A cultura escolar da educação física no EJA : O paradoxo entre a ruptura com a noção de atividade e a falta da prática corporal

This paper is the result of a research based on the school culture concept, which object is the specific school culture of the physical education (PE) within a school for youth and adults situated in Curitiba - PR. Methodologically we followed the principles and concepts of the ethnomethodology, that led us to a long immersion in the research field. The main results of the research show the relevance of the teacher identity for constituting the school culture of the PE, as well the paradox resulting of a mere theoretical approach: on the one hand this school culture show us the importance of the disruption with the PE's tradition based on the notion of "activity", and on the other hand reveal the necessity of the body experience as a fundament to build a theoretical construct

A cultura escolar da educação física no EJA : O paradoxo entre a ruptura com a noção de atividade e a falta da prática corporal

This paper is the result of a research based on the school culture concept, which object is the specific school culture of the physical education (PE) within a school for youth and adults situated in Curitiba - PR. Methodologically we followed the principles and concepts of the ethnomethodology, that led us to a long immersion in the research field. The main results of the research show the relevance of the teacher identity for constituting the school culture of the PE, as well the paradox resulting of a mere theoretical approach: on the one hand this school culture show us the importance of the disruption with the PE's tradition based on the notion of "activity", and on the other hand reveal the necessity of the body experience as a fundament to build a theoretical construct

A cultura escolar da educação física no EJA : O paradoxo entre a ruptura com a noção de atividade e a falta da prática corporal

This paper is the result of a research based on the school culture concept, which object is the specific school culture of the physical education (PE) within a school for youth and adults situated in Curitiba - PR. Methodologically we followed the principles and concepts of the ethnomethodology, that led us to a long immersion in the research field. The main results of the research show the relevance of the teacher identity for constituting the school culture of the PE, as well the paradox resulting of a mere theoretical approach: on the one hand this school culture show us the importance of the disruption with the PE's tradition based on the notion of "activity", and on the other hand reveal the necessity of the body experience as a fundament to build a theoretical construct

Formação docente e conhecimento profissional: desafios para o ensino da matemática na EJA

As for the Education for Youth and Adult (EYA), the challenge of training these teachers is to provide tools to understand and act on the teaching of mathematics. It is realized just how special education in this modality and as such teaching is lacking in an adequate and solid training in the area of knowledge. One of the major problems affecting this type of education is the high dropout and failure rates, and lack of motivation among students. Thus the need to provide differentiated profile with a professional to teach youth and adults students, so that they are able to mobilize didactic-pedagogic knowledge, methodologies and theoretical frameworks that serve as a basis for school-developed teaching practice. This thesis aims to investigate how the math teacher, who acts in adult education from elementary school, has developed its didactic and pedagogical action, and that professional knowledge has been mobilized to teach? It has highlighted the importance of initial and continuing training and professionalization of teachers dedicated to this specific type of education, when teachers should be the protagonists of their professional development. The methodological approach was begun with a literature review, then the research was anchored mainly on the ideas by Gauthier, Nuñez and Ramalho (2004); Imbernon (2011), Garcia (2006); Perrenoud (2000); Tardif (2007 ); Haddad, Di Pierro (2000), D'Ambrosio (2002), Mendes (2006, 2009), Freire (1996, 2011), and other theorists and official documents of field of adult education here and abroad. That work leads us to the understanding of the present moment from a foray into historical and conceptual aspects, as well as educational policies of EYA, as well as training, professionalism, knowledge and skills necessary for professional practice. Then, the subjects and the locus of research and the instrument for data collection were set up and led by the object of study. To consolidate the study was selected a sample of 27 mathematics teachers, working in municipal EYA Network Teaching of Natal. This research is in an investigative nature, within the quantitative and qualitative approaches focused on the responses of study subjects from the content analysis by Bardin (1977). Results from the analyzes have revealed that the initial training of mathematics teachers of adult education needs to be reconfigured in order to formalize the knowledge base of professionals (the mathematical content, didactics and professional knowledge). Thus the study suggests that this base knowledge is embedded in the pedagogical practice of these teachers, so that there is a completion of the teaching and learning process for young people and adults. The study also has pointed out that there is a need for teachers to participate in a continuing education plan that prioritizes learning situations of mathematical content considering the previous knowledge of the students. The final analyses thus indicate that knowledge of mathematics and the didactic and pedagogical strategies to be mobilized by teachers must be able to motivate the students in such a way that they feel need to incorporate in their knowledge, mathematical knowledge capable of making them more likely to have access to social, economic and labor market

Uma escola e muitos sentidos: um estudo com os sujeitos jovens da EJA na Escola Estadual 15 de Outubro

Work that aims to understand the meanings attributed to school knowledge by young students of the EJA State School 15 October, located in the Natal’s North Zone. Young people were elected as the focus of interest for having a numerical expression increased in groups of adult education EJA, but above all, they demand for new issues and specific to school. For the research, we used methodologically the Comprehensive Interview organized by Kaufmann (2013), making use of its own analytical and organization of information, captured through semi-structured interviews and on-site observation. Whereas the meaning ascribed to it in relation to the school knowledge conditions the way to experience the school, sought the theoretical constructions of Bernard Charlot (2000; 2005), the understanding of knowledge as a relation of the subject with you, with each other and with the world, so we know beyond the object content. Analytical work incorporates also the contributions of Marc Augé (1994, 1997) with respect to the understanding of meaning as a social construction. Reflections were also made in light of Michel de Certeau (2012), in that it allows you to take the students as active subjects and producers of survival tactics in life and at school. From the speech of students, seized three units of meaning, namely: the learning considered most important by young students, which make up a set of ethical and moral values; the school as a guarantee of "a better future", in which young people seek to ensure a job in adulthood, however, from a "magical relationship" with knowledge, in that the target of young students is more the certificate completion of the level of education they attend, which is not necessarily associated with school learning. The third core seized sense is the school as a place of socialization, that is, a space where you can meet with friends to talk. There is therefore a relationship with knowledge that is prestigious for the youth of adult education EJA; there is an objective expectation of these students about the school; and they do "use" of the institution to "meetings" that are not necessarily with the curricular knowledge. Consider, therefore, these questions which hold school sense of reframing, is part of an effort to understand the subject of adult education EJA and helps to think ways to ensure continuity and their success in the institution.

A oralidade no ensino de Língua Portuguesa em livros didáticos para educação de jovens e adultos (EJA): reflexões e proposições

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), Fávero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

Querido diário: a construção identitária de alunos da EJA em diários pessoais

This study aims to present analyses of our research, documentary type, which investigates the construction of cultural identities of the Youth and Adults Education (Educação de Jovens e Adultos – EJA), level III, in a public school in the city of Natal/RN, through personal diaries produced in the school environment. In a qualitative-interpretive approach, we anchor our identity studies (BAUMAN, 2001, 2005, 2006; HALL, 1987, 1997, 2011, 2012) that bring us the idea that identities are built and rebuilt by social relations that we do. To this end, we start from a conception of language that does not require pre-conceptions because they are based on the utterance itself. Therefore, we have analyzed the utterances produced by these students from the perspective of Bakhtin Circle (BAKHTIN, 1988, 1993, 1998, 2002, 2010, 2012), which deals with the discursive construction emerging from intersubjective processes of verbal interaction, in a dialogical relationship of the self to the other, by the otherness and the heteroglossia. Moreover, our study is also guided by the guidance on speech genres (BAKHTIN, 2010) and personal journal (LEJEUNE, 2008; MACHADO, 1998, 2009). We join to Applied Linguistics (MOITA LOPES, 2006, 2009) because we believe that this research focuses on a social practice in which language plays a central role and seeks to demonstrate how the speeches of the subject students of EJA, in personal journals, are building tools not only of their identities, but also knowledge and social life of the position that this subject student takes. We conclude this work in a perception of cultural identities that are built by the subject students of EJA, because the results suggest that the identities of these students are fluidly constructed by the representation that the student makes of his or her school, of being student of EJA and how he or she is a student of this educational modality. Thus, through our work, we plan to present another look about the identity or identities of a student of EJA, pointing an insight of this subject.

The freezing characteristics of wheat at ear emergence

Wheat is occasionally exposed to freezing temperatures during ear emergence and can suffer severe frost damage. Few studies have attempted to understand the characteristics of freezing and frost damage to wheat during late development stages. It was clearly shown that wheat appears to have an inherent frost resistance to temperatures down to −5 °C but is extensively damaged below this temperature. Acclimation, whilst increasing the frost resistance of winter wheat in a vegetative state was incapable of increasing frost resistance of plants at ear emergence. It is proposed that the ability to upregulate frost resistance is lost once vernalisation requirement is fulfilled. Culms and ears of wheat were able to escape frost damage at temperatures below −5 °C by supercooling even to as low as −15 °C and evidence collected by infrared thermography suggested that individual culms on a plant froze as independent units during freezing with little or no cross ice-nucleation strategies to protect wheat from frost damage in the field appear to revolve around avoiding ice nucleation.

Simulating crop-parasitic weed interactions using APSIM: Model evaluation and application

The parasitic weed Orobanche crenata inflicts major damage on faba bean, lentil, pea and other crops in Mediterranean environments. The development of methods to control O. crenata is to a large extent hampered by the complexity of host-parasite systems. Using a model of host-parasite interactions can help to explain and understand this intricacy. This paper reports on the evaluation and application of a model simulating host-parasite competition as affected by environment and management that was implemented in the framework of the Agricultural Production Systems Simulator (APSIM). Model-predicted faba bean and O. crenata growth and development were evaluated against independent data. The APSIM-Fababean and -Parasite modules displayed a good capability to reproduce effects of pedoclimatic conditions, faba bean sowing date and O. crenata infestation on host-parasite competition. The r(2) values throughout exceeded 0.84 (RMSD: 5.36 days) for phenological, 0.85 (RMSD: 223.00 g m(-2)) for host growth and 0.78 (RMSD: 99.82 g m(-2)) for parasite growth parameters. Inaccuracies of simulated faba bean root growth that caused some bias of predicted parasite number and host yield loss may be dealt with by more flexibly simulating vertical root distribution. The model was applied in simulation experiments to determine optimum sowing windows for infected and non-infected faba bean in Mediterranean environments. Simulation results proved realistic and testified to the capability of APSIM to contribute to the development of tactical approaches in parasitic weed control.

Characterization of cytokines, matrix metalloproteinases and toll-like receptors in human periodontal tissue destruction

Periodontal Disease affects the supporting structures of the teeth and is initiated by a microbial biofilm called dental plaque. Severity ranges from superficial inflammation of the gingiva (gingivitis) to extensive destruction of connective tissue and bone leading to tooth loss (periodontitis). In periodontitis the destruction of tissue is caused by a cascade of microbial and host factors together with proteolytic enzymes. Matrix metalloproteinases (MMPs) are known to be central mediators of the pathologic destruction in periodontitis. Initially plaque bacteria provide pathogen-associated molecular patterns (PAMPs) which are sensed by Toll-like receptors (TLRs), and initiate intracellular signaling cascades leading to host inflammation. Our aim was to characterize TNF-α (tumor necrosis factor-alpha) and its type I and II receptors in periodontal tissues, as well as, the effects of TNF-α, IL-1β (interleukin-1beta) and IL-17 on the production and/or activation of MMP-3, MMP-8 and MMP-9. Furthermore we mapped the TLRs in periodontal tissues and assessed how some of the PAMPs binding to the key TLRs found in periodontal tissues affect production of TNF-α and IL-1β by gingival epithelial cells with or without combination of IL-17. TNF-α and its receptors were detected in pericoronitis. Furthermore, increased expression of interleukin-1β and vascular cell adhesion molecule-1 was found as a biological indicator of TNF-α ligand-receptor interaction. MMP-3, -8, and 9 were investigated in periodontitis affected human gingival crevicular fluid and gingival fibroblasts produced pro-MMP-3. Following that, the effect of IL-17 was studied on MMP and pro-inflammatory cytokine production. IL-17 was increased in periodontitis and up-regulated IL-1β, TNF-α, MMP-1 and MMP-3. We continued by demonstrating TLRs in gingival tissues, in which significant differences between patients with periodontitis and healthy controls were found. Finally, enzyme-linked immunosorbent assays were performed to show that the gingival cells response to inflammatory responses in a TLR-dependent manner. Briefly, this thesis demonstrates that TLRs are present in periodontal tissues and present differences in periodontitis compared to healthy controls. The cells of gingival tissues respond to inflammatory process in a TLR-dependent manner by producing pro-inflammatory cytokines. During the destruction of periodontal tissues, the release (IL-1β and TNF-α) and co-operation with other pro-inflammatory cytokines (IL-17), which in turn increase the inflammation and thus be more harmful to the host with the increased presence of MMPs (MMP-1, MMP-3, MMP-8, MMP-9) in diseased over healthy sites.

Preparation, structural analysis and prebiotic potential of arabinoxylo-oligosaccharides

Arabinoxylo-oligosaccharides (AXOS) can be prepared enzymatically from arabinoxylans (AX) and AXOS are known to possess prebiotic potential. Here the structural features of 10 cereal AX were examined. AX were hydrolysed by Shearzyme® to prepare AXOS, and their structures were fully analysed. The prebiotic potential of the purified AXOS was studied in the fermentation experiments with bifidobacteria and faecal microbiota. In AX extracted from flours and bran, high amounts of a-L-Araf units are attached to the b-D-Xylp main chain, whereas moderate or low degree of substitution was found from husks, cob and straw. Nuclear magnetic resonance (NMR) spectroscopy showed that flour and bran AX contain high amounts of a-L-Araf units bound to the O-3 of b-D-Xylp residues and doubly substituted b-D-Xylp units with a-L-Araf substituents at O-2 and O-3. Barley husk and corn cob AX contain high amounts of b-D-Xylp(1→2)-a-L-Araf(1→3) side chains, which can also be found in AX from oat spelts and rice husks, and in lesser amounts in wheat straw AX. Rye and wheat flour AX and oat spelt AX were hydrolysed by Shearzyme® (with Aspergillus aculeatus GH10 endo-1,4-b-D-xylanase as the main enzyme) for the production of AXOS on a milligram scale. The AXOS were purified and their structures fully analysed, using mass spectrometry (MS) and 1D and 2D NMR spectroscopy. Monosubstituted xylobiose and xylotriose with a-L-Araf attached to the O-3 or O-2 of the nonreducing end b-D-Xylp unit and disubstituted AXOS with two a-L-Araf units at the nonreducing end b-D-Xylp unit of xylobiose or xylotriose were produced. Xylobiose with b-D-Xylp(1→2)-a-L-Araf(1→3) side chain was also purified. These AXOS were used as standards in further identification and quantification of corresponding AXOS from the hydrolysates in high-performance anion-exchange chromatography with pulsed amperometric detection (HPAEC-PAD) analysis. The prebiotic potential of AXOS was tested in in vitro fermentation experiments. Bifidobacterium adolescentis ATCC 15703 and B. longum ATCC 15707 utilized AXOS from the AX hydrolysates. Both species released L-arabinose from AXOS, but B. adolescentis consumed the XOS formed, whereas B. longum fermented the L-arabinose released. The third species tested, B. breve ATCC 15700, grew poorly on these substrates. When cultivated on pure AXOS, the bifidobacterial mixture utilized pure singly substituted AXOS almost completely, but no growth was detected with pure doubly substituted AXOS as substrates. However, doubly substituted AXOS were utilized from the mixture of xylose, XOS and AXOS. Faecal microbiota utilized both pure singly and doubly substituted AXOS. Thus, a mixture of singly and doubly substituted AXOS could function as a suitable, slowly fermenting prebiotic substance. This thesis contributes to the structural information on cereal AX and preparation of mono and doubly substituted AXOS from AX. Understanding the utilization strategies is fundamental in evaluating the prebiotic potential of AXOS. Further research is still required before AXOS can be used in applications for human consumption.

ORP2 is a sterol receptor that regulates cellular lipid metabolism

ORP2 is a member of mammalian oxysterol binding protein (OSBP)-related protein/gene family (ORPs), which is found in almost every eukaryotic organism. ORPs have been suggested to participate in the regulation of cellular lipid metabolism, vesicle trafficking and cellular signaling. ORP2 is a cytosolic protein that is ubiquitously expressed and most abundant in the brain. In previous studies employing stable cell lines with constitutive ORP2 overexpression ORP2 was shown to affect cellular cholesterol metabolism. The aim of this study was to characterize the properties and function of ORP2 further. ORP2 ligands were searched for among sterols and phosphoinositides using purified ORP2 and in vitro binding assays. As expected, ORP2 bound several oxysterols and cholesterol, the highest affinity ligand being 22(R)hydroxycholesterol. In addition, affinity for anionic membrane phospholipids, phosphoinositides was observed, which may assist in the membrane targeting of ORP2. Intracellular localization of ORP2 was also investigated. ORP2 was observed on the surface of cytoplasmic lipid droplets, which are storage organelles for neutral lipids. Lipid droplet targeting of ORP2 was inhibited when 22(R)hydroxycholesterol was added to the cells or when the N-terminal FFAT-motif of ORP2 was mutated, suggesting that oxysterols and the N-terminus of ORP2 regulate the localization and the function of ORP2. The role of ORP2 in cellular lipid metabolism was studied using HeLa cell lines that can be induced to overexpress ORP2. Overexpression of ORP2 was shown to enhance cholesterol efflux from the cells resulting in a decreased amount of cellular free cholesterol. ORP2 overexpressing cells responded to the loss of cholesterol by upregulating cholesterol synthesis and uptake. Intriguingly, also cholesterol esterification was increased in ORP2 overexpressing cells. These results may be explained by the ability of ORP2 to bind and thus transport cholesterol, which most likely leads to changes in cholesterol metabolism when ORP2 is overexpressed. ORP2 function was further investigated by silencing the endogenous ORP2 expression with short interfering RNAs (siRNA) in A431 cells. Silencing of ORP2 led to a delayed break-down of triglycerides under lipolytic conditions and an increased amount of cholesteryl esters in the presence of excess triglycerides. Together these results suggest that ORP2 is a sterol-regulated protein that functions on the surface of cytoplasmic lipid droplets to regulate the metabolism of triglycerides and cholesteryl esters. Although the exact mode of ORP2 action still remains unclear, this study serves as a good basis to investigate the molecular mechanisms and possible cell type specific functions of ORP2.