Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI

This study deals with Sociology teacher identity issues. This is done considering daily routines of Sociology grade school teachers in the city of Picos in the state of Piauí-Brazil. Thus, the research aims to acknowledge the manner the inter-relations between the teacher s know-how and the process of construction of the professional identity of these teachers occur. It is seen that the discipline of Sociology in this context brings out processes related to inclusion and exclusion once the subject of Sociology is distinguished as unstable in relation to other disciplines. However, in June 2008, the law included the Sociology as a discipline 11,684 mandatory on all high school series.The theoretical and methodological procedures of this research were based on an ethnographic qualitative nature research and enabled a documental analysis. In order to collect data, a semi-structured questionnaire was applied in collective and individual in four state schools in the city of Picos in Piauí. The analysis of the information was based in content analysis from the proposals made by Bardin (1997), and Franco (2008). The information was then organized in knowledge matrixes that allowed the identification of themes divided into two thematic axes: teacher education: the search for sense making in experience and the exercise of teaching as well as the Sociology grade school teacher s daily routine. The research enables the understanding of the senses the subjects have on their own activity since the work deals with concrete situations and experiences in the scholar context. These senses are considered relevant in order to enable a comprehension of the inter-relations that are established between the know-how and the construction of the identity on behalf of these teachers. Almost all of the interviewed subjects did not have a degree in Social Sciences and came from other backgrounds especially ones related to Education. Sociology teachers investigated almost in its entirety, do not have specific training in the social sciences, becoming teachers of Sociology by lack of school and to complete the work load. But, in spite of the difficulties experienced in the practice of the discipline all are in favour of its inclusion in high school. They have a clear vision, that through the work of the theoretical content of the discipline with the daily life of the students by using teaching strategies that add value to the relationship of knowledge that are prepared in society at large, to Sociology provides a critical analysis of the reality in which they are inserted

Objetos de aprendizagem e alfabetização: a proposição de um encontro

This study investigates the development of Learning Objects for the literacy of children. It aims to know based in the notion of literacy teachers the main factors of academic failure in literacy and researching in Brazil, as well as identify relevant activities in the literacy process of children to support the creation of a set of Learning Objects. Refers to an exploratory research, which is configured as a qualitative nature case study, inspired in part in an action-research described by Thiollent (2003), conducted with ten early grades elementary school teachers of a public municipal school in Parnamirim / RN. As methodological options for data collection uses questionnaires and focuses on the group of teachers, analyzing the data, referring back to the ideas by Szymanski (2001; 2008) and content analysis, guided by Bardin (2002). The development of Learning Objects, follows the steps of development suggested by Garrett (2000). Rules in its multidisciplinary theoretical reference and promotes a conceptual dialogue on: Literacy; Literacy School Failure; Pedagogical Practice in Literacy; Thoughts and Language; Multimedia and Hypermedia; Learning Objects. Perceives that the act of education in literacy as an act of love, courage and social interaction between individuals - educator and pupil, so there is ownership of the object of knowledge in the relations with the world and with the experience, through a pedagogical practice that assumes all different knowledges, the moral political ideal, the mindsets of the students, and can make use of teaching materials that supports the learning process and are consistent with the educational objectives (FREIRE, 1998; FREINET, 1976; VYGOTSKY, 1998; FERREIRO AND TEBEROSKY, 1985; JONASSEN, 2000; WILEY, 2001). Figures out, through the teachers' opinions, five reasons for school failure in literacy, three inside the school environment: teacher; academic assistant and principal; student, and two outside the school environment: parents/family; government and public management. Presents a set of Learning Objects, based on the constructivist thought, developed from the identification of activities considered relevant by teachers in literacy's teaching and learning process. Suggests the use of Learning Objects as pedagogical practice in literacy as a digital resource that supports learning and can trigger important cognitive processes for the acquisition of reading and writing skills in the school environment

A escola rural e o desafio da docência em salas multisseriadas: o caso do seridó norteriograndense

Uno de los principales desafíos colocados a la educación del medio rural está relacionado a la enseñanza de las escuelas rurales con salas multifacéticas. Estas comprehenden alumnos de diferentes comunidades, series, edades, aprendizaje y niveles de conocimientos. Son cursos heterogéneos, que tienen como característica central la diversidad. En muchas regiones rurales de Brasil, la educación escolar es organizada en cursos multifacéticos debido a las grandes distancias entre las comunidades y el bajo número de alumnos en cada serie/año. Es común encontrar a los que están en fase de alfabetización estudiando con quien ya sabe leer y escribir - y todos sobre la orientación de apenas una profesora, que necesita enseñar a partir del contexto y la cultura local. El punto principal a ser tratado en este estudio está relacionado a las prácticas ejercidas en la acción educativa de las profesoras que actúan en escuelas rurales con salas multifacéticas de la región del Seridó do Rio Grande do Norte, precisamente en los municipios de Caicó, Jardim do Seridó y Ouro Branco. Creemos que este es uno de los puntos centrales en la discusión sobre la organización de la educación en el medio rural con fuertes implicaciones para el atendimiento cualificado de la población en condiciones de escolaridad de ese medio. Las contribuciones de Werthein y Bordenave, Calazans, Paiva, Ramalho, Therrien y Damasceno, Leite, Passador, Molina, Arroyo, Nascimento, Hage, además de documentos oficiales del MEC, como cuadernos SECAD, Ley de Directrices y Bases de la Educación Nacional, Directrices Operacionales para la Implantación de la Enseñanza Básica de 9 (nove) años, Proyecto Base del Programa Escuela Activa, entre otros, fundamentaron el análisis sobre la escuela rural y el desafío de la docencia en salas multifacéticas en el contexto del Seridó norteriograndense. El estudio envolvió 24 (veinticuatro) profesoras y 06 (seis) profesionales de la educación que desempeñan sus funciones en los Centros Municipales de Enseñanza Rural (CMER). Los instrumentos de investigación empleados fueron cuestionarios y observaciones aplicados para responder a las siguientes preguntas: ¿cómo se estructura la escuela rural con salas multifacéticas? ¿Cómo las profesoras se posicionan sobre su trabajo en salas multifacéticas esto es, como las concibe en el contexto de la educación rural del Seridó? ¿Qué opinan sobre la formación recibida para actuar en salas multifacéticas? Las profesoras y los/las profesionales de los CMER poseen en general formación superior en pedagogía, sin embargo, presentan limitaciones delante de las situaciones surgidas en el día a día de la sala de clases. El estudio revela que son las deficiencias de las políticas sociales y educacionales de formación docente, el bajo apoyo didáctico-pedagógico, reforzadas por la ausencia de un plano de carrera que dignifique el trabajo docente en ese medio, que generan limitaciones en el desarrollo profesional del magisterio rural, claramente junto a los docentes que actúan en salas multifacéticas en los municipios investigados

Campo educacional e representação social da formação docente :o olhar dos agentes

Teaching formation has been the target of many changes, having been forged according to numerous formats and models through different times and spaces, composing thus, different codes and curricular proposals for different levels of qualification. We've tried in this work to pinpoint the main discussions which take place in the area of the teaching formation, based in the views of modern writers. We ve also tried, through the Social Representations Theory, to reveal and learn how the agents directly involved in this process realize and react, that is, the teachers who cope with the beginning stages of the Fundamental Teaching in the public school system in Natal/RN, taking into account that, in many cases, such formation demands the rethinking of the very formation policies. We've also adopted the concepts of field and educational field introduced by the praxiology of Pierre Bourdieu. It s been considered a fundamental theoretical reference which enables the understanding of social phenomena, both in macro and micro viewpoints. Thus, we do not neglect the whole, and particularly, the nuances of each context or specific situation. In the methodological track we ve used for data gathering the Free Word Association Test, and the Semi-Structured Interview, and also secondary sources for the characterization of the research spectre. Data treatment and analysis were performed with the help of the following software: SPSS Statistical Package for Social Sciences and EVOC; and the method of Content Category Analysis. The combination of the concepts and techniques mentioned above was necessary to cope with the qualitative and quantitative aspects, in our attempt to offer a wider range of contributions and outcome validations, which have shown, among other less explicit elements, the existence of a social representation of the teaching formation such as: knowledge theoretical and practical; a necessity imposed by the symbolical conflicts of the social field; capacitation and compromisse. We acknowledge the relevance of the thoughts discussed here, though aware that this is just one of the possible approaches to the theme

A educação escolar na comunidade negra de Sibaúma: a trajetória educacional da Escola Municipal Armando de Paiva

The black communities, nowadays known as quilombolas, have long been segregated in social and cultural distances in relation to other groups in the country. Gradually, the establishment of public policy has enabled the inclusion of these social communities in new instances, favoring the improvement of standards of learning. In order to know the route of the school in relation to its surroundings, this paper presents a reflection on the educational history of the Municipal School Padre Armando de Paiva, inserted in the context of afrodescendência (African descendants), in the community called Sibaúma, municipality of Tibau do Sul - RN, characterized as the object of this study. Methodologically, this study is limited in a descriptive research of the historical reconstruction of the school, a case considered worthy of analysis. From a reflection on the presence of African descent in Brazil and in Rio Grande do Norte, the study also presents information on education in Brazil. Finally, it presents the trajectories directed to the analysis of physical conditions, the dynamics of registration, and avoidance of repetition of its students and the qualifications of its teaching staff. Survey selected for analysis five-year academic periods, a series which began in the year nineteen eighty and ends in the year two thousand and ten

A história local e seu lugar na história: histórias ensinadas em Ceará-Mirim

This Researchis about history education and is directed toward the understanding of teacher practices in schools of the basic education in Ceará-Mirim, a city located in the state of Rio Grande do Norte. Its purpose is to understand the approaching forms of local history in 5ª to 8ª grade classrooms in the light of the recent innovations in the fields of the historiografy and education. The study was done with a view of investigating local history is being taught by teachers, as well as reflecting on the necessary conditions to the accomplishment of a teaching whose know how to make possible to break, on the one hand, with the limits of the narrow `local view`, and, on the other hand, with the globalized view, negating the local particularitities and especifications. Such questions had emerged as the understanding of what local history contents can constitute in a significant component in the production of school historical knowledge in 5ª to 8ª grade classrooms. History education is analyzed, considering the depositions of three teachers of Ceará-Mirim in reagard to its historiography conceptions and history as a school subject. This inquiry is of a qualitative nature and had as a main strategy of data construction from the interviews with the teachers. The analysis indicates the permanence of teacher practices who, even though presenting innovations, bring an implicit value hierarchy where the place or thematic places are not contemplated in the school contents or appear overwhelmed by general history and the Brazilian history, configuring itself as a hierarchical relation to problematic historical ones. Thus the necessity of having historical school knowledge, that considers the local especifications, without, however, ignoring the articulations with other spatial dimensions

A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil

This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Damásio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment

Política de formação continuada de professores :cenários, diretrizes e práticas

Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program

Relação entre as características químicas e o valor dos pêssegos comercializados pelo sistema veiling frutas Holambra em Paranapanema-SP

O valor de comercialização do pêssego é reflexo da demanda e de sua apreciação pelo consumidor. A compreensão da diferença de valor entre os frutos das diferentes cultivares e da sua relação com as características que determinam o gosto do fruto, torna possível o estabelecimento de uma estratégia de comercialização visando ao aumento no consumo e na receita do produtor, além de dar subsídios aos programas de melhoramento genético. Neste trabalho, foram avaliadas as características de gosto de duas cultivares, 'Douradão' e 'Tropic Beauty', e de duas séries de cultivares, 'Aurora' e 'Dourado', que são as cultivares de pêssego mais produzidas no município de Paranapanema, maior produtor do Estado de São Paulo. Trabalhou-se com os valores de comercialização do leilão reverso, ou veiling, da Cooperativa Agroindustrial Holambra, no período de maior oferta do produto, entre 15 de outubro a 15 de novembro de 2004. A caracterização do gosto dos frutos foi feita através da determinação dos conteúdos de sólidos solúveis (SS) e de acidez titulável (AT), e da relação SS/AT dos frutos comercializados no Entreposto Terminal de São Paulo da CEAGESP. As médias dos conteúdos de sólidos solúveis (SS) não se mostraram significativamente diferentes. A acidez titulável (AT) e a relação SS/AT apresentaram valores médios significativamente diferentes. A cultivar 'Douradão' apresentou a maior relação SS/AT, seguida das séries varietais 'Dourado' e 'Aurora' e da cultivar Tropic Beauty. As diferenças na relação SS/AT não determinaram diferenças significativas no valor dos frutos do mesmo calibre, nos quatro materiais estudados. O valor de comercialização dos produtos mostrou-se significativamente afetado pelos calibres.

Spatial variability of soil penetration resistance influenced by season of sampling

O objetivo deste trabalho foi analizar a distribuição espacial da compactação do solo e a influência da umidade do solo na resistência à penetração. Esta última variável foi descrita pelo índice de cone. O solo estudado foi Nitossolo e os dados de índice de cone foram obtidos usando um penetrômetro. A resistência do solo foi avaliada a 5 profundidades diferentes, 0-10 cm, 10-20 cm, 20-30 cm, 30-40 cm e mais de 40 cm, porém o conteúdo de umidade do solo foi medido a 0-20 cm e 20-40 cm. As condições hídricas do solo variaram nas diferentes amostragems. Os coeficientes de variação para o índice de cone foram 16,5% a 45,8% e os do conteúdo de umidade do solo variaram entre 8,96% e 21,38%. Os resultados sugeriram elevada correlação entre a resistência do solo, estimada pelo índice de cone e a profundidade do solo. Sem embargo, a relação esperada com a umidade do solo não foi apreciada. Observou-se dependência espacial em 31 de 35 séries de dados de índice de cone e umidade do solo. Esta dependência foi ajustada por modelos exponenciais com efeito pepita variável de 0 a 90% o valor do patamar. em séries de dados o comportamento foi aleatório. Portanto, a técnica das distâncias inversas foi utilizada para cartografar a distribuição das variáveis que não tiveram estrutura espacial. Na krigagem constatou-se uma suavização dos mapas comparados com esses das distâncias inversas. A krigagem indicadora foi utilizada para cartografar a variabilidade espacial do índice de cone e recomendar melhor manejo do solo.

Desenvolvimento de sistemas a base de tensoativos para recuperação avançada de petróleo

Petroleum is a complex combination of various classes of hydrocarbons, with paraffinic, naphtenic and aromatic compounds being those more commonly found in its composition. The recent changes in the world scenario, the large reserves of heavy oils and also the lack of new discoveries of large petroleum fields are indications that, in the near future, the oil recovery by conventional methods will be limited. In order to increase the efficiency of the extraction process, enhanced recovery methods are cited in applications where conventional techniques have proven to be little effective. The injection of surfactant solutions as an enhanced recovery method is advantageous in that surfactants are able to reduce the interfacial tensions between water and oil, thus augmenting the displacement efficiency and, as a consequence, increasing the recovery factor. This work aims to investigate the effects of some parameters that influence the surfactant behavior in solution, namely the type of surfactant, the critical micelle concentration (CMC) and the surface and interface tensions between fluids. Seawater solutions containing the surfactants PAN, PHN and PJN have been prepared for presenting lower interfacial tensions with petroleum and higher stability under increasing temperature and salinity. They were examined in an experimental apparatus designed to assess the recovery factor. Botucatu (Brazil) sandstone plug samples were submitted to assay steps comprising saturation with seawater and petroleum, conventional recovery with seawater and enhanced recovery with surfactant solutions. The plugs had porosity between 29.6 and 32.0%, with average effective permeability to water of 83 mD. The PJN surfactant, at a concentration 1000% above CMC in water, had a higher recovery factor, causing the original oil in place to be recovered by an extra 20.97%, after conventional recovery with seawater

Clones promissores de seringueira para a região do Vale do Ribeira, São Paulo

Este trabalho objetivou apresentar resultados da primeira seleção de clones de seringueira (Hevea brasiliensis (Willd. ex Adr. de Juss.) Muell.Arg.) da série IAC 300, e amazônicos das séries IAN e Fx, em experimento de pequena escala, visando produção, crescimento e resistência ao mal-das-folhas. A produção e o vigor de 20 clones foram avaliados por dois e nove anos, respectivamente, em PariqüeraAçú, no Vale do Ribeira, SP. Os clones IAC 301, IAC 304, IAC 306 e IAC 319 produziram satisfatoriamente nos dois primeiros anos de sangria. Os clones amazônicos IAN 6323, Fx 3864 e IAN 2903, com produções de 1.078 kg, 945 kg e 900 kg/ha/ano, respectivamente, foram superiores à testemunha IAN 873 (878 kg/ha/ano). Os clones selecionados apresentaram crescimento vigoroso, com extremos de perímetro do caule, na abertura do painel, de 37,40 cm (IAN 4493) a 53,75 cm (IAN 6323), e percentual de plantas aptas à sangria de 7,0% (IAN 4493) a 100% (IAN 6323 e IAC 302), exceto os clones Fx 3899 e IAN 3044. O IAC 315, com 7,37 mm, mostrou maior espessura de casca virgem que o IAN 873 (6,44 mm). Os clones IAC 320, IAC 306 e IAC 315 foram os mais resistentes ao Microcyclus ulei.

Análise da precipitação no semi-árido potiguar

The semiarid rainfall regime is northeastern Brazil is highly variable. Climate processes associated with rainfall are complex and their effects may represent extreme situations of drought or floods, which can have adverse effects on society and the environment. The regional economy has a significant agricultural component, which is strongly influenced by weather conditions. Maximum precipitation analysis is traditionally performed using the intensity-duration-frequency (IDF) probabilistic approach. Results from such analysis are typically used in engineering projects involving hydraulic structures such as drainage network systems and road structures. On the other hand, precipitation data analysis may require the adoption of some kind of event identification criteria. The minimum inter-event duration (IMEE) is one of the most used criteria. This study aims to analyze the effect of the IMEE on the obtained rain event properties. For this purpose, a nine-year precipitation time series (2002- 2011) was used. This data was obtained from an automatic raingauge station, installed in an environmentally protected area, Ecological Seridó Station. The results showed that adopted IMEE values has an important effect on the number of events, duration, event height, mean rainfall rate and mean inter-event duration. Furthermore, a higher occurrence of extreme events was observed for small IMEE values. Most events showed average rainfall intensity higher than 2 mm.h-1 regardless of IMEE. The storm coefficient of advance was, in most cases, within the first quartile of the event, regardless of the IMEE value. Time series analysis using partial time series made it possible to adjust the IDF equations to local characteristics

A gestão da qualidade nos cursos de graduação a distância da UFRN/SEDIS : a percepção dos discentes

The management of water resources in the river basin level, as it defines the Law nº 9433/97, requires the effective knowledge of the processes of hydrological basin, resulting from studies based on consistent series of hydrological data that reflect the characteristics of the basin. In this context, the objective of this work was to develop the modeling of catchment basin of the river Jundiaí - RN and carry out the study of attenuation of a flood of the dam Tabatinga, by means of a monitoring project of hydrological data and climatology of the basin, with a view to promoting the development of research activities by applying methodologies unified and appropriate for the assessment of hydrological studies in the transition region of the semiarid and the forest zone on the coast of Rio Grande do Norte. For the study of the hydrological characteristics of the basin was conducted the automatic design of the basin of the river Jundiaí, with the aid of programs of geoprocessing, was adopted a hydrological model daily, the NRCS, which is a model determined and concentrated. For the use of this model was necessary to determine some parameters that are used in this model, as the Curve Number. Having in mind that this is the first study that is being conducted in the basin with the employment of this model, it was made sensitivity analysis of the results of this model from the adoption of different values of CN, situated within a range appropriate to the conditions of use, occupation and the nature of the soil of this basin. As the objective of this study was also developing a simulation model of the operation of the Tabatinga dam and with this flood control caused in the city of Macaíba, it was developed a mathematical model of fluid balance, developed to be used in Microsoft Excel. The simulation was conducted in two phases: the first step was promoted the water balance daily that allowed the analysis of the sensitivity of the model in relation to the volume of waiting, as well as the determination of the period of greatest discharges daily averages. From this point, it was assumed for the second stage, which was in the determination of the hydrograph of discharges effluent slots, that was determined by means of the fluid balance time, on the basis of the discharges effluents generated by a mathematical equation whose parameters were adjusted according to the hydrograph daily. Through the analyzes it was realized that the dam Tabatinga only has how to carry out the attenuation of floods through the regularization of the volume of waiting, with this there is a loss of approximately 56.5% on storage capacity of this dam, because for causing the attenuation effect of filled the shell of this dam has to remain more than 5m below the level of the sill, representing at least 50.582.927m3. The results obtained with the modeling represents a first step in the direction of improving the level of hydrological information about the behavior of the basins of the semiarid. In order to monitor quantitatively the hydrographic basin of the river Jundiaí will be necessary to install a rain gauge register, next to the Tabatinga dam and a pressure transducer, for regular measurements of flow in the reservoir of the dam. The climatological data will be collected in full automatic weather station installed in Agricultural School Jundiaí

Disponibilidade hídrica potencial em face da distribuição espaço-temporal das precipitações no Estado do Rio Grande do Norte

The state of Rio Grande do Norte, possessor of an extremely irregular regime of rains, has the necessity of enlarge and specify the researches about its own hydro-climatic conditions, to achieve trustworthy results that are able to minimize the adversities imposed by these conditions and make possible the implementation of a better planning in the economic activities and of subsistence that somehow utilize of the multiple uses of hydro resources of the State. This way, the daily values observed from the pluviometric series of 166 posts, with 45 years uninterrupted of historic data, were adjusted to the incomplete gamma function to the determination of the probability of rain in the 36 period of ten days in which the year was divided. To the attainment of the α and β parameters of this function it was applied the method of the maximum verisimilitude allowing, in the end, to analyze the temporal and spatial distribution of the rain in the level of 75% of probability. The values of potential evapo-transpiration were calculated by the Linacre method that, through the SURFER software, were confronted with the dependant rain, obtaining, in this way, the spatialization of the potential hydro availability, which the values can be known to any period of ten days of the year, city and/or region of the state of Rio Grande do Norte. With the identification of the main meteorological systems that act in the State, we sought to better comprehend how this systems interfere, in the irregular regime of rain, in the situations of several clime in the major part of Rio Grande do Norte and in the hydro regional balance. And, finally, with these data in hand and with the generated maps, we verified that space-temporal distribution of the rain and of the potential hydro availability were heterogeneous in the whole State, mainly in the West and Central regions, inserted in potiguar s semi-arid, which, after the period of the rains station, suffers with dry season and length drought during the rest of the year