Estudo do perfil térmico de fornos do tipo "caipira" utilizados pelo setor de cerâmica vermelha em parelhas na região Seridó-RN

The present study aimed to characterize the thermal profile of wood fired oven used by the red ceramic industry in Parelhas, in the Seridó region/RN, aiming to propose structural interventions that can contribute to increasing productivity and product quality, optimize wood consumption and mitigate existing losses during the burning process. The study was conducted at Cerâmica Esperança in the city of Parelhas -RN, Brazil, during the period from August 2012 to September 2013. Four treatments were performed with three replicates, ie, with, a total of 12 experimental units (burnings). In the first stage 4 treatments were performed with three replicates, totaling 12 experimental units (firings). In the second stage 2 treatments were performed with three replications, totaling 6 experimental units (firings). The physical characteristics of the wood were analyzed using standard NBR 11941 and NBR 7190 for basic density and moisture, respectively. The clay was used as a reference parameter for distinguishing treatments. For both the analysis and characterization was carried out using techniques of fluorescence X (XRF) rays, X-ray diffraction (XRD) analysis, particle size analysis (FA). In the first and second stages were monitored: the time during the firing process, the amount of wood used at each firing, the number of parts enfornadas for subsequent determination of the percentages of losses, but also product quality. To characterize the thermal profile of the oven, we measured the temperature at 15 points scored in the surface charge put into the oven. Measurements were taken every 30 minutes from preheat until the end of burning, using a pyrometer laser sight sighting from preheating until the end of burning. In the second step 12 metal cylinders distributed on the oven walls, and the cylinder end walls 8 of the furnace 2 and rollers on each side walls are installed equidistant to 17 cm from the soil and the surface 30 of the wall are installed. The cylinders distributed on the front were placed 50 cm above the furnace, and the base of the oven 20 cm distant from the ground. 10 also thermocouples were installed, and five thermocouples distributed 1.77 cm above the combustion chambers, and one thermocouple on each side, and three thermocouples in front of the oven. We carried out the measurements of the temperatures every 1 hour during the burning two hours in cooling the cylinders with a pyrometer and thermocouples for dattaloger. These were fixed with depth of 30 cm from the wall. After statistical analysis it was found that: the thermal profile of the furnace surface and at different heights was heterogeneous; and the ranges of density and moisture content of wood are within recommended for use as an energy source standards. We conclude that even at low temperatures reached during firing there was a significant production of good quality products, this is due to high concentrations of iron oxide and potassium oxide found in clay, which lowers the melting point of the piece. The average burn time for each step varied 650-2100 minutes wood consumption was on average 20 m3, product quality was on average 16% of first quality, 70% second, third and 5% to 10% loss . The distance between the wire and the surface of the oven was a significant parameter for all treatments, but with different variations, meaning that the wire should not be so generic and unique form, used as a criterion for completion of the burn process. The central part of the furnace was the area that reached higher temperature, and in a unified manner, with the highest concentration of top quality products. The ideal temperature curve, which provided the highest quality of ceramic products was achieved in the central part of the furnace

Jovens assentados, jovens estudantes, jovens professores: juventude em assentamentos rurais do RN

This work discusses how schooling processes can contribute to young settlers resignify their relationship with rural settlements where they live. We want to understand youngster s place, his relationship with local community, social movements and their acting, after formation, at their localities. Thereunto, we tracked a group of students of Land Teaching Course, developed through a partnership between UFRN, INCRA and MST in the years 2004 to 2007. We observed their trajectories, the learnings provided by the Course and how Formation Centre experiences contributed to their agent conditions, offering them choice opportunities on different fields. We understand that formation process enabled them to have individual gains, widening their range of choices, while have contributed to development of areas in which they live, from their collective action. Social practices experienced in collective environment, combined with education access, provided a set of knowledge. These learnings have enabled youngsters to assume positions in participation areas which have been opened at school, while teachers, at social movements and at associations that manage the settlements

Perfil eletroforético de proteínas séricas do sangue do cordão umbilical de cães

A importância do estudo do sangue do cordão umbilical (SCU) tem sido verificada pela presença de células-tronco hematopoéticas no SCU humano. O modelo experimental em cão tem propiciado informações importantes nos transplantes em humanos. Entretanto, apesar da importância do SCU e do modelo experimental em cães, não existem estudos sobre a eletroforese de proteínas séricas do cordão umbilical canino. No presente protocolo experimental, foi feita a colheita de SCU de 20 neonatos caninos, o qual foi utilizado para o fracionamento eletroforético de suas proteínas. Os valores médios absolutos obtidos para proteínas séricas totais, albumina, alfa, beta e gamaglobulinas no sangue do cordão umbilical de cães ao nascimento foram 3,09±0,59; 1,51±0,38; 0,87±0,17; 0,68±0,12 e 0,03±0,01, respectivamente. Todos os resultados apresentaram-se abaixo dos níveis reportados para animais adultos, devido à passagem das proteínas e suas frações ocorrerem principalmente através do colostro e pela imaturidade hepática. em todos os traçados eletroforéticos do SCU de cães, foi observada uma pequena curva entre alfaglobulina 2 e betaglobulina 1, não relatada no soro de cães adultos. Portanto, neste experimento, foram observadas diferenças quantitativas no traçado eletroforético das proteínas séricas do SCU de cães, ao nascimento, diferindo-os, neste particular, de cães em diferentes fases da vida pós-colostral.

Família, aluno e professor: as forças tipológicas da educação básica na região metropolitana de Natal

This work was developed in the research line: "The habitus of study: builder of a new reality in the basic education of metropolitan area Natal" which is being developed with the support of CAPES by the Centre for Education. Acts, especially the problem of academic performance of students in basic education of the public in the Metropolitan Region of Natal (RMN). Thus, the aim of this paper is to construct a typology of students in the 9th year of basic education, attending the public schools (state or municipal) of MRN, 2009, and assess, according to these profiles, what personal characteristics student and their families: economic, social and cultural capital as well as teaching practices create environments capable of favoring a good educational development as measured by the performance obtained in the assessments in mathematics and English language. The data used were provided through the microdata Brazil Exam 2009 held by INEP. We used the methods Grade of Membership (GoM) for construction of profiles relevance of students according to the characteristics already mentioned. With these profiles was verified, which were effectively generating good performance in school curriculum components evaluated. The findings indicate that students belonging to the profile considered good environment, able to achieve better school performance both in Portuguese as in Mathematics, compared to the extreme profiles and adverse deficit

Perfil eletroforético do proteinograma sérico de eqüinos com obstrução experimental do cólon menor

Avaliaram-se as alterações do proteinograma sérico de eqüinos submetidos à isquemia e reperfusão do cólon menor por distensão intraluminal. Foram utilizados 10 animais submetidos à laparotomia pelo flanco, em posição quadrupedal, para a indução de obstrução no cólon menor durante um período de quatro horas. Cinco animais foram instrumentados, mas sem distensão (grupo controle - G1). em cinco outros animais, foi realizada isquemia mural por distensão do cólon menor via manguito inflado com 40mmHg (grupo distendido - G2). Foram colhidas amostras de sangue antes da intervenção cirúrgica (M1), com 4 horas da colocação do manguito (M2) e com 3 horas (M3) e 12 horas (M4) de reperfusão. Após centrifugação e fracionamento das amostras, as proteínas de fase aguda foram separadas por eletroforese em gel de poliacrilamida contendo SDS-PAGE, e suas concentrações determinadas por densitometria computadorizada. Foram encontradas 19 proteínas no fracionamento eletroforético, com peso molecular variando de 185.000 a 14.000 Daltons (Da). Os pesos moleculares encontrados, correspondentes às proteínas mais conhecidas, foram ceruloplasmina, 130.000 Da; proteína C-reativa, 122.000 Da; transferrina, 85.000 Da; α1-antitripsina, 61.000 Da; haptoglobina, 47.000 Da; e glicoproteína ácida, 40.000 Da. Os resultados mostram que proteínas de fase aguda se alteram após o trauma cirúrgico.

Hemograma e perfil bioquímico sérico, inclusive hemogasométrico, de bezerros infectados experimentalmente com Salmonella Dublin

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

Perfil radial e uniformidade de precipitação do aspersor NaanDanJain 427, em função da regulagem do defletor

The study aimed to evaluate the radial profile and the uniformity of water distribution of sprinkler manufactured by the company NaanDanJain, model 427 1/2 '' M and nozzle with 2.8 mm of internal diameter, operating at pressures of 150, 200, 300 and 400 kPa and five positions of the deflector (0, 20, 50, 80 and 100%). For the determination of the parameters evaluated, the grid method was used and with the help of computer application CATCH 3D, overlapping layers of water depths was calculated with ten spacing. The results show that the deflector adjustment influences the radius of wetness and the distribution profile while the uniformity of water application showed as an important mechanism, since it permits different behavior for the sprinkler, ensuring wide track of utilization of the equipment.

Caracterização do perfil de deposição e do diâmetro de gotas e otimização do espaçamento entre bicos na barra de pulverização

A escolha e o uso adequado de pontas de pulverização são essenciais para a correta aplicação de produtos fitossanitários, sendo, portanto, indispensável o conhecimento de suas características. Este trabalho teve o objetivo de caracterizar o perfil de distribuição e o diâmetro de gotas, oferecendo dados para otimizar o espaçamento entre bicos na barra de pulverização. Foram avaliados os perfis de distribuição da ponta de jato plano Teejet XR 110015 VS, a 0,50 m da altura da mesa de deposição, nas pressões de 200 e 300 kPa, e o diâmetro das gotas pelo método de difração de raios laser. As distâncias máximas foram de 0,85 m, calculadas para um coeficiente de variação (C.V.) aceitável para as pressões de 200 e 300 kPa , com os respectivos valores de 9,52 e 9,58%. A distância ótima foi de aproximadamente 0,70 m, para C.V. em torno de 5%. Comparando as pressões, houve diferença significativa para DV0,1 e DV0,5, não havendo diferença para o DV0,9. Embora o aumento da pressão tenha provocado diminuição do tamanho das gotas, não houve diferença significativa de uniformidade entre as duas pressões de trabalho avaliadas. Concluiu-se que o espaçamento máximo entre bicos na barra não deverá ser maior que 0,85 m e que o DV0,5 diminui com o aumento da pressão de 200 para 300 kPa, porém sem alteração significativa da uniformidade de diâmetro de gota.

Anticorpos contra Leptospira spp em bovinos leiteiros vacinados com bacterina polivalente comercial: perfil sorológico frente a dois esquemas de vacinação

Mediante a utilização da prova de soroaglutinação microscópica (SAM), foi pesquisada a indução de anticorpos contra leptospira em bovinos vacinados com uma bacterina polivalente comercial. Procurou-se avaliar a resposta sorológica homóloga frente a dois esquemas de vacinação. Os animais utilizados foram fêmeas adultas em produção leiteira oriundas de seis propriedades da região noroeste do Estado de São Paulo. Vinte animais de cada propriedade foram escolhidos após três exames sorológicos com 24 sorovares de leptospiras com intervalo de 20 dias, através de triagem sorológica com 24 antígenos de leptospiras. Os grupos foram constituídos de animais não reagentes (I, II e III) e animais reagentes (IV, V e VI). Posteriormente os animais foram subdivididos em grupos controle (I e IV), os que receberam somente uma dose de vacina (II e V) e que receberam duas uma doses de vacina com e dose de reforço após 30 dias (III e VI). Os animais foram monitorados por meio da SAM nos dias 0, 15, 30, 45 e 60 após a primeira aplicação da vacina. Os resultados obtidos revelaram que não houve diferença significativa (p>0,05) entre os animais vacinados e não vacinados. Não houve diferença significativa (p>0,05) nas respostas de títulos vacinais com relação ao perfil sorológico apresentados pelos animais. A vacinação com reforço apresentou melhor desempenho e a indução produção de aglutininas somente ocorreu contra os sorovares hardjo, wolffi, icterohaemorrhagiae e pomona. Há a necessidade de maiores estudos sobre o poder imunogênico da vacina utilizada no experimento.

As ciências da educação e a prática: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Teorias implícitas dsos estudantes de Pedagogia sobre a docência nos anos iniciais do ensino fundamental

Esta tesis (desarrollada en la Base de Pesquisa, Formação e Profissionalização Docente da UFRN) concentra su ámbito de interés en el problema de la formación, de la profesionalización del pensamiento del profesor, buscando investigar las Teorías Implícitas de los estudiantes del Curso de Pedagogía sobre la docencia en los años iniciales de la Enseñanza Fundamental. La emergente necesidad de términos acceso a las Teorías Implícitas de estudiantes de Pedagogía (futuros profesores) sobre la docencia en los años iniciales de la Enseñanza Fundamental, a través de un instrumento de pesquisa que posibilite su aplicación en varios contextos formativos para contribuir con su proceso de profesionalización docente, constituye el problema analizado. La pesquisa tiene como objetivo elaborar un instrumento investigativo para estudiar las Teorías Implícitas de los profesores sobre la docencia en los años iniciales de la Enseñaza Fundamental. La complejidad del estudio nos ha llevado a integrar diferentes procedimientos metodológicos, según orientación del paradigma sociocultural, tales como: estudios exploratorios, a través de la revisión bibliográfica de la literatura especializada y técnica de trabajo creativo en grupo; técnicas normativas y psicométricas. A través de los estudios exploratorios identificamos y configuramos tres teorías profesionales de la docencia en los años iniciales de la Enseñanza Fundamental, las cuales presentan una importante relación con el Estado: la docencia como actividad laica, la docencia como actividad técnica y la docencia como actividad profesional. Para la configuración de la teorías, definimos siete subdominios estructurales de la docencia: función docente, concepción de aluno, contenidos de enseñanza, gestión de aula de clase, proceso formativo, condiciones de trabajo y naturaleza del grupo profesional. El cuestionario normativo ha sido el instrumento orientado para investigar las representaciones de los estudiantes a nivel de conocimientos establecidos y reglamentados por la cultura, como condición básica para investigar sus Teorías Implícitas sobre a docencia. El estudio ha constatado que los subdominios determinados para la comprensión del objeto de estudio están presentes, de manera reincidente, en la literatura especializada como los son representativos en las identificaciones de los estudiantes investigados. Hemos concluido que las teorías configuradas para caracterizar la profesión docente en los años iniciales de la Enseñanza Fundamental hacen parte de la estructura de conocimientos de los estudiantes sobre la docencia, aunque los enunciados de las teorías, como actividad laica y como actividad técnica, no presente índice de tipicidad y de polaridad muy significativo cuanto aquellos relativos a la teoría de la docencia como actividad profesional. Las Teorías Implícitas de los estudiantes enseñan que ellos comparten elementos o rasgos de todas las teorías de la docencia, aunque se revelen más predispuestos a la docencia como actividad profesional. El estudio orienta la aplicación del cuestionario reglamentado a un grupo de profesores actuantes en el nivel de enseñanza en cuestión, para que averigüemos si los enunciados que hacen parte de la estructura de conocimientos de los profesores son los mismos que componen la estructura de conocimiento de los estudiantes, de modo a fortalecer la validación de nuestro instrumento de pesquisa

As Ciências da Educação e a prática pedagógica: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Custo social de oportunidade na trajetória de acesso ao ensino superior: o caso dos ingressantes na UFRN nos vestibulares de 2006 a 2010

Access is a problem of higher education in Brazil that has existed since the formalization of this has occurred since the installation of the Portuguese court in Brazil in 1808. Only 10% of young people between 18 and 24 years of age attending this level of education in 2000, arriving in 2010 just 15%, far from that determined the National Education Plan in 2001, triple that percentage by the year 2010. In addition, a majority of seats of public HEIs is populated by students from the private network, especially in high-demand courses. In this context, this study aims to identify the costs related to the trajectories of students who were successful in the vestibular UFRN editions from 2006 to 2010. Presents an overview of higher education in Brazil, a brief history of vestibular, as well as new forms of access, and some of the policies to expand such access, highlighting the argument Inclusion UFRN. Focusing on the theme of the paper presents the concepts of opportunity costs and social. After collecting data through a questionnaire and consultation of databases COMPERVE was developed to search for a descriptive and analytical, with the participation of 3,995 students, of whom 1642 (41.1%) had completed secondary education in schools public, and 2,078 (52%) in private schools. The profile indicates that 90% are single, about 50% are 21 years of age, are white and female. In the course of preparation for college entrance exams, 80% chose the course during or after completion of the last year of high school, and almost 70% said they had started preparing at that time. Findings related to the costs involved with this preparation indicate that, in most cases there were school fees and disbursements and workshops, and the purchase of books and other materials, with parents primarily responsible for this cost, the amount disbursed each month was up $ 300 for 64% of respondents and only 7% of them exceeded $ 1,000, the major non-financial costs were characterized by the following resignations: job opportunities (24%) or temporary work (20%) courses of languages (26%), leisure activities (48%), leisure travel (43%), and parties and / or shows (54%). Of social investments by the government, stand out in the tax waiver scholarships for study in private institutions, grant exemption from the registration fee of vestibular, the preparatory courses UFRN, and seminars by COMPERVE / UFRN with networks of high school. From the junction of the opportunity costs (private costs) and social costs (public costs), a new concept: the social opportunity cost, which measures the combined efforts of families and government to finance the opportunity to access higher education of an individual. This concept can and should be incorporated as a strategic vector for the sake of democratic university, which reflects the social model that is sought

A representação social de disciplinas didático-pedagógicas no contexto da formação inicial docente: um entremear de saberes

We seek, through this study, to analyze about social representation that the students of licentiate degree course of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN - have about didactic-pedagogical subjects. We utilize the Social Representations Theory (MOSCOVICI, 2009; 2012; JODELET, 2001) as a theoretical and methodological contribution and as aim, we identify this social representation and understand how it is influenced by the formation of these undergraduates. So we developed the research under the seven undergraduate classroom courses offered by IFRN, namely: Biology, Spanish, Physics, Geography, Computer Science, Mathematics and Chemistry, covering units located both in the capital and in the countryside. While methodological approach we used the Procedure of Multiple Classification (PMC) - (ROAZZI, 1995), whose realization requires a set of words achieved through of Free Technique of Words Association - FTWA - (ABRIC, 1998). For this realization we have a total of one hundred twenty (120) participants, with thirty (30) in FTWA and other stage in the realization of free classification and directed that correspond to the MPR. Achieved the empirical data, we use the analysis of content (BARDIN, 2011; FRANCO, 2007) and multidimensional (ROAZZI, 1995) for the course of his interpretation. Finally, we identify the social representation of didactic and pedagogical subjects centered around the idea that it is through these subjects that can achieve the profile of "good professional" as one who gathers knowledge and attributes required for the full development of teaching involving capabilities it and characteristics that mark the sense of professionalism. Furthermore, we found that the anchoring social representation on the understanding that these disciplines "teach the teacher to be" in the image and its objectification of the "good teacher", ie, one that reaches through the training process and experiences, qualities that make it unique and able to carry full professional. Still see that the actions of the teacher trainer affects the way students perceive, assume and engage in the study of teaching and pedagogical subjects and it reflects significantly the social representation then created

Trajetórias de estudantes da rede pública que ingressam, permanecem e obtém êxito numa universidade pública

L accès et la permanence des étudiants à l université sont très présents dans les débats actuels relatifs à l'enseignement supérieur. De nombreuses mesures sont prises dans les politiques d'accès dans le but de réduire les inégalités et d'encourager les étudiants ayant moins de chances d'entrer dans l'enseignement supérieur, comme les étudiants issus de l'enseignement public, qui ont encore un niveau inférieur à celui souhaité. Lorsque ces élèves réussissent à terminer leurs études secondaires, passer l'examen d'entrée et réussir leur entrée dans l'enseignement supérieur ils se considèrent comme « victorieux ». Cette étude (pour le Master de l UFRN), développée au sein du groupe de recherche de la formation et professionnalisation des enseignants (PPGed / UFRN), vise à étudier la trajectoire des élèves issus des écoles publiques qui accèdent à une université publique. Nous avons interviewé 12 étudiants, six de l'Université fédérale de Rio Grande do Norte (UFRN) et 6 de l'Université d'État de Bahia (UNEB) inscrits à différents cours du premier cycle (Licence). Nous cherchons savoir comment s est déroulé leurs parcours au sein de l'Université, notamment en ce qui concerne la préparation aux examens d'entrée à l université (Vestibular) , la motivation du choix de cours, la première année à l'université, les habitudes d'étude, la relation avec l'apprentissage et les perspectives quant à l'avenir des élèves interrogés. Nous nous sommes référés aux travaux menés par Zago (2006), Ramalho (2003), Charlot (1997), Galland et Gruel (2009), Coulon (2008), Tinto (1993), Doray et l'équipe canadienne du CIRST (2009). L'entrée à l'université comporte un triple processus, institutionnel (formelles et informelles), intellectuel (composantes cognitives et académiques) et social (vie sociale au sein de l'université). L'étudiant entre à l'université et y trouve une nouvelle culture, de nouvelles connaissances et devra apprendre à être universitaire. Apprendre à surmonter le moment de l étrangeté et bien passer par le processus de l'apprentissage des règles, des codes de son nouveau statut et s accommoder de sa position d étudiant à l'université, arrive enfin, le temps d'affiliation, c'est à dire, le moment de l'admission où l'étudiant se sent comme un «vétéran», et qu il peut dire que les dangers de l'abandon sont passés et qu il pourra continuer son parcours avec succès. Cette étude vise à apporter des connaissances nouvelles sur les étudiants issus des écoles publiques, comme contribution au domaine des politiques d'accès et de permanence à l université et de soutien pédagogique au sein de cette institution