A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente

This research part of the educational context of the Federal Rio Grande do Norte, through the resumption of legal frameworks that characterize it as an institution belonging to the Federal Network of Professional Education and Technology Brazilian, with a focus on continued education policies for the servers who work there specifically teachers, especially those who have their work in the Teaching of Natural Science and Mathematics. To do this the cut in an agreement between the IFRN and UFRN PPGECNM through the professional master's degree Teaching of Natural Sciences and Mathematics. This agreement as we have research collaborators 08 master teachers who graduated in the period 2004 to 2010, so we undertook a qualitative and quantitative research aimed to conduct the study in general terms of description and analysis of the impacts caused by the formation of masters IFRN in PPGECNM UFRN, taking into account the production of the same academic (dissertation), his performance in the context of the institution and the historical, social, economic and political aspects involved, and also meet the guidelines of the project at the Observatory in 2008 - MEC / CAPES / BSD-P. We used the theoretical options methodological elements of Comprehensive Interview and multireferentiality, our data collection instrument was the main interview, we also performed the analysis of dissertations by lecturers and teachers featured, from the specific descriptors used in catalogs USP / IFUSP (1992, 1996) and UNICAMP / FE / CEDOC (1998) and by other researchers. In analyzing and understanding the speech of the interviewees were able to identify the implications of teacher education in the school context, the motivation to seek the Master; how was the construction of the object of study of the educational product and its use in teaching practice and intervention, the question of the role of master teachers in the school environment to the post master taking into account changes in professional performance and influence in the working groups, how does the use of research and investigation in the classroom after training and between training and educational quality in the context of IFRN. In reading and analysis of the dissertations were able to identify the main focus and under-explored thematic focus as well as the theoretical methodological references. At the end of the research developed a product that could be used for technical analysis studies and assessment in quantitative terms the results achieved by the master teachers IFRN through his training in PPGECNM UFRN

Geometrias não-eucludianas como anomalias: implicações para o ensino de geometria e medidas

This present research the aim to show to the reader the Geometry non-Euclidean while anomaly indicating the pedagogical implications and then propose a sequence of activities, divided into three blocks which show the relationship of Euclidean geometry with non-Euclidean, taking the Euclidean with respect to analysis of the anomaly in non-Euclidean. PPGECNM is tied to the line of research of History, Philosophy and Sociology of Science in the Teaching of Natural Sciences and Mathematics. Treat so on Euclid of Alexandria, his most famous work The Elements and moreover, emphasize the Fifth Postulate of Euclid, particularly the difficulties (which lasted several centuries) that mathematicians have to understand him. Until the eighteenth century, three mathematicians: Lobachevsky (1793 - 1856), Bolyai (1775 - 1856) and Gauss (1777-1855) was convinced that this axiom was correct and that there was another geometry (anomalous) as consistent as the Euclid, but that did not adapt into their parameters. It is attributed to the emergence of these three non-Euclidean geometry. For the course methodology we started with some bibliographical definitions about anomalies, after we ve featured so that our definition are better understood by the readers and then only deal geometries non-Euclidean (Hyperbolic Geometry, Spherical Geometry and Taxicab Geometry) confronting them with the Euclidean to analyze the anomalies existing in non-Euclidean geometries and observe its importance to the teaching. After this characterization follows the empirical part of the proposal which consisted the application of three blocks of activities in search of pedagogical implications of anomaly. The first on parallel lines, the second on study of triangles and the third on the shortest distance between two points. These blocks offer a work with basic elements of geometry from a historical and investigative study of geometries non-Euclidean while anomaly so the concept is understood along with it s properties without necessarily be linked to the image of the geometric elements and thus expanding or adapting to other references. For example, the block applied on the second day of activities that provides extend the result of the sum of the internal angles of any triangle, to realize that is not always 180° (only when Euclid is a reference that this conclusion can be drawn)

Educação ambiental e educação em valores em livros didáticos de ciências naturais

Os valores têm sido considerados importante conteúdo de ensino, sobretudo ao tratarmos de certas temáticas, como a ambiental. Procurando analisar o tratamento dado à dimensão valorativa da temática ambiental em três coleções de Ciências Naturais voltadas às séries finais do Ensino Fundamental verificamos a predominância da visão antropocêntrica, sendo a natureza valorizada em função de sua utilidade para o ser humano. O predomínio da valorização do conhecimento científico em detrimento de outras formas de conhecimento, da ação humana individual em detrimento da coletiva e a simples apresentação de leis ambientais foram outros aspectos problemáticos encontrados. Uma das coleções, entretanto, além de valorizar o trabalho coletivo dos alunos, também se destacou pela maior ênfase dada à dimensão estética, implicando uma visão de mundo menos utilitarista e um tratamento mais adequado do conteúdo valorativo da temática ambiental.

Immunomodulatory activities associated with beta-glucan derived from Saccharomyces cerevisiae

In this study we investigated the effect of beta-glucan derived from Saccharomyces cerevisiae on fungicidal activity, cytokine production and natural killer activity. Spleen and peritoneal cells from female C57BL/6 mice, previously injected (24 or 48 h) with 20 or 100 mu g of glucan by i.p. route, were assayed. In vivo mu-glucan administration primed spleen cells for a higher production of IL-12 and TNF-alpha when S. aureus was used as a stimulus. In addition, beta-glucan increased NK spleen cells activity against YAC target cells. Some immunomodulatory activities not yet described for beta-glucan were observed in this work.

Determination of absolute configuration of 1,3-diols by the modified Mosher's method using their di-MTPA esters

1,3-Diols are frequently involved in biologically important compounds and, therefore, determination of the stereochemistry of these structural elements, in particular those in acyclic systems, has been one of the focuses of attention in natural products chemistry. The modified Mosher's method, commonly used for the determination of the absolute configuration of secondary alcohols, was applied to determine the absolute configuration of 1,3-diols with their di-MTPA esters. Several epimeric pairs of syn- and anti-1,3-diols with known absolute configurations were converted to the corresponding di-MTPA esters and the Delta delta values were then calculated. For the acyclic syn-1,3-diols, the Delta delta values were systematically arranged as predicted from the basic concept of the modified Mosher's method, demonstrating that the method is valid for these compounds. In contrast, the Delta delta values were irregularly arranged for the acyclic anti-1,3-diols and, accordingly, this method is not valid for these cases. These results are complementary to those of the previously reported CD exciton chirality method and, hence, the combined use of the modified Mosher's method and the CD exciton chirality method can determine the absolute configuration of the acyclic 1,3-diols. Also, this method is successfully applicable to cyclic 1,3-diols irrespective of their relative stereochemistry. (C) 2002 Wiley-lass, Inc.

A Chloro-Bridged Linear Chain Imine-Copper(II) Complex and Its Application as an Enzyme-Free Amperometric Biosensor for Hydrogen Peroxide

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

Interplanetary natural routes via Moon and Lagrangiam points L1 and L2

Swing-by techniques are extensively used in interplanetary missions to minimize fuel consumption and to raise payloads of spaceships. The effectiveness of this type of maneuver has been proven since the beginning of space exploration. According to this premise, we have explored the existence of a natural and direct links between low Earth orbits and the lunar sphere of influence, to obtain low-energy interplanetary trajectories through swing-bys with the Moon and the Earth. The existence of these links are related to a family of retrograde periodic orbits around the Lagrangian equilibrium point L1 predicted for the circular, planar, restricted three-body Earth-Moon-particle problem. The trajectories in these links are sensitive to small disturbances. This enables them to be conveniently diverted reducing so the cost of the swing-by maneuver. These maneuvers allow us a gain in energy sufficient for the trajectories to escape from the Earth-Moon system and to stabilize in heliocentric orbits between the Earth and Venus or Earth and Mars. On the other hand, still within the Earth sphere of influence, and taking advantage of the sensitivity of the trajectories, is possible to design other swing-bys with the Earth or Moon. This allows the trajectories to have larger reach, until they can reach the orbit of other planets as Venus and Mars.(3σ)Broucke, R.A., Periodic Orbits in the Restricted Three-Body Problem with Earth-Moon Masses, JPL Technical Report 32-1168, 1968.

The acylpolyamines from spider venoms

Acylpolyamines are low molecular mass toxins occurring exclusively in the venoms from solitary wasps and some groups of spiders. Their chemical structures have been elucidated using hyphenated techniques of mass spectrometry, such as LC-MS and MS/MS, or through direct analysis with different types of NMR analyses. The chemical structures of the acylpolyamine toxins from the venoms of Nephilinae orb-web spiders appear to be organized into four parts based on the combinatorial way that the chemical building blocks are bound to each other. An aromatic moiety (part I) is connected through a linker amino acid (part II) to a polyamine chain (part III), which in turn may be connected to an optional tail (part IV). The polyamine chains were classified into seven subtypes according to the different combinations of chemical building blocks. These polyamine chains, in turn, are connected to one of three chromophore moieties: a 2,4-dihydroxyphenyl acetyl group, a 4-hydroxyindolyl acetyl group, or an indolyl acetyl group. They may be connected through an asparagine residue or sometimes through the dipeptide ornithyl asparagine. Also, nine different types of backbone tails may be attached to the polyamine chains. These toxins are noncompetitive blockers of ionotropic glutamate receptors with neuroprotective action against the neuronal death and antiepileptic effect. Thus, compounds of this class of spider venom toxin seem to represent interesting molecular models for the development of novel neuropharmaceutical drugs. © 2012 Elsevier B.V. All rights reserved.

Dez anos dos Parâmetros Curriculares Nacionais: contribuições para o ensino de ciências naturais nos anos iniciais do ensino fundamental I

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação tecnológica no ensino de física: análise de uma experiência didática utilizando objetos tecnológicos

Pós-graduação em Educação para a Ciência - FC

Aproximações entre literatura infantil e ensino de ciências: um estudo de práticas pedagógicas de professoras dos anos inicais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Epistemologia da ciência da informação: um estudo das comunicações da GT1 do ENANCIB

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A temática ambiental, o processo educativo e os temas controversos: implicações teóricas e práticas para o ensino de física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Indicadores da alfabetização científica nos anos iniciais do ensino fundamental e aprendizagens profissionais da docência na formação inicial

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)