Repositório RCAAP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

This doctoral research is linked to the Graduate Program in Education of Universidade Federal de Santa Maria (Federal University of Santa Maria) and discusses about the inclusion of academics with High Abilities/Giftedness in Higher Education. The writing is originated from concerns about the data available in the Higher Education Census regarding the number of enrollments of this Target Public of Special Education in the respective level of education. From readings of theories and comprehension that these statistical data do not represent the reality of the Brazilian public university context, we traced the objective of verifying if they are – and in which way the actions of orientation to the recognition and identification of indicators of High Abilities/Giftedness in Public Universities of Rio Grande do Sul are offered in a perspective of Inclusive Education. As methodological approach, the research was defined as qualitative (TRIVIÑOS, 1987; CRESWELL, 2014; GIL, 2008), exploratory-descriptive, of Multiple Cases (Multicases) Study type (YIN, 2010; 2015; 2016). For data collection, semi-structured interviews (GIL, 2018) and questionnaires (PRODANOV; FREITAS, 2013) were used. We also consulted the institutional documents of each university, such as the Institutional Development Plan and the Institutional Pedagogical Project. The data organization followed the triangulation and were analyzed through the content analysis by Bardin (2011). The study was developed with the public universities of Rio Grande do Sul that accepted to participate and collaborate with the information: UFSM, UFPel, FURG and UFRGS. The research subjects were four coordinators of the accessibility centers or similar, three representatives of undergraduate pro-rectory, two psychologists and three academics with indicators of high abilities/giftedness. For giving theoretical support to the writing, we used in our study authors such as Renzulli (2004; 2014; 2018), Freitas and Pérez (2012); Pérez and Freitas (2013; 2016); Barrera (2018); Alencar (2012); Arantes-Brero (2016; 2020); Delou (2007; 2012); Fleith (2007a; 2007b; 2007c); Virgolim (2007; 2014); Simplício (2014). From the interpretation of the speeches and questionnaires, eight categories translate the findings: Knowledge x lack of knowledge; teacher training; profile of the “prominent public”: the late identification/outside the university, invisibility that accommodates/disturbs, the documented inclusion: from the interviewees‟ opinion about the institutional documents; not everything is rock and thorn: the possibilities of metamorphosing; identifying is possible, but what about assisting?; long way: “we are preparing ourselves”. And two subcategories: Self-knowledge: the perception of HA/G in the subject himself; suggestions: giving voice to the participants. It was found two students identified at UFSM, one at UFRGS, two at UFPel with active enrollments at the moment of the research and no academic at FURG. Such numbers represent the necessity of thinking about actions to identify this public in institutions of higher education. We noted that the universities are seeking to organize themselves; however, they still need more basis to implement the recognition and assistance of these students. The inclusion within the referred universities is glimpsed, however with the focus on students with disability and autistic spectrum disorder, and it is lagged for the High Abilities/Giftedness. One of the greatest perceptions, whether from the professionals or the participating students, was the demand for more knowledge, being indispensable the continued education that subsidizes the work with this specificity. The students said that they were identified when they were adults and that this process happened outside the university. Only one of them stated that while still a teenager, she participated in extracurricular enrichment programs, but, even so, it was required her formal identification by the university, and she had to seek for a qualified professional for this. It was exposed complaints about some professors that do not comprehend and do not respect their way of being. We noted positive aspects, mainly to the support offered by the accessibility center, besides the monitoring by a special educator in the accessibility center (UFSM); the call for evaluation inside the institution and the attempt to listen to the demands of the academic (UFRGS), the possibility of self-declaration at the moment of enrollment and the quotas for the HA/G (UFPel). Nevertheless, the three students think that many students remain in the invisibility and that they do not find structure for their educational demands in the institutions. Anxieties were noticed by part of the coordinators who wish to assist these students, but recognize that they need more support. In some of the speeches, this support fell to the management team, which is not always opened for this thought of effective inclusion. And also, issues involving the bureaucratic part were mentioned, when it is not something that depends only on the university (this organization). It was verified the relevance of the accessibility centers for the work with these academics, whether in the orientation of coordinators and professors; sending memorandums about the existence of this public and what this public requires in their educational process; meetings for dialogue together with this professionals; searching for partnerships with other sectors in the university, such as psychology for the evaluation/recognition of these subjects; joint construction of strategies with the students. For the inclusion of these students in Higher Education, teamwork is necessary, because it surpasses the necessity of identifying them, demanding the awareness of teachers and the institutional community of what High Abilities/Giftedness are.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Currently, technology is increasingly present in everyday life, impacting social relationships and people's lives and this is also reflected in education. Technological resources allied to the Internet can significantly contribute to teaching, mainly due t o the profile of current students who are more connected and active, allowing more innovative teaching strategies and tools and/or artifacts to be created contributing to the school community. Some important concepts are fundamental for these strategies to be successful, such as the maker movement, the Internet of Things and active teaching methodologies, such as ProblemBased Learning. Based on these concepts, this research aims to develop an artifact, an automatic low station, and educost agrometeorology cational activities that will be prepared based on the ProblemBased Learning methodology, where students will solve, in practice, problems proposed with the use of station data. The methodology used was Design Science Research, which guides the creation o f products that will contribute to the real world. The artifact was developed in accordance with the requirements raised by professors in the agricultural area and due to the global Covid19 pandemic, the research was evaluated by a panel of experts compos agricultural area and technicians, analysts and professors in the area of ed of professors in the information technology. The evaluation was carried out through questionnaires and was divided into two stages; the first stage uses the five dimensional mul tidimensional evaluation method presented by Filatro and Cairo (2015) to evaluate the functionality and quality of the artifact (station) together with the educational activities; the second stage of the evaluation uses the SUS method (System Usability Sca le), developed by Brooke (2013), to evaluate both the usability of the web system and the development of the station prototype, whose minimum acceptable average is 68 points. The main results in the first stage point out the importance of working with prac tical activities, with the use of the station and that most institutions do not have the equipment. The result of the second stage shows a SUS average of 85.6 points, considered “excellent”, and a SUS average of 75.6 points for the development of the artif act, considered “good”. It is expected that this research will contribute to teaching and learning and, at the same time, bring motivation to students for the development of similar products, through multidisciplinary projects.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq

The wheat crop is of great importance for the agricultural sustainability of southern Brazil, and the search for increases in its productivity comes into the agenda with new studies. The use of cover crop systems becomes a very efficient alternative in improving soil quality in order to increase the productive potential of the successor crops. Bioindicators have shown a good relationship with soil quality, with enzymatic activity being one of the main bioindicators used due to its high sensitivity in response to different management systems. Thus, this work aimed to evaluate different systems of cover crops in autumn, and their relationship with enzymatic activity of arylsulfatase and beta-glucosidase and with wheat productivity in the north of the state of Rio Grande do Sul. The study was conducted in the agricultural year of 2021 in a Red Latosol, in an irrigated area of the company Sementes Aurora de Cruz Alta, 35 different systems of cover plants were implanted, being 18 single systems and 17 intercropped. Georeferenced soil samples from 0 to 0.15 m were collected to evaluate the enzymatic activity of arylsulfatase and beta-glucosidase, with 3 replications per cropping system, totaling 105 sampling points, being in wet and dry season (May and December 2021, respectively), where the enzymatic activity of arylsulfatase and beta-glucosidase, wheat yield and OM and S contents in the soil were evaluated. Data from the May collection were submitted to descriptive statistical analysis, multivariate analysis of clustering by dendrograms for single plant systems and for intercropped plant systems and t-test analysis for independent samples between the means of each group. In addition, enzymatic activity data from both collections were subjected to descriptive analysis, geostatistics and Spearman correlation. In chapter one it was observed that the enzymatic activities for the two sampling periods showed variability. Only significant correlations were observed between the different enzymes within the same sampling period, and in the wet season the enzymes had a correlation of 0.902 and in the dry season of 0.745. In chapter two, short-term effects on enzymatic activity and wheat productivity can be seen, regardless of the management system. Observing different results in plants of the same botanical family. With this, it is clear that the biological attributes have great vertical and temporal variability in agricultural areas, where enzymatic activities present high correlation when sampled at the same time. The arylsulfatase and beta-glucosidase activities were influenced by the cover crops systems, showing no influence of soil S and MO contents. Enzyme activity shows great variability, being mainly dependent on management and season. Therefore, in the short term, cover crops affect enzymatic activity and tend to affect wheat productivity.

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq

Diabetes mellitus is a chronic disease with a steadily rising prevalence in recent years. Immunization is an important health protection strategy in these patients. Individuals with this disease have a higher risk of fungal, viral and bacterial infections when compared to the general population. Immunization is an important health protection strategy in these patients. It is recommended that patients with diabetes mellitus have updated vaccines for influenza, pneumonia, hepatitis B and tetanus, which in Brazil are made available by the Unified Health System. This study aims to evaluate whether there is an increase in vaccination rates in patients with DM who have received guidance to update their vaccination schedules for the four vaccines mentioned above. It consisted of a randomized controlled trial between December 2018 and November 2020. The sample consisted of 228 patients from the Endocrinology outpatient clinic of the University Hospital of Santa Maria. Of these, 205 were randomized into an intervention group (n=102) and control group (n=103) and after the losses, 68 patients were analyzed in the intervention group and 71 in the control group. The intervention consisted of a telephone call guiding updating of the vaccination schedule for the evaluated diseases. It was expected to find a positive relationship between orientation and increased vaccination rate in this study. In the intervention group, there was a significant increase in the proportion of people vaccinated for the four diseases. 79.4% of the intervention group was vaccinated for influenza, and after the intervention, the number rose to 89.7% (p=0.016); 29.4% of the intervention group was vaccinated for hepatitis B, and after the intervention, the number rose to 48.5% (p=0.002); 51.5% of the intervention group was vaccinated for tetanus, and after the intervention, the number rose to 72.1% (p=0.007); 22.1% of the intervention group was vaccinated for pneumonia, and after the intervention, the number rose to 29.4% (p=0.049). In the control group, there was no significant increase in the proportion vaccinated for either disease.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

O Catálogo de Esculturas, organizado pela arquivista Flávia Simone Botega Jappe e pelo professor José Francisco Goulart, registra informações sobre as esculturas públicas expostas ao ar livre no campus UFSM Santa Maria. O trabalho de pesquisa surgiu visando a conservação do contexto de produção e as informações desse patrimônio da Universidade.

Com o olhar voltado para o sentido territorial de desenvolvimento, novos ou antigos destinos turísticos, consagrados ou não, estão se preparando para experiências ímpares de viagens, mais seguras e dotadas de infraestrutura e serviços turísticos, que se somam a visitações de atrativos capazes de despertar sentimentos de pertencimento, de identidade e de saudade da tradição herdada. Esta Coletânea traz os principais aspectos que formam a base para a Gestão de Roteiros Turísticos, uma vez que servem como princípios norteadores a serem previamente consultados quando se quer compreender o processo de Gestão de Roteiros Turísticos.

Qual a importância de um roteiro turístico? A relevância de um roteiro turístico não está somente no fato de que será cumprida uma visita a um determinado número de atrativos e estabelecimentos comerciais sequenciais, mas sim na percepção positiva e satisfatória que cada visitante possuirá ao final do itinerário, incluindo seus sentimentos, suas experiências e suas memórias. Os roteiros turísticos são parte de um processo participativo que trabalha em prol da integração das diversas esferas decisórias, da democratização da informação, da reunião de dados para o planejamento integrado, convergente com anseios da população e atuante no multiplicador do conhecimento, da história e das identidades locais (BENI, 2006). Neste escopo, esta Coletânea de gestão apresenta uma compilação de processos e ferramentas importantes para a atividade de turismo e sua complexa, inter, multi e transdisciplinar concepção. Ademais, destaca as principais ferramentas para a preparação, concepção, divulgação e comercialização de roteiros. Por meio do processo de planejamento, formatação do produto turístico e marketing, o intuito é proporcionar ao leitor uma ampliação da visão da atividade turística para melhor compreensão e aprendizagem durante o processo de desenvolvimento sustentável do turismo. No final, demonstra um estudo de caso referente às perspectivas para o turismo no Projeto Geoparque Quarta Colônia/RS, aspirante UNESCO.

This master's dissertation work presents an analysis of the exchange of letters activity established between university extension workers and adolescents deprived of liberty during the Covid-19 pandemic. The exchanges of letters were established in the context of an extension project that carried out psychosocial intervention groups with adolescents who were serving socio-educational measures at the Centro de Atendimento Socioeducativo Regional de Santa Maria (CASE-SM), located in the central region of Rio Grande do Sul. During the development of face-to-face activities, several issues such as the body, the position of the subject, the speeches, among others, made it possible for writing activities, drawings, tattoos, among others, to be developed in order to make it possible to give voice and enable accountability. the same for teenagers. In-person activities took place until 2020, when they were interrupted due to the Covid-19 pandemic. With this, the exchange of letters began, initially designed to promote the maintenance of a bond between extension workers and adolescents, but, in the course of the exchanges, an important potential for an intervention was constituted, as the adolescents signed up / wrote in the letters sent to the group and to each member. From this, the proposal of analysis of this process was formulated, relating it to the psychoanalytic theory and approaching in a more specific way the dimensions of writing, aggressiveness and the body. The results of this analysis are structured in three chapters: The first chapter refers to the history of the workshops, presenting the beginning of activities with adolescents, in 2016, the main activities developed in the following years in person (2017-2019), culminating in the beginning of the activity of sending letters in the year 2020. The second chapter focuses on the work of exchanging letters with adolescents in the perspective of analyzing the writing process and a possible corporeality derived from this process. The third chapter uses the same activity of exchanging letters to think about the relationship between aggression and writing. Taken together, the results of the dissertation indicated that it is possible to use different devices to enable adolescents to express themselves, either through speech or writing, operating important discursive slides for the process of subjective constitution, especially in a context of deprivation of liberty.