Instituições, agricultura familiar e crédito rural: avaliação de resultados do Pronaf B nos territórios rurais do Rio Grande do Norte

Broadly anchored on Institutionalist literature this dissertation seeks to answer: Why rural credit granted to farming families in Rio Grande do Norte, Pronaf group B, has shown positive results in some territories while in others the same results are insatisfactory? Considering formal rules are the same, then why such results are so distinguished? This research supports the fact that these results are a direct consequence of the quality of institutions defined as longstanding social rules established and built in social interactions. For institutions one understands; organizational structures, formal and non-formal rules, social trust, thinking behaviors and its evolution as well as routines. Using Pronaf Rural Credit as a background this study measures and compares results obtained in the rural areas of Seridó, Sertão do Apodi, Mato Grande, Assú-Mossoró, Trairi, Potengi and Alto Oeste. The dimensions of measurement considered were: economics, social and guarantee of transparency. The study considers a sample of 402 Group B farming families. It also elaborates a socio-economic profile of these families in the considered areas and underlines the main causes for defaulted loans, difficulties to improve family income and results of access to Pronaf B credit line, as well as it proposes solutions to surpass obstacles to improve the efficiency of this credit line

A indústria petrolífera nacional e potiguar: uma análise a partir da tecnologia em E&P

O trabalho analisa a Indústria Petrolífera em três ambientes de atuação, mundial, nacional e estadual, a partir da observação de sete variáveis, a saber: caráter do petróleo; risco; economia de escala; integração; barreiras; tecnologia e ambiente. O estudo busca perceber as interações e os transbordamentos das variáveis selecionadas em cada um dos ambientes citados, em razão os aspectos econômicos e institucionais presentes nesta atividade, cujos resultados atingem diversos setores da economia e da sociedade como um todo e balizam o próprio processo de inovação da mesma. O estudo está alicerçado no arcabouço teórico neoschumpeteriano acerca dos aspectos voltados para concorrência e inovação, além da questão institucional, e se apóia em dados da Agência Nacional do Petróleo (A.N.P.), Ministério de Minas e Energia (MME), Movimento de Combate à Corrupção Eleitoral / Tribunal Superior Eleitoral (MCCE/TSE), Organization of the Petroleum Exporting Countries (OPEC), International Energy Agency (IAE), Institut Français Pétrole (IFP), United Nations Development Programme (UNDP). Avalia-se que em termos de caracterização da indústria petrolífera nos três ambientes considerados (mundial, nacional e local), há certa similitude no que se refere ao comportamento destas variáveis, com pequenas modificações suscitadas por fatores como grau de desenvolvimento e complexidade da atividade; resultado do ambiente concorrencial e inovativo; e, pelas influências institucionais acerca de atividades e grau de inserção das mesmas no ambiente socioeconômico onde estão localizadas a atividade produtiva e o seu entorno

Arranjos produtivos globalizados: o caso do APL da fruticultura de melão de Mossoró - Baraúna-RN

This study discuss the issue on Clusters Global, the productive arrangement of fruits melon Mossoró/Baraúna in Rio Grande do Norte, located in the Potiguar semi-arid RN, is entered in the arket international level, the job serch, from the benchmark neo-schumpeterian, strongly condensed and absorbed in Brazil by focusing on Local Productive Arrangements set out by the Reseatch Netwoark on Sistemas Produtivos e Inovativos Locais (REDESIST), understanding the extent to which innovation efforts, and as interactions between the main actors that make up this APL in particular, account for its global insertion. The methodology includes the application of questions to the producers of melon arrangement as well as interviews with the main responsible for the support, promotion and financing. In conclusion, there is a significant interaction between producres and actors of the arrangement, a fact that contributes to the integration into the international market together with the implementation of relevant innovations. Finally, it is pointed out the need for public policies directed to the production of melon because of its relevance to the exports of Rio Grande do Norte

Políticas públicas para o turismo e desenvolvimento local: reflexões a partir dos "caminhos de fé" no semi-árido potiguar

This study analyzes the event of the Feast of Our Lady of Grace, located in the municipality of Florania / RN as a tourism product, inserted in a process of transformation of a sacred place, in principle determined by religious motives, in a destination "tourist-religious". We seek to understand to what extent state intervention, with policies aimed at boosting the tourism sector as well as the interactions among key actors in the space, are able to modify and streamline the city of Florania, particularly Feast of Our Lady of Grace. The methodology also includes the review of the literature using the deductive method the application of questionnaires to the pilgrims, tourists and pilgrims totaling 150 questionnaires. Along with the economic agents of the municipality, 36 questionnaires were administered according to the model adopted by REDESIST. Complement this research interviews with key Officials of the Municipal Government and the Church. Despite the recognition by the actors of the importance of tourism to the economy of the city of Florania, encouraging the development of the sector is still lagging, some worked and policies / programs listed actually pass by the "Paths of Faith" of Florania. Concerning the Feast of Our Lady of Grace, the bottlenecks reported by researchers and economic agents are very partially affected by the policies / programs and when this occurs, the effort seems to be only reactive, resulting from the pressures experienced by the municipal government (mayor)

Desenvolvimento nacional, desenvolvimento regional e moeda: notas teóricas à luz da economia política do desenvolvimento

This work analyses the ability of National States and regions have to formulations development strategies. Redeeming the initial development concept as a conflictual process, the hypothesis is that it presents internal and external constraints, as the latter have a higher preponderance, revealed the role played by money. In this case, one can point to as sub-hypothesis that the growth models with external constraint, mainly through the balance of payments, may illustrate the fact that countries are subject to international economic interactions that limit the possibility of bringing acylating strategies well successful in overcoming backwardness. For the specific case of regions, indicates that the external constraint remains an element of embarrassment for regional development, but redeems itself the center-periphery relations in this context to discuss the role of monetary and financial system as an explanation for the disparities regional income. On the domestic front, we highlight the importance of social structures of accumulation as an element of internal cohesion necessary to achieve successful development trajectories. It points also to the importance of the State in the process rescuing some of the main theoretical contributions of the political economy of development, incorporating the concept of globalization on theoretical frameworks presented. This construction where development depends on the actions of external and internal conditions, where money plays a key role as a guideline for reflections on regional development. The attempt was to transplant our considerations on the general development to address the case of regions. Finally, we conclude by greater confidence in the hypothesis and sub-hypotheses of departure, which led to propositions of economic policies

Correr, saltar, lançar, dialogar :uma reflexão sobre corpo e aprendizagem nas aulas de educação física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Corpo e escrita: linhas e entrelinhas da produção de conhecimento em sala de aula

Body and writing: Lines and between-lines of production of knowledge in the classroom it is an ethnographic research, longitudinal character, based on experience while experienced educator of the Escola Municipal Professor Amadeu Araújo, located in the city of Natal-RN, from which are made reflections about texts written by students who have distorted age/education level, in the process of literacy. Here as initial goal: to discuss the production of students writing as a process body, considering the record of experiences and the impressions they have made during the teaching process. We initially by a conception of phenomenological body, by understanding it in its complexity, a phenomenon that is made from its relationship with the world and with the Other. The records examined were produced between the year 2000 and 2005 involving writings of 106 students, constituting a universe of 136 texts, from which, delimited a corpus of 27 texts. The relevance with respect to the theme and recurrence in which they were detected, were up to elements that allowed a systematization methodology, defining the following units of analysis: Body, written in everyday; body, written and sexuality; body, written and enjoyment poetics; body, writing and other stories. We used the techniques of search, participant observation, based on the actions and interactions body expressed during the experiment and the analysis of documents that consisted of students in the texts and secondary sources, among them, the records of daily class, reports and projects developed, as well as reports of my pedagogical practice, as a researcher inserted in the investigative process. The experience developed, showed a writing school able to express nuances of human complexity, showing that learning is made in the action body, crossed by various forms of language and pointing to the relevance of a pedagogical work able to articulate the dialogue between the written and registrations body of the students, as subjects of learning

O lugar pedagógico da educação física na educação infantil: saberes (re)construídos na formação continuada do PAIDÉIA/UFRN

The present study aimed to investigate the overview of teachers in continuing education program who work in kindergarten, about the continuing education developed by the Paideia/UFRN through the Course of Specialization in Art Teaching and Physical Education in Childhood, having as key focus, the knowing / doing related to physical education in Childhood. From this general goal, it was elected some specific objectives as: to know the interests and expectations that motivated the teachers to participate of that referred training; the evaluation by teachers on regard of the continuing education proposed: boosters factors for possible changes in teaching activities regarding the practice of teaching physical education in kindergarten. The methodology took the principles and techniques of qualitative research strategy and the characteristics of descriptive and interpretive strategy. The locus of this research was the Course of Specialization in Art Education and Physical Education in childhood, having as the citizens of this research twenty three teachers taking that specialization course. For building and systematization of the data, we used the following tools and procedures: a questionnaire, a semi structured interview and documents analysis. The data was constructed based on the technique of content analysis, focusing the reflections and speech of the teachers about the creation of new meanings and senses for the knowing / doing in Physical Education. It was found, among other results, the need and quest for improvement of teacher education, in order to improve educational practice. It was also evident that the situations of dialogues (interactions with peers, with their professors and other professionals in the related area or not) were mentioned by most teachers in the course as a relevant moment of redefinition of knowledge. In relation to Physical Education, it was found that participation in the course of specialization provided the recognition of teaching practice of physical education as part of the curriculum and the importance of inclusion of its specificities in their educational planning. From these elaborations, we come to the conclusion that knowing the perspectives of the teachers about continuing education can contribute to the theoretical and methodological discussions in teachers education and the creation of new actions - projects and programs of continuing education constructing increasingly ways towards a successful teacher formation, able to provide new forms of acting in the educational context

Apropriação da escrita por crianças em contextos sociais adversos

O presente trabalho tem origem em nossas vivências como professora alfabetizadora na escola pública em contextos de periferias urbanas, o que nos levou ao envolvimento com questões relativas à (não)aprendizagem das crianças em seu processo de alfabetização. Por outro lado, a inserção na vida acadêmica nos aproximou de perspectivas de compreensão dos processos de aprendizagem e desenvolvimento das crianças, bem como do papel que o meio sociocultural tem nesses processos. Dessas experiências, emergiram os questionamentos que guiaram nossa investigação: em que contextos/situações crianças que vivem em um meio socialmente adverso se apropriam de conhecimentos acerca da linguagem escrita? Onde, com quem, como e o que aprendem as crianças de tal meio sobre a escrita como prática cultural? Tendo como objeto de estudo os contextos/situações em que crianças que vivem em contextos sociais marcados por condições adversas de extrema pobreza se apropriam de conhecimentos pertinentes à linguagem escrita, definimos, como objetivo, Analisar contextos/situações (intra e extra-escolares) em que crianças que vivem em um meio social adverso interagem e se apropriam de conhecimentos pertinentes à linguagem escrita. O campo de estudo foi a comunidade Frei Damião, localizada na periferia do município de Caicó, RN, originária de um lixão e reconhecida na região por ser economicamente carente, com alto índice de analfabetismo e baixíssimo nível de qualidade de vida (escassez de condições sanitárias, serviços públicos de saúde, saneamento e segurança, dentre outros próprios de meios urbanos). Assumindo os princípios da pesquisa qualitativa e as características de um estudo de caso, tomamos como sujeitos do estudo, nove crianças, com idades entre sete e oito anos, residentes na comunidade e estudantes da escola no segundo ano do Ensino Fundamental. Além das crianças, foram também considerados como sujeitos, suas mães, a diretora e duas funcionárias da escola. Os dados foram construídos a partir de entrevistas semi-estruturadas, questionários e anotações em diário de campo. Da sistematização desenvolvida com base nos princípios da análise de conteúdo emergiram evidências de que, mesmo vivendo em um ambiente marcado pela escassez de bens materiais, como de práticas e materiais escritos, as crianças constroem conhecimentos significativos sobre a escrita, apresentando níveis avançados de conceitualizações sobre o funcionamento do sistema alfabético. Tais construções resultam de interações em que se envolvem em diversos contextos intra e extra-escolares em sua comunidade nos quais são mediados, tanto por seus pais, em suas casas, como pela professora, na escola. Mesmo analfabetos ou com pouca instrução escolar, verificou-se que os pais inserem as crianças em processos de letramento e alfabetização ao valorizarem a escrita e seu aprendizado. Enquanto contexto de interação e apropriação de conhecimentos destaca-se, na comunidade, a escola e suas práticas. Mediante parcos recursos e limites, a professora cria situações de aprendizado do funcionamento do sistema de escrita e de habilidades textuais, aproximando as crianças da escrita como linguagem. Esses resultados apontam para a necessidade de reflexões e reformulações acerca das possibilidades da escola pública na promoção de educação de qualidade para as crianças de meios populares

Educação - Corporeidade - Lazer: saber da experiência cultural em prelúdio

In the passage of life, the labyrinth of songs and corners are propitious ways for a better comprehension, perception and incorporation of learnings that emerge from our subjectiveness in a magic caught by senses. Eyesight, taste, hearing, touch and smell in communication with the world, put us in front of cultural diversities. The ludicity accumulated by experiences promote the flow of hilarious and concrete discoveries that express themselves in work and leisure demonstrations. Such reflections emerge indicators to the problematic construction centralized in the incorporation of cultural experience knowledge to the formation process and professional interventions in this rule and area. From this significant problematic, aiming to deepen studies, we favored leisure as field of investigative production in full expansion. This, for sure, was an exercise of qualification that guided us through meander of education and made us dip into studies about the corporeity. A research in which the scenery was painted and constructed with the complicity of the culture lived with shine, colors, rhythm and drummings of one of the most present cultural cycles: carnival. Recognized as a stimulant for beauty, participation, socialization, and helped us to enter in the essence of gestures and expressions of corporeity, to think, elaborate and socialize a critic-scientific knowledge which, appropriating from the rhythm of colors, of sounds, of tonalities, of senses and of meanings impregnated in the web of life. All these things seduced the researcher, making imagination flow amid ludic-creative dialogues with the imaginary of researchers creation and production in the rule and area of leisure, education and corporeity. Option that made us outline as objective to investigate and interpret how leisure teachers-researchers, from their studies, researches and interventions, locate and incorporate the knowledge from cultural experience to the formation process and intervention of professionals in this rule and in this area, emphasizing the contributions from this knowledge to fence and qualify this praxis. So, as living each cultural scenery, each epistemological contribution was feeding the production with images of the different versions of the Brazilian breedings, creating and raising expectations and new discoveries and newcomers. With the seriousness of a scientific study, we lived an xxiii academic experience with complex intensity, rigor and coherence, eliminating, step by step, the risks and limitations always present in a work of this magnitude. However, we weren t, even for one moment, alone. Our epistemic regard always maintained mediated by the principles of a methodological approach - the Etnomethodology, that while central guide provided us clues to unveil the lived world by our people-playful , in a universe of 15 members, that allowed themselves to comprehend, comment, analyze. This way, grasping the object in interactions arised and provoked by narrative interview, it was systematically dialected by (re) interpretation of images and formulations of people-playful, enriched by their beliefs, myths, conceptions and rituals inherent to knowledge from cultural experience, which each one attuned with Brazilian and international history, in a mixture of senses echoed from songs and tales. Inspired in drummings and percussions, clothing and choreographies of gestures and expressions, in mixtures produced in unit interactions in the multiplicity shown as necessary requests to the totality of life, with ludicity the rescue of the past, the conquest of present and the construction of future was the axle guide. This rich process of scientific creation made us realize that is possible qualify and empower the praxis in the rule and area of leisure incorporating the knowledge from cultural experience. What also becomes possible is the recuperation of objective revolutionaries and changing conditions of praxis itself with the view of strengthening and triggerment of vital elements in the rule and area of leisure. We also reaffirm that from this praxis emerge elements necessary to human formation in plenitude, by the appropriation of knowledge that guide the facing of challenges of a complex and plural world that valorize education, corporeity and leisure

Podcast na educação brasileira: natureza, potencialidades e implicações de uma tecnologia da comunicação

This thesis aims to build a panoramic analysis with the intention of providing the theoretical initial a thought articulated educational of podcast, a technology orality distributed demand. This joint search considering the various spheres that educational technology in Brazilian use, both in school and non-school contexts, including scenarios and distance. This study unites questions addressed piecemeal in the area to new perspectives about the podcast, in order to characterize its nature, examining such technology from a perspective of educational technology itself, as well as unveiling its main potentials and implications. The survey was conducted from the combined use of quantitative and qualitative categories, with emphasis on the last one. The method of participant observation was followed by immersion of the researcher in the audience groups of Brazilians podcasts. Data collection with sources held in non-school contexts, from a look at targeted interactions given the blogs of Brazilian productions, as well as from open-ended interviews with producers - made online - besides giving themselves from the hearing itself about five hundred podcasts of Brazil. In the school context, the research focused on a literature review of the literature of the study area. Were added to the corpus described statistics derived mainly from "Podpesquisa 2009," Numerical major survey on the use of podcasts in Brazil. The articulation and analysis of the collected data, we used the concept of Education Paulo Freire (1971, 1987), so that, understanding it as synonymous to communication - understood this concept in Freire - were able to reveal the various ramifications educational podcast Brazilian atmosphere permeated by a dialogic between its participants. Moreover, the ideas of Célestin Freinet (1998) about the cooperation, while education practice, conducted the analyzes productive technology addressed in this work. The philosophical thought of Andrew Feenberg (2003) on the notion of "technologies" buoyed technological design elaborate. Such consideration provided the foundation for the reflections and proposals offered in this study, which, in the characterization of the oral nature of the podcast - especially their version for the deaf - appropriated the placements Luis Antonio Marcuschi (2001) about the relationship between orality and writing. In addition to these references, several other authors were considered, dealing with issues that pervade the theme here delimited, contemplating discussions on topics such as educational interest, online production, inclusive education, among other aspects. At the end, there was the podcast as a technology, while still reproducing social asymmetries Brazilian fairly directed at promoting mitigations hierarchical and open production in digital orality promotes. In view of its technical and educational implications in national use, the technology study has revealed potential relevant to the sophistication of teaching practices with orality, in various contexts, and proved adequate to serve as a motto to the revision of school practices, to even the very role of the school. This, by the prospects unveiled here, can, through the podcast, mitigate their questions reproductivist to constitute themselves as under privileged communication, boosted by critical rescue and sophistication of management through the most basic education component: speech

Diferentes dietas e pesos ao abate na produção de órgãos de cordeiros

O experimento foi conduzido com o objetivo de avaliar os pesos e porcentagens de órgãos em relação ao peso vivo ao abate (PVA), ao peso de corpo vazio (PCV) e ao peso total dos órgãos (PTO) de cordeiros inteiros 1/2 Ile de France 1/2 Ideal confinados, recebendo dietas com relações volumoso:concentrado de 50:50 e 30:70 e abatidos aos 30 ou 34 kg. Os parâmetros mensurados foram: língua, pulmões com traquéia, coração, fígado, pâncreas, timo, tireóide, adrenal, rins, testículos, baço, diafragma, bexiga, pênis e glândulas anexas. Os resultados obtidos revelaram diferenças entre os pesos ao abate nas porcentagens de língua, coração, pulmões com traquéia, diafragma, pâncreas, tireóide, baço e glândulas anexas em relação ao PVA; nas porcentagens de língua, pulmões com traquéia, fígado, pâncreas, baço e glândulas anexas em relação ao PCV e nas porcentagens de pulmões com traquéia, fígado, pâncreas, tireóide, baço e glândulas anexas em relação ao PTO. Dietas com diferentes relações volumoso:concentrado afetaram apenas as porcentagens de pâncreas em relação ao PVA, ao PCV e ao PTO. Verificaram-se interações entre relação volumoso:concentrado e peso vivo ao abate nos pesos dos pulmões com traquéia, fígado, pâncreas, tireóide e glândulas anexas.

Formação continuada e representação social: implicações para a educação inclusiva

This study is part of the line of research on Teacher Education, circumscribed to the Graduate Program in Education of Federal University Rio Grande do Norte. In it, we have a qualitative research, whose object returned to the influence of continued education in social representation of inclusive education of Elementary School teachers. The same was done in an Elementary School of Cruzeiro do Sul city (Brasil/Acre) and performed with the participation of 11 teachers. We assume that thinking a continuing education inclusive presupposes reflect on the redefinition and resignification of practices undertaken by the teacher. Therefore, the teacher education is conceived as a continuum in which the teacher will be graduating in forming, shaping their way of being in social situations. We argue that in the context of interactions, we are going to reconstruct social representations that guide actions and attitudes about the objects that have meaning for the group. It was with the aim of identify the influence of these social representations and at the same time submit a proposal for continuing training in structured formative needs teachers who made use of collaborative action research. Since we believe that this can either meet the assumptions of a research and vocational training to enable that researcher and other teachers, collectively, problematizing situations of practice and, at the same time able to intervene in the same it. As procedures for obtaining information and analysis of the data, we performed, respectively, semi-structured interviews (individual and collective); reflective studies sessions and the analysis of content. The path of research revealed two social representations integrated one of inclusive education and another for student with disabilities. We noticed that although the teachers criticize the character sealed and limited of continued education courses that have frequented, reveal social representations of inclusive education and students with disabilities based on theories and concepts originated from such courses. As a result, represent inclusive education as an "education for all" and student with disabilities as someone "abnormal, different, but able to learn something . It is possible to state that from the moment the teachers approched theories about the principles of inclusive education and on the possibilities of student with disabilities took new discourses, and showed signs of change in the social representations before presented. In addition, we evidenced in this production that a proposal for training within the school, fomented by the needs teachers and having as methodology to collaborative action research, provides the (re)construction of collective knowledges and practices, sharing of experiences, hopes, discoveries and concerns and the development of cooperation and attitude for the (re)development of strategies to overcome the difficulties present in everyday teaching

O estágio supervisionado como contexto de formação docente específica para educação infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

INTRAOCULAR TRANSMISSIBLE VENEREAL TUMOR IN A DOG

Tumor venéreo transmissível (TVT) é uma neoplasia de células redondas que acomete a mucosa genital externa de cães, machos e fêmeas. A transmissão decorre da implantação de células tumorais durante o coito, brigas ou interações entre animais portadores e susceptíveis. Existem relatos referindo-se a localizações atípicas do TVT, mas metástases raramente ocorrem. O presente relato descreve um caso incomum de TVT, com acometimento intra-ocular e metástases nos linfonodos ingüinais, num cão Terrier Brasileiro, com seis anos de idade. O animal apresentava massas anormais de tecido no olho direito, extremidade do pênis e aumento de volume de linfonodos da região ingüinal. A histopatologia do globo ocular e as citologias da massa peniana e dos nódulos subcutâneos evidenciaram aspectos citológicos semelhantes, caracterizados por células redondas com núcleo grande e nucléolo proeminente localizado centralmente. O citoplasma apresentou-se pálido e com presença de vacúolos pequenos e arredondados. O diagnóstico de TVT com acometimento intra-ocular e metástases em linfonodos foi baseado nos achados clínicos, citológicos e histopatológicos.