Aprendizagem de línguas e léxico: a negociação de significado em práticas telecolaborativas

This paper is a qualitative ethnographic study that aims to present reflections on negotiation events in teletandem interactions, a synchronous telecollaborative context of language learning, within the scope of the interaction strategies adopted by participants to achieve comprehensibility. The project Teletandem Brasil: foreign languages for all (Telles, 2006) matches up native or proficient speakers of a foreign language with Brazilian undergraduate students to learn each other's language, by communicating synchronically with application softwares like Skype, Oovoo or MSN. on this paper, based on the interpretive perspective of Hermeneutics, we analyze excerpts of teletandem interactions of partnerships established between students of a Brazilian university and American universities. The excerpts presented here have been taken from different moments of the research studies conducted at the teletandem laboratories of UNESP Assis and Sao Jose do Rio Preto and are part of the database of the works of Santos (2008) and Garcia (2010). In this article, in the data analysis, we highlight the focus on form and on lexicon as characteristics of the interactions and analyze how the negotiations happen in this learning context mediated by technology. Among results we may highlight the prevailing of external feedback as a trigger to negotiation moves, the occurrence of adjustment processes between participants to get adapted to each other's interaction behavior, as well as the evolution of this behavior as interactants get familiarized with the computer-mediated communication context, under the shape of changes in the participants choices regarding negotiation of meaning along their interaction experience.

Magnésio, cálcio e potássio em sementes e cotilédones de feijoeiros e sua transferência para plantas jovens

Magnesium, calcium and potassium concentration in the seeds and cotyledons of Phaseolus vulgaris L. cv. Carioca and its translocation from the cotyledons to the plant were evaluated. For such an evaluation plants were cultivated during the cotyledons phase and were irrigated with deionized water. Three samplings of cotyledons completely randomized were done and replicated ten times, before its senescence and fall, at 8, 12 and 15 days after the germination of the seeds. Fresh and dry matter of the cotyledons and its magnesium, calcium and potassium content were determinated in every sample. These parameters were also determined in the seeds from the same lot. Potassium concentration was higher than magnesium in both seeds and cotyledons. Calcium presented the lesser concentration both in seeds and cotyledons. These minerals were translocated from the seeds and cotyledons to the young plants. Eight days after germination 59% of the magnesium, 78% of the calcium and 71% of the potassium were translocated to the plants. Fifteen days after germination these percentages were respectivaley 73%, 82% and 91%. Thus, magnesium was the less and potassium was the most translocated mineral at the end of the study.

Trabalhando com estratégias de ensino-aprendizado por descoberta na área da saúde: a problematização e a aprendizagem baseada em problemas.

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Caracterização das falhas de transferência na porção norte da Bacia de Santos a partir da integração de dados geológicos e geofísicos

Structures transverse/sub-transverse to the shoreline have been identified and characterized on the precambrian basement outcrop on the continent adjacent to the northern Santos Basin. These structures were analyzed from images of digital elevation model SRTM 90m by extracting NW-SE lineaments that intersect the NE-SW foliation. The lineaments were selected, classified into 48 segments that extend toward offshore, and correlated with basin structures. In the basin 25 2D seismic sections, 12 well logs and data from potential methods were interpreted, identifying the key stratigraphic levels and the major structures. Structural maps of each horizon were generated. Six transfer faults (FTs) were recognized and named FT-1 to FT-6, whose extensions correspond to continental lineaments named FC1 to FC6. The FTs are related to the basin deformation and evolution. In seismic sections, these faults have lateral slip in flower structures, displacement inversions from normal at the top to reverse at the base, abrupt changes in thickness or even disappearance of the seismic reflectors. The structural map of the Basement and Top of the Rift shows control of some depocenters by faults and displacements in some areas. The maps of potential methods indicate that there are pronounced anomaly shifts in some areas, associated with FTs. Some seismic sections indicate reactivation of FTs when they intersect horizons from the basement until the most recent layers. The 3D integration of data facilitated the observation of the FT extensions in the continent discontinuity.

Dermatúnel: Modelo de ambiente interativo de aprendizagem em dermatologia

The Interactive Learning Environment (ILE) is an educational model that integrates features of 3D computer graphics and contextualization, in order to transmit a quantum of knowledge (islands of knowledge), in a precise and agile way, to people who do not know the subject. It is a model that uses multimedia resources supported by a contextualized environment to motivate the participants in the retention of knowledge. In this first release, eight relevant subjects in dermatology were addressed and implemented in the 62nd Brazilian Congress of Dermatology. The model was called Dermatúnel. In a period of four days, 3295 people visited it. The results showed that the participants were highly satisfied. The model has a great potential as an educational tool for medical training and guidance to the general public with the purpose of disease prevention.

Os mercados de trabalho, a proteção dos trabalhadores e a aprendizagem continuada em uma economia global: Experiências e perspectivas da América Latina e o Caribe

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Avaliação da transferência de imunidade passiva em cordeiros com até 30 dias de idade

The aim of this study was to determine the serum concentrations of immunoglobulin G, TP and the γ globulin electrophoretic fraction, as well as the enzymatic activities of GGT and ALP. This was done in order to explore the possibility of using changes in activities of these enzymes as indirect indicators of adequate humoral immunity and/ or failure of immune passive transfer in lambs. Pearson correlation was performed between variable of four groups of age during the first 30 days of life. Blood samples (191) from lambs from 21 different farms in Araçatuba region- São Paulo. The following tests were perfomed: radial immunodiffusion, spectrophotometry and electrophoresis to stain the amount of IgG, TP and γ globulin, respectively. GGT and ALP values were determinate using commercial kits. There was a statistically significant correlation between ALP and GGT. The same correlation was observed from TP, IgG and GGT. A positive γ globulin correlation was found between GGT, IgG and TP. ALP activity cannot be used as an indicator of immune passive transfer.

O ensino e a aprendizagem na sala de aula numa perspectiva dialética

In this paper it is argued, the dialectical mediation focus, the relation between teaching and learning and their effects in the classroom. This essay aims to contribute to some misconceptions about this relation are resolved and for teachers to better understand what teaching is, what learning is, what kind of relation exists between both of them and what the teacher role is about these processes, which involve philosophical bases that should be known and understood by teachers.

Intervenções em linguagem escrita: Uma revisão da literatura com vistas à redução dos transtornos funcionais de aprendizagem

The importance reading and writing and being able to use these skills in a variety of situations is an absolute reality. In our society in which reading and writing are widely used, Brazil still faces severe problems with literacy, as revealed in literacy statistics and in the large number of students with learning disabilities. Thus, our text aims to present a survey of the research that focuses on intervention programs highlighting the needs of this group, with special attention on the use of narrative or storytelling. Specific criteria were established, the main one being the period of the publications (2000 to 2010). The results of the analysis of 15 texts showed that intervention is the most neglected area. International literature presents concerns related to scientific rigor or greater control of variables related to ongoing programs, as well as measures for generalizing the effective use of these programs, within verbal communities, with special focus on schools. Our revision enabled us to conclude that, even though production on written language is large, international literature is much more expressive with reference to intervention programs. Furthermore, in both national and international literature, production concerning the understanding of written language processes of acquisition and development prevails.

Experienciando Materiais Manipulativos para o Ensino e a Aprendizagem da Matemática

This paper presents some outcomes from research based on classroom experiences. The main themes are the use of mirrors, kaleidoscopes, dynamic geometry software, and manipulative material considering their possibilities for the teaching and learning of Euclidean and non-Euclidean geometries.

Descentralização fiscal, políticas sociais e transferência de renda no Brasil

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A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira

In a large metropolis, students from different neighbourhoods can experience very different life opportunities. This can influence their attitude towards schooling and learning, including the learning of mathematics. We interviewed a group of six students from a favela in a large city in the interior of the state of São Paulo in Brazil. We invited the students to look into their future and explore whether or not there could be learning motives that linked mathematics in school to possible out-of-school practices, either in terms of possible future jobs or further studies. We identified some themes in the students' descriptions of their experiences. The first theme is discrimination. The students feel discriminated against due to the fact that they come from a poor neighbourhood. They fear being trapped in some stereotypes. The second theme is escape. There is a strong motivation to begin a new life away from the favela. A third theme concerns the obscurity of mathematics. It seems clear to everybody that education is relevant to ensure a change in life. However, the mathematics lessons do not provide any clues regarding how mathematics might function is this respect. The fourth theme is uncertainty with respect to the future. The students could easily formulate almost unattainable aspirations, while reality might impose some very heavy limitations. In this article we introduce a theoretical framework for discussing the relation between favela students' life conditions in relation to their educational experiences and opportunities. Students' intentions for learning are related to their foregrounds, that is, how they perceive their future possibilities, as made evident to them by their social environment. Students in a favela could experience what we call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them.

Grupo interdisciplinar: Construção de unidade educacional sistematizada em aprendizagem baseada em problemas

In 2003 the construction team of the 1st grade of the medical and nursing courses from a medical school began a work aiming at curriculum reconstruction, and restructured cognitive contents and the integration of basic and clinical aspects, in order to adapt to the incentive program for Curriculum Changes (PROMED) which allows for the continuity of curricular innovations. This team worked considering the group dynamics, a method already used in tutorial sessions which teachers have some familiarity with. For a good group performance the team participants were divided into two subgroups: one for constructing educational problems and the other for doing cognitive assessment exercises. The team and the subgroups met weekly, and every 15 days the group met for socialization of information, identifying the strengths and weaknesses of the process and/or products. A good adhesion, an active involvement of participants and satisfaction expressed by each participant with their inclusion in the group were reflected in the final product and contributed to the subjects' commitment to the proposal. This way, in the process the individual transformations and relations in a situation requiring the collaboration of professionals were essential in the process of permanent curricular reconstruction.

Modelo de Marcus, elementos de matriz de tunelamento, efeitos de solvente e controle nuclear em reações de transferência de elétrons

This paper aims to give an initial presentation to physics students of the area of electron transfer, addressing its major aspects. The subject is then presented in an introductory way, highlighting and discussing the key points. Primarily, the problem is approached in a simplified manner through a two-state system, and aspects of calculating the matrix-element are discussed. Then, the electron transfer problem, influenced by nuclear reaction coordinates, is addressed and treated by the Marcus theory. Time scales and the concepts of adiabatic and nonadiabatic phenomena are discussed in the context of electron transfer. The classical, semi-classical and quantum formalisms of for the nuclear reactions coordinates are presented, and aspects of solvents are also discussed. Finally, we conclude by examining some recent examples of problems discussed in the literature.