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Identificação e estudo do fungo Mucor circinelloides isolado do tronco de Pinus taeda, com ênfase em biotransformação da carvona
(Universidade Federal de São Carlos, 2012-03-28) Santos, Gabriel Franco dos; Rodrigues Filho, Edson; https://lattes.cnpq.br/3667941735597178; https://lattes.cnpq.br/3896543395330784
Identification and study of the fungus Mucor circinelloides isolated from the trunk of Pinus taeda, with emphasis on the carvone biotransformation. Fungi associated with plants have been studied ripping seeking the discovery of new substances and the understanding of the ecological interactions between plants and microorganisms. This study aimed to identify a fungus associated with the trunk of Pinus taeda using morphological analysis with images obtained by optical microscopy and scanning electron microscopy (SEM), genetic sequencing of the 18S ribosomal region, and proteome analysis by MALDI-TOF. The fungus was identified as Mucor circinelloides and its metabolism was studied. A mixture of 3-epiergosterol and ergosterol, glucosilceramidas mixture, and 3-glucopyranosyl-sitosterol were identified. The emphasis of this work was on the biotransformation of carvone, which is one of the main monoterpenes found in nature and one of the most commercialized. From the biotransformation experiment it was possible to isolate two trihydroxylated products and also dihydrocarvona, dihydrocarveol and neo-dihydrocarveol identified by GC-MS. The biotransformation products were identified by GC-MS and were proposed a pathway biotransformation. After that was performed also an estimative of production for some products and consumption estimated of (4R) - and (4S)-carvone, which is consumed in less than four hours of the experiment, showing a very rapid metabolism as reported in several genera of Mucor.
Conferências de políticas para as mulheres: potencialidades e limites participativos
(Universidade Federal de São Carlos, 2012-03-28) Magrini, Flávia Mello; Cepêda, Vera Alves; https://lattes.cnpq.br/4917331423373631; https://lattes.cnpq.br/2488821023239417
A produção de sentidos e significados matemáticos por estudantes do último ciclo do ensino fundamental por meio da leitura da obra "O homem que calculava"
(Universidade Federal de São Carlos, 2012-03-28) Paez, Gisele Romano; Sousa, Maria do Carmo de; https://lattes.cnpq.br/6637658562543505; https://lattes.cnpq.br/8273301804112624
This research aims to analyze the production of meanings that were articulated by students of grades of elementary school , while reading the book : " The Man Who Counted ." Thus , based on the assumption that reading literary texts in mathematics classes can instigate the imagination nurture the production of meaning not only to mathematics in everyday situations as experienced by students . Therefore , if selected for this study the work of Malba Tahan . It is driven by the following research question : what are the meanings mathematicians that can be produced by students of 8th and 9th grades of elementary school , a public school in the city of São Carlos , the state of São Paulo , from reading the stories of the book " the Man who Counted ?" . It is based primarily on studies of Lev Vygotsky , for the study of the production of meaning and meaning from the word , Bento de Jesus Caraga and George Ifrah , for the production of meanings to mathematical content through the history of mathematics . And is qualitative . Data were built in ten encounters were videotaped and analysis category was defined retrospectively . The analysis was made from a unit of meaning , descriptive - analytical nature of the role of the written and spoken word in the production of meanings for the mathematical content . As a result one can point out that the reading of literary texts in mathematics classes exceed the production of meaning in mathematics , arousing sense to everyday practices through relationships made between school subjects , not just math , and life . It was also possible to detect the difficulty of specific symbolic representation of mathematics especially in situations requiring a fractional representation of the situation , allowing us to ask: to what extent the way we teach mathematics with its own representation is being appropriated by the student as a way of interpreting the world ?
Ensino de espanhol para brasileiros : das crenças à prática docente
(Universidade Federal de São Carlos, 2012-03-28) Vieira, Dark dos Santos; Viana, Nelson; https://lattes.cnpq.br/6252579012192711; https://lattes.cnpq.br/1356347525580260
In recent years, we have observed that the presence of the Spanish language teaching in regular schools has been expanded gradually. However, even in the context of teaching-learning favoring of the Spanish language, it is quite frequently to hear from professionals in other fields and language learners that the broad similarity between Portuguese and Spanish facilitates communication among speakers of the two languages, and for that reason, Portuguese speakers would not need to devote themselves so deeply and systematically to the study of Spanish (or vice versa). In the field of Applied Linguistics around the same period, the number of researches focusing on beliefs related to the teaching-learning language process have increased and the results indicate the need for knowledge of teacher beliefs (trainers and training) so that one could achieve critical-reflexive education. From these findings, this ethnographic-based research developed under an interpretative perspective aims to investigate the perceptions and beliefs of Spanish teachers on the teaching of this language for Brazilians, and see how the relationship of the beliefs of these teachers with their context and their practice in the classroom is characterized. The participants of this survey were teachers of Spanish for Brazilians students in the metropolitan region of Campinas, São Paulo, and as instruments for data collection, we used a mixed questionnaire (with open questions and items in scale), interviews with teachers, field notes and recordings lessons in audio and video. This study took place on the basis of discussions on approaches to Teaching, teaching-learning language and beliefs. The data show us that, in general, the practice of teachers is guided by a system of beliefs and assumptions that underlie their approach to teaching. In addition, we also note that both beliefs about the approach of teaching have a strong relationship with the teaching context.