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In this paper, it was reflected whether the Bolsa Família Program is an efficient public policy in the expansion of the substantial freedoms of individuals. To answer the proposed problem, the research conducted a field research in the District of São Carlos, located in Porto Velho, Rondônia. The research shows that the Bolsa Família is an successful alternative by providing better living conditions for the river communities. The access to basic utilities, such as food, school materials and clothing, are guaranteed by the program. This is extremely important, since, in these places, families do not have a fixed income, and not by disinterest in employment, but by the fact that, even if they develop occupational activities focused on subsistence, they do not have any formal employment relationship.

This theoretical essay analyzes proximities and distances between feminist and disability studies in care and motherhood constructions. It discusses the elaboration of a norm for human experiences, of disability studies as well as ethics of care, social construction of a normative motherhood and its implications for women living with disabilities. Within feminist disability studies, women with disabilities or mothers of people with disabilities point out that the patriarchal motherhood institution interpellates them differently, for they are not compelled, but discouraged to reproduce and care, unfavorably positioned in the reproductive hierarchy. With their own experiences as starting point, they indicated diverse maternal experiences, beyond motherhood norms.

The present work is involves the use of the human body as object and initial instrument of investigation to promote the study about the center of gravity. From movements and postures students are stimulated to reflect on the condition of static equilibrium of the body itself, to build the concept of center of gravity and contextualize it in everyday life. Quantitative experimental activities and application of the theoretical-mathematical model, also integrate the propose for the meaning of this concept. Analyzes of teaching-learning results from the application in Niteroi, Rio de Janeiro, public schools are presented.

The inquiry presented in this article analyses twenty-one thesis and dissertations defended in graduate programs recommended by CAPES in the Teaching Area, which are themed surrounding the intersection between History and Philosophy of Science in Chemistry Education (taken as the research corpus). Despite official recommendations and several studies defending this intersection as positive in the learning process, the presence of such in the classroom is still scarce. Therefore, the focus here is to identify what has been done/studied in the field, from 2011 and 2015, after the CAPES area has changed its scope. A bibliographical research was made, followed by content analysis based on previous categories. The analysis has shown the main topics explored are criticality plea, in the analytical categories and analysis of textbooks in the thematic categories. It also shows intersection between History and Philosophy of Science in Chemistry Education is an expanding theme in need of a closer relationship between academia and classrooms.

Araucaria is an emblematic species of Mixed Ombrophilous Forest (MOF). The pinhão (the seed of araucaria) commerce is economically important to regional groups, which influences the use and management of this species. Historically, araucaria populations were manipulated by humans, who identify local varieties, characterizing the possible domestication of the species and local landscape. Thus, the goals of this study were to identify araucaria varieties, to characterize the use and management of araucaria seeds (pinhões) in local communities surrounding São Joaquim National Park (SJNP), and to discuss human-plant interactions that are relevant to the structure of domesticated cultural landscapes. We conducted semi-structured surveys with fifteen farmer-extractors in the surrounding areas of SJNP, a federal conservation unit. Through guided tours, we set up nine 1,600 m² plots for data collection. During the surveys, four varieties were mentioned, Cajuvá, Macaco, Do cedo and Do tarde, and three varieties were identified during the guided tours (N=54). All interviewees affirmed that they directly or indirectly use pinhão, which is evidence of a landscape domestication process. Araucaria can be favored by local human populations that use and manage the resources of this species, which strengthen its conservation in a managed landscape with conservation units. 

This paper both discusses the principal methods of reproducing Latin verse-lengths in Portuguese and explains the criteria of a new method, which it exemplifies by a translation and commentary of Horace’s Ode IV 9.

The first decades of the 20th century in Brazil are a period characterized by an impulse for industrialization, urbanization and modernization. In this context, sport began to emerge as a practice with great hygienic, educational and social potential, becoming a symbol of modernity among Brazilian elites and intellectuals. These groups frequently published articles in different journals defending sports. Among the many authors they used to legitimate these practices there was Georges Hébert, currently known for his strong criticism regarding sports practice as an end in itself and as a spectacle. In this sense, this paper aims at comprehending the reception of Georges Hébert’s work and its uses in the discussions about sports that was present in different journals published between 1920 and 1930. We can observe certain enthusiasm with Hébert’s work and propositions, but mainly uses and abuses of his name as a powerful argument to legitimize sports practice.

The main purpose of this article is, from a semiotic perspective, arguing for the recognizing of a semantic role of the imagination as a necessary condition to our linguistic experience, regarded as an essential feature of the relations of our thought with the world through signification processes (and the sign systems they perform); processes centered in but not reducible to discourse. The text is divided into three parts. The first part presents the traditional position in philosophy and cognitive sciences that had barred until recent times the possibility to investigate the semantic function performed by imagination, mainly due to the anti-psychologist arguments on which it is based. After that, I situate my perspective inside of the recent research panorama in philosophy and cognitive science. The second part presents the semiotic framework on the relation between thought, language, and world, conceived through the concepts of signification processes and sense-conditions. Within this framework, I introduce the concept of linguistic experience, characterizing semantic imagination as one of its sense-conditions. In the third part, several pieces of evidence for corroborating the semantic function of imagination are discussed. These pieces come from the fields of phenomena denoted as diagrammatic thought and counterfactual thought. Diagrammatic thought, briefly discussed, points out the semantic work of imagination in the semi-discursive sign systems constructed in mathematics, logic, and natural science. After defending a widening of the concept of counterfactual thought, and its intrinsic relation with semantic imagination, the role of semantic imagination is briefly discussed in some types of counterfactual thought found in our conceptions of modal concepts, in thought experiments, in apagogical arguments, and in the creative discursive devices.

Imagens retratadas - dos oleiros e das cerâmicas josefenses

Sport and competition are completely interconnected issues and are present in society in different ways. However, teachers of Physical Education (EF) at school have difficulties in contextualizing the competition in their classes, often for not knowing proposals that approach the subject in a significant way for them. In this context, this research has as main objective to describe the consequences of an action research with teachers of EF, about the treatment of sports competition in school. In eight meetings, one of the researchers and two teachers met to study the application of Sport Education. The results point to a change in the teachers' conception about the contextualization of sports competition in EF classes, since they understood the possibility of working with this theme from the principles of Sport Education.

Aloysia dusenii Moldenke (Verbenaceae) is a rheophyte species endemic to South Brazil. The species inhabits riverbanks on rocky outcrops along rivers with swift-running streams. Recent revisions, taxonomic treatments and field work have confirmed the species for South Brazil. In this note, the distribution records of A. dusenii were compiled and a proposal was made to classify the conservation status of this species according to IUCN guidelines. The first photographs of A. dusenii in field were provide for the literature. The importance of including this taxon in the regional lists of endangered flora is emphasized in view of the great threat to their environment coming from dams to hydroelectric projects. 

This article goal is to report an experience of the use of a guided race as a strategy to evaluate the content of Physical Education at school. The experiment was carried out with 8th and 9th grade students from a public school at São José (SC). The evaluation of learning content was done by a written test, using the guided race as strategy. Students were actively involved in the assessment, debating and exchanging experiences on the answers. In addition, students were included in the decisions of the evaluation process, allowing greater autonomy. It is concluded that this evaluation experience was very relevant, stimulating the evaluation process

Editorial

Referees for numbers 1, 2 e 3, volume 34.

The present work aimed to investigate the educational process of Physical Education (PE) teacher socialization in first years of education. An ethnographic study was conducted. Two PE teachers from public schools of Porto Alegre/RS were investigated.  We observed that PE teachers goes through a socialization process where a triad appears: identities, school culture and subjectivities. We also understand that teacher socialization is a complex, non-linear phenomenon that is constructed in moments of individualization and in collective moments, in a dialectical way. Studying this process meant understanding the times and spaces of each subject involved and, also, their social environment

In this paper, it is proposed the use of an experimental activity entitled ball race with the purpose of discussing the concepts of motion and the conservation of mechanical energy, from a problem situation involving these concepts. The use of this activity in an open way can foster the students' interest in learning and, with this, enable their cognitive involvement with the worked concepts. It´s supposed that this activity may facilitate the development of skills by the students, allowing them to elaborate coherent explanations for the phenomena observed, based on the underlying concepts.

In this article, we focus on the trajectories of exiled writers who act as self-translators and as “individuals who act purposefully in a social context” (Palumo 2009, 9). We discuss the extent to which exile has paved the way for self-translation and also transformed those exiled writers into individuals who act as self-translators, “ambassadors, agents” (Grutman and Van Bolderen 2014, 325) in the USA, “constantly fighting […] to restore [their] significance” (Brodsky 1994, 5). For the purposes of this study, we focus on the cases of the Kenyan novelist, Ngugi wa Thiong’o and of the Argentine-Chilean-American novelist and playwright, Ariel Dorfman. Both Ngugi and Dorfman have, in different ways, been forced out of their home countries, they have sought exile in the USA, and they have written and translated into (and out of) English throughout their lives. Our analysis of these two cases will use an adapted version of John Glad’s multidimensional model of the process of literary creation of exiled writers. By analyzing both these cases through an adapted version of Glad’s model, we hope to contribute to the discussion on self-translation and on exile as a fact that affects this activity directly and in different ways.

The objective of this research was to analyze the concepts and forms of use of ludic activities by nine professionals working in the rehabilitation of children with disabilities in a public health institution in Santa Catarina. The research configures as a field investigation, descriptive and exploratory, with qualitative approach. For the analysis of data it was used semi-structured interviews and systematic observations. Data analysis occurred through technical "content analysis". The professionals showed similar views on the ludic activities for the children, recognizing it in games and activities that provide pleasure and fun, however, did not considered other possibilities for their enjoyment, a fact that apparently does not affect the use of this element in the context investigated. The reason for that is that the humanized care is reflected in the ludic elements whom generate benefits in all aspects of the child's life.

This paper aims to identify preponderant elements and dimensions in the discursive movements of teachers and students of the first year of high school, in making theoretical judgments, acting responsibly or "trying to escape" their responsibilities in the face of current controversies about global warming. Elements of moral philosophy and Mikhail Bakhtin's Theory of Enunciation were used by analyzing strings of statements in two cut-out episodes of a didactic sequence of ten lessons on the subject. Comprehensions in various rhythms and accentuations have been flagged, theoretical certainties and doubts as not linearly correlated to responsible action, and "being only one in the crowd" as the primary alibi of escape from such responsibility. Finally, we discuss the implication of rethinking criticality and decision-making as learning goals, as well as recommending strategies to ignore responsible acts of students while addressing socio-scientific issues.