Habitus, representações sociais e construção identitária dos profesores de Maracanaú

In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracanaú, state of Ceará, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracanaú s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as sacramental . However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school

Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

Barium uptake by maize plants as affected by sewage sludge in a long-term field study

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

Fontes primárias da história do vácuo e da pressão atmosférica na sala de aula: cartas e jornais históricos em articulação com o livro-texto do ensino médio

The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice

Resistivity in the dynamic current sheath of a field reversed configuration

The resistivity of a field reversed configuration in a theta-pinch with slow rising current was investigated during the turbulent phase from the moment of field reversal until end of plasma radial implosion. This transport coefficient was obtained in a hydrogen plasma by local measurements with magnetic probe and compared to numerical calculations with Chodura resistivity and evolution of lower hybrid drift instability. The values of resistivity are higher than those predicted by classical binary collision. During early phase of confinement, the doubly layer structure of current sheath in the low electric field machine was theoretically well reproduced with anomalous collision frequency calculated with Chodura resistivity that provides appropriate conditions for onset of lower hybrid drift instability and the regular evolution of pinch. The plasma dynamic, radial profiles of magnetic field during the radial compression and resistivity values were equally close to those observed by the measurements. (C) 2012 American Institute of Physics. [http://dx.doi.org/10.1063/1.3698405]

Genetic structure of populations of Rhizoctonia solani anastomosis group-1 IA from soybean in Brazil

The Basidiomycete fungus Rhizoctonia solani anastomosis group (AG)-1 IA is a major pathogen of soybean in Brazil, where the average yield losses have reached 30 to 60% in some states in Northern Brazil. No information is currently available concerning levels of genetic diversity and population structure for this pathogen in Brazil. A total of 232 isolates of R. solani AG1 IA were collected from five soybean fields in the most important soybean production areas in central-western, northern, and northeastern Brazil. These isolates were genotyped using 10 microsatellite loci. Most of the multilocus genotypes (MLGTs) were site-specific, with few MLGTs shared among populations. Significant population subdivision was evident. High levels of admixture were observed for populations from Mato Grosso and Tocantins. After removing admixed genotypes, three out of five field populations (Maranhao, Mato Grosso, and Tocantins), were in Hardy-Weinberg (HW) equilibrium, consistent with sexual recombination. HW and gametic disequilibrium were found for the remaining soybean-infecting populations. The findings of low genotypic diversity, departures from HW equilibrium, gametic disequilibrium, and high degree of population subdivision in these R. solani AG-1 IA populations from Brazil are consistent with predominantly asexual reproduction, short-distance dispersal of vegetative propagules (mycelium or sclerotia), and limited long-distance dispersal, possibly via contaminated seed. None of the soybean-infecting populations showed a reduction in population size (bottleneck effect). We detected asymmetric historical migration among the soybean-infecting populations, which could explain the observed levels of subdivision.

Gap disturbance regime and composition in the Atlantic Montane Rain Forest: the influence of topography

In the Atlantic Montane Rain Forest of south-eastern Brazil, a field study was carried out to describe the forest disturbance regime, analyse canopy gap composition and evaluate the influence of habitat parameters on gap tree species composition. We characterized canopy gaps considering the group of variables as follows: area, type and number of tree/branch falls, topographic position, soil coverage and surrounding canopy trees. Gap composition was assessed at species level by measuring all individuals inside gaps higher than one meter. Mean gap area of the 42 canopy gaps analysed was 71.9 +/- 9.0 m(2) (mean +/- SE). Out of the studied gaps, 35.7% were created by uprooted and by snapped trees, 16.7% by dead-standing trees and 11.9% by the fall of large branches. The disturbance regime was characterized by gap openings predominantly smaller than 150 m(2) and by spatial patterning related to topography. Ridges had smaller gaps and higher proportions of gaps created by branch falls; slopes had bigger gaps generally created by uprooting events. The more abundant and frequent species were shade tolerant and the more species-rich families found inside gaps did not differ from the forest as a whole. Pioneer species were rare and restricted to medium and large size classes. The Indicator Species Analysis and the Canonical Correspondence Analysis indicated gap area, topography and the percentage of soil cover by the genera Calathea and Ctenanthe were the predominant variables correlated with woody species distribution. So, topography emerged as an important issue not only to the gap disturbance regime, but also to gap colonization. In respect to the influence of gap processes on the Atlantic Montane Rain Forest regeneration, our results support the view that canopy gap events may not be working as promoters of community wide floristic shifts.

Calculation of the vacuum pressure gradient in field emission displays

The usual design of field-emission displays (FEDs) often results in high vacuum pressure gradients inside the glass plates of the device, and this is the main limitation to the widespread availability of large area FEDs. In this paper, we perform theoretical calculations using the finite element method for determining the pressure distributions in several pumping configurations, including a new FED configuration known as porous FED or pFED. The approach here is capable of clarifying the design issues influencing the final pressure relevant to the field-emission display devices. (C) 2001 Elsevier B.V. B.V. All rights reserved.