Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola

This present thesis has the object to study the discursive constitution the teacher s subjectivities of practice permeating the sections of the magazine Nova Escola between the years 2000-2005. Problematizes how the teacher s subjectivities are produced facing the discourse of truth, which effects establishes a program for autonomist professional development in a perspective of neo-liberal governmentality. Then from this uneasiness arises some requisite questions: in the new century how teacher s subjectivities are discursively produced in magazine s sections Nova Escola during those five years of governmentality? In which perspective the discourses throughout government documents in related with professional development reflect in the linguistic-discursive repertories adopted by Nova Escola? How the experts belonging to the cadre from and/or guests from the magazine, seeking equip discursive the teacher s subjectivities for the XXI Century? Therefore, this paper objective is to examine the linguistics strategies used to produce these subjectivities at magazine s sections, what it admittedly teaches another method how to be teacher; and also it analyzes the discursive practices that compound and set boundaries to the autonomist professional development proposed by sections the magazine; describe technologies used by experts to equip and conduct of conduct the teacher to govern the self. This research is inserted theoretically in the field of Applied Linguistis, to the Cultural Studies and about the contribution of Michel Foucault s theories and methodologically in the perspective discursive interpretative. The results seek to show that the teacher s subjectivities are produced by many technologies of the self, traversed by government discourses and ratified by discursive practices of the magazine s experts. That discourse, without any oppressing or authoritarian connotation, opens space for practice of Freedom and self guiding to both constitute the subjectivity process of the teacher in the XXI Century s path

Foucault e a arte do cuidado de si: uma nova possibilidade de Discussão para a formação continuada de professores de língua inglesa

This thesis proposes a new thinking on the English teacher and their continuing education, leaving the picture emerging of a new professional, who is producing and being produced. From this perspective, I present an analysis of self writing of thirteen student-teachers, teachers on how they position themselves to be discursively constituted as subjects in the context of continuing education. As part of Applied Linguistics, the theory and method that supports the analysis of data are articulate key elements of Foucault notions, namely:The care of the self, seeking their connection with one another and care of and the self writing. In the theoretical notions of these elements are implied notions of others, such as speech, ethics, technology of the self, subject and truth. (Foucault, 1984, 1995, 2004c, 2006), and questioning the ethics of the subject. I propose to examine selected excerpts from the self writings of student teachers with a specialization in Teaching and Learning the English Language, seeking linguistic processes in the material production of subjectivities.In order to analyze the process of subjectivation, I examine the discursive statements of selected cuts, aiming to learn more specifically, the points of identification and fragments of the uniqueness of the teachers, showing how they care for themselves and reflect upon them in building their subjectivity from the technologies of the self, to occupy the position of English Language teachers. The results show that, in the exercise of self writing, the subject falls, and a practice of asceticism, discursively construct her/his subjectivity

Eensino de língua portuguesa: da formação do professor à sala de aula

La reflexión crítica sobre la escuela y los quehaceres docentes ha favorecido la producción y la sistematización de nuevos saberes basados en fundamentos científicos, principalmente sobre las prácticas pedagógicas. En la enseñanza de Lengua Portuguesa, las investigaciones buscan comprender lo qué y cómo se enseña y se aprende durante la escolarización. En esa perspectiva, realizamos un estudio sobre la formación del profesor de Lengua Portuguesa y sus implicaciones en la clase, buscando observar la actuación de los alumnos-maestros en el contexto escolar, durante la realización de las Prácticas. Para tanto, elegimos como objetivo general, investigar cómo la carrera de Filología de la UFRN/CERES/Campus de Currais Novos promovía la formación de futuros profesores para atender a las expectativas de las políticas públicas para la enseñanza de Lengua Materna. Como referencial teórico, estudiamos los PCN, el proyecto político pedagógico de la carrera y autores del área de enseñanza de Lengua Portuguesa y de Educación, entre ellos, Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009 y 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Oliveira (2010), Riolfi et al. (2008), Possenti (2003), Alarcão (1996, 2001) Imbernón (2011), Pimenta y Lima (2010) y Schön (1993). El estudio está situado en el ámbito de la Lingüística Aplicada y se caracteriza como investigación cualitativa de naturaleza interpretativista, a partir de un abordaje de inspiración etnográfica del ambiente de las Prácticas. En los resultados constatamos que los alumnos-maestros privilegian la enseñanza prescriptiva, fundamentado en una concepción de lengua como sistema, direccionando la enseñanza de la lengua para la dirección contraria al abordaje funcionalista (lengua / uso), distanciándose considerablemente de la propuesta de formar un alumno crítico y agente de transformación. Respecto a la visión de los alumnos-maestros sobre la carrera, fueron listadas algunas cuestiones relevantes, entre ellas, los contenidos que hacen parte de la carrera, la distribución de la carga horaria de los componentes curriculares, la revisión de las ementas, la oferta de asignaturas de inclusión social, la reorganización de las actividades de la práctica en relación al acompañamiento y orientación a los alumnos-maestros y, especialmente, la desarticulación teoría / práctica que fue considerada como responsable por muchas de las dificultades encontradas por los referidos alumnos en la fase de regencia de clase en la enseñanza de Lengua Portuguesa en los niveles de enseñanza fundamental y media. De ese modo, a partir del análisis de estos significados construidos por los alumnos-maestros sobre el proceso de formación en esa carrera de Letras, constatamos la necesidad de una revisión del proyecto de la carrera, pues éste presenta esas fragilidades que necesitan ser analizadas en función de la mejoría de la calidad de la enseñanza de la graduación

A produção do gênero monografia em discursos de professores e alunos do curso de letras

A current worry in the teaching process at the university these days is text production process and genres produced there, especially those kind of writing that is concerned to course conclusion such as monograph, dissertation and thesis. From this perspective and considering our aims at understanding discursive process involved in the production of monograph genre at the university we want to analyze teachers and students discourses about the productive process of monograph in Letras Course, considering the guide, writing and specific aspects of that genre. To get the aims, we took as background theory the studies by Bakhtin linked to Utterance Linguistics with foundation concepts in Discourse Text Analysis by Adam (2010), and finally the studies developed about text production at college. This way, this work is based on a qualitative research and in data ethnographic procedures, they are: the observation in locus, as well as the application of questionnaires with opened questions to ten students and six teachers from Letras Course. The discourse analysis from the subjects reveal us that: i) the monograph production and the guidance are form of act by language, that need take into account in its development: students free chose as a principle in writing monograph, as well as a wide involvement between the teacher and the student in a sense to turn the writing better, among other aspects; (ii) there is a need to articulate monograph project and the text produced, considering that the guide process comes from a project written before; (iii) there are a number of role to discourses by teachers and students to the function of student and guide teacher, in a way that both can see the same assumptions in teachers and students discourses; (iv) teacher s and students discourses show that they assume the utterance responsibilities by the content of utterances proposed, they also show the voice from methodology guidebooks to monograph texts. So, we conclude that this research has some contributions to teach writing production at the university, especially to monograph in the ending of the courses. It can also be helpful in developing research in this area, mainly at the question about guide final works at college

Narrativas de professores em formação sobre a didatização de podcasts para o ensino de inglês na floresta

Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation

Histórias de professores universitários sobre ensinar inglês para fins específicos

This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher´s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

Interdisciplinaridade: concepções de professores da área ciências da natureza em formação em serviço

O objetivo do presente estudo foi investigar como os docentes da área de Ciências Naturais concebem o conceito de interdisciplinaridade e de que forma desenvolveriam um trabalho interdisciplinar a partir de um tema comum sugerido: o Efeito Estufa. Através de questionários dissertativos, os professores-alunos participantes de um projeto de formação em serviço (Pró-Ciências), expressaram suas concepções iniciais a respeito do tema. A análise das respostas obtidas levou-nos às seguintes conclusões: os professores entrevistados têm apenas concepções rudimentares de interdisciplinaridade e confundem este conceito com o de multidisciplinaridade. Afirmam que é possível trabalhar o conceito de Efeito Estufa de maneira interdisciplinar, mas não indicam metodologias adequadas para fazê-lo, devido à carência conceitual apontada anteriormente.

O processo de constituição histórica das diretrizes curriculares na formação de professores de Educação Física

Os processos históricos que permeiam as diretrizes curriculares possibilitaram enxergar quais são as idéias e as preocupações para com a formação de professores no âmbito da Educação Física. Dentro desse contexto, o objetivo foi averiguar, nas políticas públicas de formação de professor dessa disciplina, como ocorreu o processo de qualificação e certificação, buscando entender as justificativas que orientaram a regulamentação dos normativos legais de 1939 a 2004. Portanto, trata-se de um estudo descritivo, de análise qualitativa, tendo como fonte primária as Diretrizes Curriculares veiculada pela imprensa oficial. As novas Diretrizes Curriculares (Resoluções CNE/CP 01/2002, 02/2002 e 7/2004) apontaram perspectivas na formação de um professor mais qualificado para o seu campo de atuação, priorizando a questão da dimensão política da profissão, das competências e do corpo de conhecimento da área. Embora haja progressos em relação aos normativos anteriores, chama-se atenção para a necessidade de que as propostas em construção façam a mediação entre a proposta atual, o percurso histórico do próprio curso e a relação teoria-prática, visando o equilíbrio na formação. A proposta das novas diretrizes não deixa de evidenciar avanços significativos no horizonte da profissionalidade docente e da identidade profissional docente. da mesma forma, para o leitor ou estudioso atento, não deixa de causar preocupação o excesso de competências técnicas colocadas, passando-se a impressão de que agora o que vale é o primado do saber fazer.

Professores de Street Dance do Estado de São Paulo: formação e saberes

This research of qualitative nature, aimed to analyze the formation and knowledges of the teachers of Street Dance from the State of São Paulo. Reviewing the literarature it was approached the conceptions of culture, "Hip Hop Culture", and Street Dance. Also, some studies referred to the professional formation in dance and Physical Education; acting in dance by the teacher of Physical Education; and professional academic formation and/or experimental. The approaching method was the story of the time at present. The technique: interview semi-structured. According to the analysis of the statements: a) we noticed that no one of the interviewers show academic formation in dance; a small part is graduated in Physical Education, and the majority act as authorized teachers by the CREF and/ or DRT; b) we verified that the teaching of Street Dance is determined by experimental knowledges. The Street Dance shows itself as a process of constitution, and the formation and the knowledges to its teaching did not show systematization.

Formação de professores de matemática: um estudo sobre a influência da formação pedagógica prévia em um curso de licenciatura

O presente texto tem como objetivo discutir a influência da formação pedagógica prévia em um curso específico de Licenciatura em Matemática. Como instância prévia de formação este artigo considera o CEFAM, e o curso de Licenciatura em foco é o da Faculdade de Ciências da UNESP de Bauru. O enfoque metodológico é nitidamente qualitativo, tendo sido os procedimentos analíticos pautados no estudo de convergências e divergências detectadas nos discursos dos estudantes-depoentes.

Um ensaio sobre as concepções de professores de Matemática: possibilidades metodológicas e um exercício de pesquisa

Este artigo tem como tema principal as concepções dos professores de Matemática. Considerando o termo concepção a partir do pragmatismo de Peirce, elabora-se um conjunto de parâmetros metodológicos - chamado de método indireto - a ser aplicado no estudo das concepções de professores de Matemática. Trata-se, em síntese, de investigar as concepções dos professores interpelando-os não sobre suas crenças, mas sobre suas práticas. Fundamentando essa abordagem indireta e explicitando-a em sua natureza qualitativa, o artigo segue apresentando, como exemplo, um exercício desse método indireto: um estudo sobre os critérios que os professores utilizam quando escolhem livros-texto para sua sala de aula, abordando, conseqüentemente, quais concepções de Matemática e de seu ensino e aprendizagem tais critérios desvendam. Partindo de depoimentos de professores de Matemática, o estudo indica que os professores agem com certa independência quando escolhem os materiais utilizados em suas atividades docentes. Buscam, ao mesmo tempo, apoio em uma vasta gama de livros didáticos, desconsiderando as particularidades de cada obra e as abordagens e perspectivas defendidas por seus autores. Embora submetam-se ao livro didático - considerado uma referência legítima e segura -, os professores o subvertem, buscando adequá-lo ao que consideram correto. Dessa constatação, algumas das concepções dos professores podem ser realçadas: o aluno, via de regra, é avaliado e classificado pelas lacunas que apresenta em relação aos conteúdos. Dessa postura, segue a valorização da precedência lógica dos conteúdos, de sua apresentação linear, e a defesa de pré-requisitos que viabilizariam o ensino e, conseqüentemente, implicam a legitimidade de aulas predominantemente expositivas.

Relação entre padrão comportamental, estágios do ciclo de muda e atividade de enzimas digestivas proteolíticas em juvenis do camarão marinho Litopenaeus vannamei (Crustacea: Penaeidae)

Shrimp farming in Brazil is a consolidated activity, having brought economical and social gains to several states with the largest production concentrated in the northeast. This fact is also reflected in higher feed intake, necessitating a more efficient feed management. Currently, management techniques already foresee food loss due to molting. In this sense, studies relating shrimp s digestive physiology, molting physiology and behavioral response of shrimp feed can optimize the feed management. Thus, our study aimed to evaluate the behavioral response of the marine shrimp L. vannamei (Crustacea: Penaeidae) in accordance with the stages of moulting cycle and feeding schedules based on higher or lower activity of proteolytic digestive enzymes; also, to investigate the influence of feeding schedule on hepatosomatic index and non-specific and specific protease activity (trypsin). Experiments were carried out at the Laboratory of Shrimp Behavioral Studies at UFRN in partnership with the Laboratory of Enzimology UFPE. Juveniles of L. vannamei weighting 5.25 g (+ 0.25 g) were kept in aquaria at a density of 33 shrimp m -2. In the first experiment, shrimp were fed in the light phase or in the dark phase for 8 days; in the ninth day, the animals were observed for 15 minutes every hour during the 12 hours of each phase of the photoperiod. We recorded the frequency of inactivity, exploration, food intake, burrowing, swimming and crawling behavior. At the end of the 12th observation session, the shrimp were sacrified and classified by the method of setogenesis in the molt cycle stages A, B, C, D0, D1, D2 or D3. We found that the shrimp in A stage show high levels of inactivity. Moreover, the frequency of food intake was very low. The shrimp in D3 stage also had low food intake and high inactivity associated with elevated frequencies of burrowing. In the second experiment, shrimp were kept in physiological acclimation to experimental conditions for 28 days, distributed in 12 treatments in the light phase and 12 treatments in the dark phase. In the end, the animals were sacrified and dissected to assess non-specific and specific protease activity (trypsin) activity. In general, these parameters did not vary among animals fed in the light phase and those fed in the dark phase. However, significant differences were found in the activity of specific and nonspecific proteases in relation to food treatment. In the light phase, the major proteolytic activities converged to 10 hours after the start of the light phase, while the lowest activities converged to 6 hours after the beginning of this phase. In the dark phase, the highest enzyme activity converged to 12 hours after the onset of phase, while the lowest activities converged to 3 hours after the onset of phase. In the third experiment, we sought to evaluate the behavioral responses of shrimp in relation to dietary treatments based on higher or lower activity of proteolytic enzymes, considering the results of the second experiment. The behavioral categories observed were the same as the ones in the first experiment, with observations of 30 minutes (15min before and 15min after food supply). We found variation in behavioral responses as a function of the treatments, with greater intake of food in shrimp fed during the period of greatest activity of proteolytic enzymes, in the light phase. Thus we see that periodic events associated with the shrimp s physiology interfere in their behavioral responses, revealing situations that are more adjustable to the provision of food, and consequently optimizing feeding management

Caracterização do ciclo sono/vigília de professores do ensino médio em natal/rn

In the school environment is fundamental the knowledge about the sleep-wake cycle (SWC), because we find children and adolescents with excessive sleepiness and learning difficulties. Furthermore, teachers with high demand and with different work schedule, which may contribute to changes in SWC. The aim of this study was to describe the SWC of high school teachers in Natal/RN. Habits and knowledge about sleep, chronotype, SWC, daytime sleepiness, sleep quality and job satisfaction were described in 98 high school teachers from public and private school. These parameters were compared according to the characteristics of work, family structure and gender. Data collection was performed with the use of questionnaires in two stages: 1) "health and sleep" (general characterization of sleep habits), Horne & Ostberg questionnaire (characterization of chronotype), Epworth Sleepiness Scale and the Index of Pittsburg Sleep Quality, 2) The sleep diary for 14 days. From the results, we observe that the teachers woke up and went to bed earlier in the week and showed a reduction of time in bed around 42min comparing to weekend. This reduction in time in bed during the week was accompanied by an increase in nap duration on weekend. In addition the teachers woke up earlier on Saturdays than on Sundays, probably due to housework and leisure. The teachers' knowledge about sleep was low in relation to individual differences and effect of alcoholic beverages on sleep, and high in the consequences of sleep deprivation. The differences found in comparisons on the characteristics of work, family structure and gender were punctual, except concerning the work schedule. The teacher who started work in the morning and finished in the night, woke up earlier, went to bed later and had less time in bed, when compared to teachers who work only in two shifts. In addition, teachers with late chronotypes who begin the work in the morning had a greater irregularity in the wake up time compared to teachers with earlier and intermediate chronotypes. Half of teachers have excessive sleepiness, which was positive correlated with work dissatisfaction. In general, teachers showed IPSQ averages equivalent to poor sleep quality and the women showed worst averages. From the results, it is suggested that the SWC of teachers varies according to work schedule, leading to irregularity and partial sleep deprivation in the week, although these responses vary according to chronotype. These changes are accompanied by excessive daytime sleepiness and poor sleep quality. However, it is necessary to expand the sample to clarify the influence of variables related to work, family structure and gender together

Coloração da gordura e qualidade da carne de ovelhas de descarte abatidas em distintos estágios fisiológicos

Avaliaram-se a qualidade física do músculo Longissimus lumborum de ovelhas de descarte da raça Santa Inês, abatidas em diferentes estágios fisiológicos, a cor da gordura subcutânea desse músculo e as possíveis correlações entre as variáveis de qualidade da carne. Utilizaram-se 21 ovelhas, distribuídas nos seguintes tratamentos: T1= ovelhas que permaneceram por 60 dias em lactação com seus respectivos cordeiros e abatidas um dia após o desmame das crias; T2= ovelhas que permaneceram por 60 dias em lactação com seus respectivos cordeiros e mais um período aproximado de 30 dias sem os cordeiros e posteriormente abatidas; e T3= ovelhas que não pariram durante o ano. A cor da carne e da gordura subcutânea não foram influenciadas pelo estágios fisiológico dos animais no momento do abate, com exceção da luminosidade da carne (T1= 41,13; T2= 37,56 e T3= 38,12 L*). A qualidade física da carne apresentou pouca variação entre os tratamentos, porém a força de cisalhamento (T1= 4,08; T2=2,86 e T3=2,35 kgf/cm²) e as perdas por cocção (T1=31,97; T2=35,70 e T3= 31,91 %) da carne diferiram entre os tratamentos. Não se observou alta correlação entre a maioria das características avaliadas.