Retratos, imagens, letras e numeros colados nas paredes:representaçãoes sociais de escola para ribeirinhos dos rios Môa e Azul - Acre

Remote Communities. Absence of artifacts and minimization of the exacerbated consumption of modernity. The desire which spread beyond what reality can provide. Expressions like this are present in this paper which focus in the social representations of school built by residents who live at the riversides of Môa and Azul Rivers, in Mâncio Lima, Acre State. To do so, we used the methodological contribution of the semi-structured interview, observation of the place while a natural inhabitant of the region, and also photos analyses of local reality. A key feature of the riverside homes is the glued paper on the walls of houses forming a panel set of portraits, pictures, letters and numbers for all appreciated. Regardless of whether or not read, there is admiration for the color of the images, the layout of the letters, and the things of the city awakening the desire to obtain school knowledge. The resident of this Amazon region maintains a close relationship between thinking, acting and feeling living harmonically with nature that connects them to the ideal landscape which is revisited by the graphic material that attracts wondering what exists beyond the shores of the river, beyond the horizon of green forests. It is a life entirely accomplished by the imaginary where exist a framed landscape merged and confused by the real and the supernatural, in which men and gods walk together by the forest, sailing by the rivers and seek a possible aesthetic between the real and ideal. The Theory of Social Representations spread by Serge Moscovici (2005) and Jodelet (2001) guided our gaze on the understanding what the school is and its representation to the riversides, as well to reveal the relation they practice with the knowledge that is spread by the mystification and the knowledge that is practice daily. Based in Bardin s thematic analysis (2004) we tried to raise such contents combining them in five analysis categories

Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre

Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon

Trilhando os caminhos da educação: um olhar sobre a universidade da floresta Acre

!Acre! Un lugar místico marcado por las luchas y conquistas que traen en su historia las bellezas de sus riquezas naturales y la diversidad cultural. Este es el escenario en que se constituye ese trabajo como resultado de estudios sobre la implantación de una universidad en la región del Alto Juruá-Acre, denominada de Universidad de la Floresta. Esta surge como proceso de fortalecimiento y expansión del Campus de la Universidad Federal de Acre, en el município de Cruzeiro del Sul. Envuelto por los movimientos sociales que cambiaron los rumbos de su historia, incluyendo la identidad acreana, Acre resguarda a sus hijos el derecho de exigir conciencia ecológica y desarrollo con la preservación de la floresta y de la sustentabilidad. Así, los movimientos como empates, socioambientalismo y florestanía impulsionarán el proyecto de implantación de la Universidad de la floresta, donde el reconocimiento de los saberes de las poblaciones tradicionales y el convívio diário de eses pueblos con la naturaleza representa un nuevo paradigma para el concepto de universidad. Todo eso apunta para una nueva forma de pensar y sistematizar la educación. Para el desarrollo del análisis sobre la implantación de esra universidad me fundamenté en los princípios referendados por el abordaje de la complejidad a travéz de los pensamientos de grandes sábios, entre los cuales destaco Edgar Morin, Claude Lévi-Straus y Conceição Almeida. Para transitar metodológicamente opté por trillar en caminos futiristas, donde mi escrita se construye a partir de mi punto de vista, de mi sentir y de mis conversaciones con la Floresta. De esta forma, presento los princípios y la estructura interinstitucional de la universidad de la Floresta, formada por tres grandes ejes: Centro de formación y tecnologías de la Floresta CEFLORA, Instituto de la Biodiversidad y Manejo Sustentable de los recursos Naturales IB y el Campus UFAC / Floresta. Estas tres unidades deverán funcionar de modo integrado componiendo el tripé enseñanza, pesquisa y extensión de la Universidad de la Floresta. Por fin, delante de la especificidad de esta universidad y de sus propuestas, afirmo la importancia de interactuar los saberes de la tradición a los saberes de la academia como forma de valorizar lLa cultura de los pueblos de la floresta

Formação e vivências: a representação social do ser professor em comunidades ribeirinhas do Vale do Juruá Acre

Being a teacher is a challenging task, driving action strategies that mobilize technical dimensions of being / doing teaching, but also affection. This research was conducted with teachers / students of the Special Program of formation for Teachers of Basic Education agricultural zone (PROFIR) developed by the Federal University of Acre in partnership with the State Department of Education (SEE) and City Halls of the region; locus typically Amazon and, in this research, comprises five municipalities in the Valley of Juruá - Acre. Northern Brazil. It Aims to capture the social representation of being a teacher in riverside communities. We performed this study from the Theory of Social Representations (MOSCOVICI, 1978, 1990, 2005a, 2005b, 2009, 2011) and (JODELET, 2001), from discussions on teacher formation (LDB No. 9394 of 1996). Work, among others, (TARDIF, 2004), (TARDIF; LESSARD, 2007), (NÓVOA, 1992, 1999), (ARROYO, 2007). We used as a methodological strategy, the multiple classification procedure (PCM), which is organized in two steps: Free Classification and Directed Classification, as well as semi-structured interviews, involving, thus, 137 teachers surveyed. For the analysis of the data, we appealed to software SPSS, version 13.0 for Windows, mapping the elements of the representational content through Multidimensional Analysis (MSA and SSA). Through the different strategies of analysis, we identified from the Free Classification, the regionalization: Beyond forest, teaching Attributes and Mobilized Attributes. With data of the Directed Classification, the analysis was based on the Theory of Facets (BILSKY, 2003) and (BUSCHINI, 2005) and we found: Reference of teacher; Negative Dimension and affective and technicians attributes. Finally, with the Analysis of Content (BARDIN, 2004) e (FRANK, 2005) and of the interviews the categories we found the categories: Urban relation versus agricultural, Knowledge in construction and possible bets. The report of the experiences along the edge of the rivers, in these different methodological strategies and of analysis, demonstrates the existence of symbolic and representational elements that influence and guide the educational conduct and actions of these teachers and that they are deeply anchored and objectified in technical and affective elements of the making teacher. They daily live deeply the concreteness of the Amazonian realism redesigning the Real and the symbolic one as a way to understand themselves as a teacher in adversity of this context. We also observed the historical, social and cultural local marks, framing, thus, the collective personality and generating its guides of action

Population dynamics, structure and behavior of Anopheles darlingi in a rural settlement in the Amazon rainforest of Acre, Brazil

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

Vertical distribution of zooplankton in the water column of Lago Amapá, Rio Branco, Acre, Brazil

O objetivo desta investigação foi observar a distribuição vertical da comunidade do zooplâncton no Lago Amapá (10º2'36S e 67º50'24W), localizado na planície de inundação do Rio Acre. Amostragens foram conduzidas em três diferentes profundidades da coluna da água, considerando aspectos sazonais do zooplâncton, parâmetros físicos, químicos e biológicos. Coletas foram realizadas semanalmente com Garrafa de Van Dorn. As espécies apresentaram maiores concentrações no meio da coluna da água. Foram encontradas 38 espécies, assim distribuídas: Rotifera (30), Cladocera (5) e Cyclopoida (3). A temperatura da coluna da água em geral apresentou-se alta, em torno de 30ºC, com pequena variação, resultando em baixa viscosidade. O índice de Jaccard, comparando-se as três estações de coletas, demonstrou que durante a fase de águas baixas, as estações 1 e 3 foram as mais similares (Cj = 0.7058), especialmente no meio da coluna da água. Lago Amapá apresentou características em conformidade com o Modelo do Distúrbio Intermediário, favorecendo a colonização de grupos oportunistas, tais como rotíferos.

Abundance and composition of Rotifera in an abandoned meander lake (Lago Amapá) in Rio Branco, Acre, Brazil

A comunidade de rotíferos do Lago Amapá (meandro abandonado da planície de inundação do Rio Acre) foi investigada sazonalmente. As amostragens foram realizadas semanalmente em três estações de coletas, em dois períodos: estação seca entre 08/V/1997 e 31/X/1997 e estação chuvosa, entre 02/I/1998 e 24/II/1998. A densidade e composição de rotíferos (48 táxons de rotíferos) foram determinadas. A diversidade e abundância foram caracterizadas por serem maiores, respectivamente, nas águas altas e águas baixas. Anova e teste F foram usados, visando observar diferenças sazonais nas variáveis ambientais e rotíferos. Transparência e pH foram estatisticamente altamente significativos (p < 0,01). As análises de correlações de Pearson revelaram que a condutividade elétrica foi negativamente correlacionada com a densidade de rotíferos (r = -0,8824; p < 0,05), na fase de águas baixas, bem como, profundidade, na fase de águas altas (r = -0,7513; p < 0,05). Mudanças sazonais, causadas pelas flutuações do nível da água, e baixa diversificação dos nichos influenciaram a composição e abundância do grupo estudado.

Estimativa do tamanho das fêmeas com ovos de Moina minuta Hansen, 1899 (Cladocera, Crustacea) no lago Amapá, Rio Branco, Estado do Acre Brasil

Moina minuta, a tropical species of Cladocera, was selected for the study of medium size at maturity and female egg production, due to its abundance and frequency in samples during low-water season in 1997 and high-water season in 1998, in Amapá Lake, Western Amazônia. The primiparous female had a size of 330 μm and 340 μm in low and high water, respectively. Moina individuals reached maximum size during high water (595μm). The medium size of the ovigerous females, in low water was 501 μm, producing an average of 4.41 eggs/female, while in high water, it was 533μm, with an average egg production of 4.84 eggs/female. The results, analyzed by the t test and Fischer's F test, showed that there were no statistical differences in size among individuals (t= -10.69, F=1.20 and P>0.1227), nor among ovigerous females (t= -4.45, F=1.02 and P>0.8906), considering the two seasons.

Ponta do Abunã: no fim de Rondônia e no começo do Acre

Pós-graduação em Geografia - FCT

Dinâmica e estrututra populacional de Anopheles darlingi em um assentamento rural na floresta amazônica, Acre, Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Plantas medicinais utilizadas por seringueiros do projeto de assentamento extrativista São Luiz do Remanso - Acre

Pós-graduação em Agronomia (Horticultura) - FCA

Construindo e reconstruindo o Acre: a reivindicação de autonomia de Vila Campinas

Pós-graduação em Geografia - FCT

Avaliação das políticas de desenvolvimento sustentável do Estado do Acre, (1999-2012)

Desde a sua popularização no final da década de 1980, o conceito do desenvolvimento sustentável tem sido objeto de inúmeras discussões e controvérsias, referentes tanto aos seus conteúdos teóricos quanto a iniciativas de implementação e concretização através de políticas públicas. A presente avaliação das experiências de implementação de politicas públicas no Estado do Acre a partir de 1999 aborda esta temática no contexto específico da região amazônica, onde a mesma está associada ao desafio da conservação das florestas tropicais. Com a análise do Acre pretende-se, além de contribuir para a evolução da implementação destas políticas no próprio estado, gerar reflexões que permitam inserir as experiências do estado no contexto maior da Amazônia, buscando identificar as particularidades que favoreceram ou dificultaram a implementação das políticas de desenvolvimento sustentável no estado, mas também as lições.

Estudo fitoquímico e atividades biológicas preliminares de extratos de Polygonum Acre (Polygonaceae) H.B.K. e Synadenium Carinatum (Euphorbiaceae) Boiss

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)