem?

The worker of the public service is loosing your acquisitive power by means of the politics of fiscal settlement. The ways out that were found in the health sector, especially in nursing, is being the increasing workday for beyond 40 or 20 hours established in the link of the work with the state. This survey has the object to identify the possible repercussion of the increasing workday in daily life workers from nursing in the public service of Rio Grande do Norte. The theory reference used was the work of Marx (1982) and Antunes (2000,2001) and the daily living in Heller (1991,1992). The methodology used was a qualitative survey in the exploration kind. The informations were gathered through interviews with open questions almost structured with workers of nursing, managers and representatives of entity. The analysis of informations were made through general categories, work, and daily life, using elements from dialetics-hermeneutics according to Minayo (1992,2002). In the analysis, it was identified that the ways that were found for the overcoming of the loss of acquisitive power were the many-employment; the extra scale of shift; the subletting of work posts and the substitution of friends in scales of work, and all of them being changed in increase. Other aspect realized was the move of rights, like vacation and medical license for the workers that act in extra scale. The tiredness, stress, and bad humor are influents factors in the development of work.. The reduction of free time makes in the workers ahguish because of the familiarity decreasement just as time to dedicate themselves to the technical-scientific improvement and for the cultivation of other aspects of subjectivity, as leisure, care and culture. The low salary and the non reajustment are the reasons for the adoption of part workers for the increasing workday, and government has been responsible for this situation. The conclusion was that the increasing workday has strong repercussions in the professional and personal daily life workers that made part of the survey

Atividade de proteases e disponibilidade de nitrogênio para laranjeira cultivada em Latossolo Vermelho distrófico

O conhecimento do potencial da mineralização dos compostos orgânicos nitrogenados do solo é fundamental para o uso eficiente do N em sistemas de produção agrícola. Com o objetivo de avaliar a atividade de proteases e suas relações com os teores de diferentes formas de N em Latossolo Vermelho distrófico cultivado com laranjeira, foram coletadas amostras de solo em duas profundidades (0-10 e 10-20 cm), na linha de projeção da copa e nas entrelinhas, nos meses de novembro e dezembro/98, fevereiro e março/99. em março/99, época recomendada para a diagnose foliar, também foram coletadas amostras de folhas. As amostras de solo foram avaliadas com relação à atividade de proteases e aos teores de N-amoniacal, N-nitrato, N-total, N-amoniacal obtido após incubação anaeróbia (N-pot) e N-amoniacal extraído por solução de CaCl2 sob autoclavagem (N-autoclave). Nas amostras de folha, determinou-se o teor de N-total. A atividade de proteases foi influenciada pelo local e pela profundidade de amostragem, tendo sido mais elevada na linha de projeção da copa e profundidade de 0-10 cm. A aplicação de fertilizante orgânico causou aumento na atividade de proteases, principalmente na camada de 0-10 cm. O coeficiente de correlação entre atividade de proteases e outros métodos para avaliação da disponibilidade de N dependeu da época, do local e da profundidade de amostragem. A correlação entre o N-foliar, obtido na época indicada para diagnose foliar, a atividade de proteases e as demais formas para avaliar disponibilidade de N (N-amoniacal, N-nitrato, N-autoclave e N-pot) variou com a época de amostragem. A atividade de proteases foi positiva e altamente correlacionada com o N-foliar, obtido na época indicada para fins de diagnose foliar, para amostras de terra retiradas nas entrelinhas (0-10 cm), no mês de dezembro/1998.

Aplicações da tomografia de ressonância magnética nuclear como método não-destrutivo para avaliar os efeitos de injúrias mecânicas em goiabas 'Paluma' e 'Pedro Sato'

Objetivou-se determinar o potencial do uso da tomografia de ressonância magnética, como método não-destrutivo, para avaliar os efeitos das injúrias mecânicas em goiabas. Foram utilizados frutos no estádio de maturação de vez das cultivares Paluma e Pedro Sato. Na injúria por impacto, os frutos foram deixados cair, em queda livre, de uma altura de 1,20 m, sofrendo dois impactos, em lados opostos de sua porção equatorial. Na injúria por compressão, os frutos foram submetidos a um peso de 29,4 N, por 15 minutos. Para a injúria por corte, foram efetuados dois cortes, no sentido longitudinal dos frutos, de exatamente 30 mm de comprimento por 2 mm de profundidade. Os frutos injuriados foram armazenados sob condições de ambiente (22 ± 2 °C e 40 %UR). Foram realizadas análises com tomógrafo de ressonância magnética Varian Inova de 2 Tesla. As imagens foram obtidas a partir da detecção dos prótons de hidrogênio (¹H). Para cada fruto, foram obtidos tomogramas simétricos a partir do centro do fruto. A tomografia de ressonância magnética nuclear mostrou-se uma ferramenta eficaz na detecção de injúrias internas de frutos. O estresse físico causado pelo impacto produziu um colapso interno nos lóculos desses frutos (internal bruising), levando à perda da integridade celular e a conseqüente liquefação dos tecidos placentários. A cultivar Pedro Sato mostrou uma suscetibilidade maior à injúria por impacto que a 'Paluma'. A injúria por compressão tornou-se mais evidente no pericarpo externo do fruto, de ambas as cultivares. A injúria por corte levou a lignificação dos tecidos no local injuriado e deformações superficiais devido à perda acentuada de matéria fresca no local da lesão, evidentes no sexto dia de avaliação.

Produção de leite e comportamento de amamentação em cinco sistemas de produção de gado de corte

Foram estudados a produção de leite de vacas Nelore e o comportamento de amamentação em diferentes sistemas de produção: NR-Nelore Referência, sob manejo extensivo (manejo tradicional); NI-Nelore, sob manejo intensivo; e três cruzamentos CN-Canchim x Nelore, AN-Angus x Nelore e SN-Simental x Nelore, sob manejo intensivo. em três momentos da lactação (60, 120 e 180 dias após o parto), foram medidos, nos bezerros, o número e a duração das mamadas, o ganho diário de peso (kg/dia) e o peso à desmama. O momento da lactação e a interação sistema de produção x momento da lactação apresentaram efeito significativo sobre a produção de leite. A produção de leite não apresentou corrrelação com o comportamento de amamentação nem com o ganho de peso dos bezerros dos diferentes sistemas de produção. Condições deficientes de alimentação não resultaram em menores produções de leite de vacas Nelore, mas sim em acentuadas perdas de peso (80 kg) durante a estação de monta no sistema NR. O tempo diário de amamentação apresentou diminuições significativas no sistema extensivo com o decorrer da lactação, enquanto os sistemas intensivos não mudaram ou aumentaram os minutos de amamentação por dia. Para as condições nas quais o experimento foi desenvolvido, os bezerros cruzados apresentaram os melhores desempenhos durante a fase pré-desmama, em comparação com os bezerros Nelore.

Seleção para peso pós-desmama em um rebanho Gir. 2. Estimativas de variâncias e parâmetros genéticos dos efeitos direto e materno para características de crescimento

Componentes de variância e parâmetros genéticos para características de crescimento foram estimados usando diferentes modelos em um rebanho da raça Gir. Utilizou-se o método da máxima verossimilhança restrita sob modelo animal univariado. Os modelos de análise incluíram os efeitos fixos de mês de nascimento, grupo contemporâneo e idade da vaca. Cinco modelos diferindo quanto aos efeitos aleatórios foram testados. Para todas as características da fase pré-desmama, o teste de razão de verossimilhança (LRT) indicou o modelo com efeito genético aditivo direto e efeitos maternos (genético e de ambiente permanente) como o de melhor ajuste. As estimativas de herdabilidade direta para peso ao nascer (PN), peso aos quatro meses corrigido para 120 dias (P120), peso à desmama corrigido para 210 dias (P210) e ganho diário na fase pré-desmama (GPRE) foram, respectivamente, 0,31± 0,07; 0,14 ± 0,06; 0,23 ± 0,07 e 0,22 ± 0,07. Para as características da fase pós-desmama, o modelo que forneceu o melhor ajuste aos dados incluiu apenas o efeito genético aditivo direto. As estimativas de herdabilidade direta para peso de machos ao final da prova de ganho de peso (P378), peso de fêmeas corrigido para 550 dias (P550), ganho diário na prova de ganho de peso (G112), altura aos 378 dias em machos (AM) e altura aos 550 dias, em fêmeas (AF) foram, respectivamente: 0,45 ± 0,11; 0,29 ± 0,11; 0,37 ± 0,11; 0,79 ± 0,13 e 0,36 ± 0,0. Os efeitos maternos, tanto o genético quanto o de ambiente permanente, foram fontes de variação importantes para as características da fase pré-desmama, não sendo verificada influência desses efeitos sobre as características da fase pós-desmama.

Rações úmidas e água de consumo e racão com edulcorante para leitões desmamados aos 21 dias e efeitos sobre o desempenho até os 90 kg de peso vivo

Um experimento foi realizado visando avaliar o fornecimento de rações úmidas e de água de consumo e rações com edulcorante para leitões desmamados e seus efeitos sobre o desempenho até o 90kg de peso vivo. Foram utilizados 32 leitões Large White x Landrace, desmamados aos 21 dias, submetidos, durante a fase inicial I (21 a 42 dias de idade), a 8 tratamentos correspondentes à combinação dos fatores: forma de apresentação da ração (seca e úmida), tipo de ração (sem e com edulcorante) e água de consumo (sem e com edulcorante). Foram avaliados a ocorrência de diarréia até o 10º dia pós-desmame, o ganho diário de peso (GDP), o consumo diário de ração (CDR) e a conversão alimentar (CA) até os 90kg de peso vivo. O consumo diário de água (CDA) foi avaliado na fase inicial I. O delineamento foi em blocos ao acaso, com arranjo fatorial 2³, com quatro repetições, sendo as médias comparadas pelo teste de Tukey e a incidência de diarréia pelo teste de qui-quadrado. Foram observadas diferenças (P<0,05), na fase inicial I, para o CDA para os grupos tratados com ração seca e para o CDR para os animais que receberam água com edulcorante. A ocorrência de diarréia foi maior (P<0,05) para os animais tratados com ração seca. O desempenho até os 90 kg de peso vivo foi semelhante entre os fatores (P>0,05). O experimento demonstrou que os tratamentos dirigidos na fase pós-desmame são insuficientes para melhorar os resultados até os 90kg de peso vivo.