Repositório RCAAP

Gender relations gained greater visibility in the fight against several forms of inequality within the most recent educational policies. However, a setback against the gender agenda neglects its mention in many educational policy documents, such as education plans, and controls school practices. Against this tendency and intertwined with tensions and contradictions, occurred in the context of Child Education in the city of São Paulo an opposite movement: the inclusion of gender in the construction of Quality Indicator for Child Education of the city of São Paulo. a public policy was defined in which gender was introduced as a dimension of quality. Therefore, this paper, part of a doctoral research, is based on the theoretical articulations between Joan Scott and Norbert Elias in order to analyze the process of construction of this public educational policy that leads to Child Education a controversial theme, such as gender relations, and supposes the examination of the game of disputes, tensions, concessions and challenges that shaped such policy.

In this work, we analyse all existing data related to the number of incomers and outcomers (who actually obtain the degree) of the following courses offered at the Federal University of Santa Catarina: physics teaching, bachelor in physics, master of sciences in physics and doctorate in physics, corresponding to the 1998-2017 period, according to their availability. The data point towards a great male predominance (larger than 76%) and a huge evasion of both sexes (in average, less than 20% of the undergraduate incomers obtain the degree), the evasion being lower in the postgraduate courses and always slightly higher for women. The average number of incomers and outcomers per year decreases as the students advance from graduate to postgraduate courses, although many students in the postgraduate courses come from other institutions. The proportion of women decreases as the carrier advances.

Settler Colonial Studies is a theoretical approach being developed in Australia by Lorenzo Veracini (2010, 2015, 2016), inspired by Patrick Wolfe’s (1999, 2016) precursor theories. It proposes a differentiation between “colonialism” and “settler colonialism” based on the premise that the latter involves land dispossession and the literal or metaphorical disappearance of Indigenous Others, while the former is mainly concerned with the exploitation of Indigenous labour and resources. The fact that settlers “come to stay” is a crucial element in positing settler colonialism as “a structure”, whereas colonialism would be “an event” in the lives of the colonised Others. This paper adopts settler colonial theories to propose a comparative study of two modernist “social” novels by women writers in Australia and Brazil: Katharine Susannah Prichard’s Coonardoo (1929) and Rachel de Queiroz’s The Year Fifteen (1930). Both novels deal with exploitation, discrimination, racism and the dispossession of the Indigenous Other and their miscegenated descendants, from a non-Indigenous, i.e. “settler”, perspective. Elements that are crucial for settler colonialism, such as ambivalence, indigenisation and mechanisms of disavowal and transfer in several of their guises, are examined, compared and contrasted.

The objective of this study was to investigate the concepts Elementary School students have of food habits and balanced nutrition. This qualitative exploratory study included 15 8th grade students of an elementary school in northwestern Rio Grande do Sul state, Brazil. Data were collected using a questionnaire and assessed based on the content analysis approach. The results showed that students have a certain degree of knowledge about the importance of a varied diet to health. In addition, they expressed several concepts of balanced nutrition, some of which were spontaneous in character, while others revealed a narrower relationship with associated scientific knowledge. Despite that, some concepts lacked consistency concerning the topic, indicating the need for further in-depth discussions about it.

In this text, we analyze the process of elaboration of a teaching proposal for Physical Education based on the perspective of the critical pedagogy approach. Three processes are highlighted in this analysis: 1) the articulation of the pedagogical and formative principles to the dynamics of teaching and learning; 2) the definition and elaboration of the specific knowledge of Physical Education; 3) the conceptualization and organization of the work with the themes. The discussions presented here aim to contribute to the development of the critical perspective in Physical Education through the systematization of pedagogical principles that orients the teaching work for the elaboration of didactic units and their respective classes.

From July 2016 to September 2017, samples of fleshy fruits (38 samples, 50.93 kg) were collected in the municipalities of Rio Branco and Senador Guiomard, in the state of Acre, Brazil, aiming to expand our knowledge about the diversity of fruit flies, their host plants and associated parasitoids. In this work, we report the first record of Anastrepha serpentina (Wiedemann) and the parasitoid Asobara anastrephae (Muesebeck) in Acre. In addition, Pouteria caimito (Ruiz & Pav.) Radlk. (Sapotaceae) was found to be a new host for Ceratitis capitata in the Brazilian Amazon. 

The pedagogical content knowledge (PCK) known as the specific knowledge of the teacher, it is a knowledge who differentiated him from a specialist in his area. It becomes as a result of teaching experiences of topics or contents of your discipline. The PCK has been used as a research model of teachers' thinking and as a subsidy for the construction of initial and continuing training curriculum. This work proposes a model for the evaluation of the development of the pedagogical content knowledge, referring to the Nature of Science theme, in the initial formation of Physics teachers (PCK/NOS). In our model, we desire to incorporate the criticisms recurring to the previous proposals of PCK models, for example, the exclusion of non-cognitive factors and the lack of relations between the knowledge that gives forms to the PCK. It emerges as a tool for analyzing and understanding the knowledge, difficulties and beliefs surrounding the future teacher of Science/Physics during the process of creation, application and evaluation of didactic strategies aimed at the teaching of meta-scientific contents. At the finally, we desire with the our proposition to assess of the development of the PCK/NOS, but we do not propose a final and definitive answer to the question of how to teach meta-scientific content; so we desire to understand the knowledge, difficulties and dilemmas that surround future physics teachers who are proposing to this task and how they contribute to the development of the PCK/NOS.

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BENTO, Fábio Régio. Marxismo e Religião: revolução e religião na América Central. [Marxism and Religion: revolution and religion in Central America]. Jundiaí: Paco, 2016. 100 p.

This article investigates the familiarity, frequency, location and time of use of technological resources by teachers of physical education in the city of Rio de Janeiro. The objective of the study was to verify if teachers were using technology in everyday life, whether for leisure or for work. The study had the participation of 159 teachers, with a mean age of 34.25, whose main instrument of data collection was an online questionnaire; The results of the study showed that most have a laptop, a smartphone and access the internet every day, from different places, and this access by the cell phone, at least five times a day, from 1 to 3 hours. Thus, it was possible to perceive that in spite of the difficulties that exist in the schools of the municipal networks, the teachers are more involved with the technology, since they access the internet every day, whether for leisure, for work or studies.

Polymorphic variations may act on chromatic alterations, which in excess cause hyperpigmentation (melanic individuals), and when deficient are responsible for hypopigmentation (albinism, leuctic or piebald individuals) and may be associated with ecological aspects, physiology and other biological processes. In Brazil, leucism has been observed in a few carnivorous species and may represent a sporadic event in this group of animals, since chromatic alterations of hypopigmentation can cause negative effects on individuals, such as increased vulnerability to predation. Nevertheless, an individual of Cerdocyon thous with leucism was observed on the premises of the Campus of Agricultural Sciences of UNIVASF, a rural area of Petrolina, Pernambuco. When seen, the canidae exhibited the same behavioral characteristics as other normal specimens and fled to adjacent areas with natural vegetation.

The text was structured by the recognition of the thematization of culture in physical education from the reading of educational documents guiding the said area in Latin American countries. To this end, eight countries that integrate Latin America - Argentina, Bolivia, Chile, Colombia, Cuba, Mexico, Uruguay and Venezuela - have been selected, as well as the respective documents that guide the education and physical education of these countries in order to problematize how culture emerges in these different social contexts. From the reading, it was possible to verify that the culture is not one of the main subjects addressed in the documents, although it is present in the discussion that involves the area under different prisms. In short, most documents thematize the culture from perspectives in which the emphasis is on the dialogue with the area of human and social sciences, which points to the movement of the area in search of new problems that are attentive to the appreciation of human movement in physical education classes through the recognition of the cultural particularities of each country.

Introduction and Objective: Present the origin of gladiators, their training systems and daily life. Methodological procedures: A narrative review was carried out, based on the retrieval of historical facts contained in iconographic, electronic and bibliographical sources. Discussion: It is believed that the origin of the gladiator’s combat is Etruscan, initially realized as part of funeral rites. After entering the gladiatorial family, the gladiators followed laws from schools of formation (ludus). Gladiators who had fought for a long time, and survived all combats received a wooden sword as a symbol of their retirement, called rudis. Conclusion: For a period of almost 600 years, the arena was one of the most popular entertainments in the Roman world. Gladiator fights were an element of paganism that ruled Rome until the conversion of Emperor Constantine to Christianity in the fourth century, and occupy a central place in the modern popular perception of Roman behavior.

Philosophical texts do not figure prominently in the discussions within the general area of translation studies. This might be due to their alleged obscurity and ambiguity, but what is interesting is that the relatively few contributions on this particular subject – the translation of philosophical texts – tend to focus on the translation of German texts into other languages, predominantly into English. In this article these two aspects will be approached from tow angles: firstly the particular qualities of philosophical texts which have been identified by other researchers will be discussed and secondly a speciality of the German language – i.e. the parenthetical structure, (Satzklammer) which is very present in German philosophical texts will be scrutinises with regard to its cohesive potential. It will be argued in this article that the parenthetical structure adds considerably to translation of German philosophical texts as it cannot be transmitted and that alternative means lack the particular power of cohesion, which means that the translations in question become even more obscure than the original.

The aim of this article is to analyze the notions of students about the Nature of Science (NOS) and Scientific Inquiry (SI). We refer to the Nature of Science (NOS) as the characteristics of scientific knowledge and Scientific Inquiry (SI) as the characteristics of the processes through which scientific knowledge is developed. From a research discipline developed with eighth grade students of elementary school II, we used two questionnaires (initial and final) and interviews to collect and later analyze the data. As a result, the 29 students presented in general, little notions regarding the Nature of Science and Scientific Inquiry. Even so, answers such as the difference between laws and scientific theories, the use of creativity by scientists, and the beginning of a scientific inquiry with a question were highlighted in their answers.

The Resolution 02/2015 of the Brazilian Education Main Council has established the new National Curriculum Guidelines for the initial and continuing teacher education in which physics teacher education programs are included. In this study, we report the description on the curriculum reformulation process that was carried out to adequate a nightly presential physics teacher education program to the new guidelines. Despite of the compromise to implement the reformulations within two years imposed by the Resolution, this was not the main reason for the curriculum revision. The process had already been initiated with a committee established in the year before of the new guidelines enacting. In this way, we show, in this study, changes realized in observance of the legal requirements as well as an interesting discussion of the reflexive and self-critical process that led to the new curriculum. It is important to note that the reformulation process has taken into account the experience over the eight years of existence of the program in which several participants contributed such as the authors of this paper, other professors, undergraduate students, and CEFET’s employees. Beyond the reflexive analysis, we also describe quantitative data on the college dropout and failure in the physics teacher education program lifetime that justify the changes done.

The Pará River is an immense estuary formed by numerous rivers and bays, composing a large body of fresh water that flows into the ocean. In this environment, there are many islands, of which 39 belong to the city of Belém. These islands have a small percentage of terra firma, including areas cultivated by family farmers. The objective of this study was to evaluate the effect of the water movement of the Pará River estuary on soil fertility of islands of Belém, Pará. Sampling was carried out on 23 islands in a várzea ecosystem with an area greater than 10 ha, including three significantly large islands (Mosqueiro, Caratateua and Cotijuba) and three islands (Mutum, Santa Rosa and João Pilatos) that belong to the municipality of Ananindeua, located south of Mosqueiro. The samples were collected in a riverine environment, surrounding the islands, with the goal of better understanding the areas used by the local population. The study indicates that there is variability in the soil fertility of insular environments of Belém, including a significant difference between the archipelagos evaluated for calcium (Ca+2), magnesium (Mg+2), potassium (K+) and aluminum (A+3), as well as the sum of bases (SB) and cation exchange capacity (CTC). No significant difference was observed for the values of available phosphorus (P). A gradient in the south-north direction was also observed for the elements K+, Mg+2 and Al+3. 

Soil flooding is a phenomenon that reduces survival, growth and development of plants, and can cause a decrease in crop productivity. Passion fruit (Passiflora edulis Sims) is commercialized, has medicinal properties, and can benefit from irrigation when cultivated. However, there are no studies showing the effects of excess water in the soil on this plant. The objective of this study was to verify morpho-anatomical and physiological changes during early developmental stages of passion fruit seedlings exposed to different water levels in the soil. Seedlings were organized into three treatments: soil at field capacity, pre-submerged soil and flooded soil. After seven days, analyses of gas exchange, water potential, proline content and anatomical root sections were performed. The flooded soil had important effects on gas exchange and photosynthesis. No changes in water potential or proline content were verified among the different treatments. The pre-submerged and flooded treatments resulted in increased root diameter and thickness of apoplastic barriers and the cortex. Passion fruit exhibited physiological and anatomical responses that allowed it to survive in pre-submerged and flooded conditions. 

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Focusing on the rigor requirements for the research process and product in constructivist research, the article is about the emancipatory elements of this alternative form of human inquiry. Examples are provided from a research project with street children in Salvador, Bahia, Brasil, which illustrate the social justice potential in "trustworthiness" and "authenticity" when undertaking constructivist research.