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Pegada hídrica como indicador de sustentabilidade ambiental em sistemas de produção agrícola na Amazônia
(Universidade Federal de São Carlos, 2017-03-20) Costa, Douglas Cavalcante; Martorano, Lucieta Guerreiro; https://lattes.cnpq.br/9712490260615310; Stolf, Rubismar; https://lattes.cnpq.br/2436951279203355; https://lattes.cnpq.br/6587891528049574
This research aimed to assess the water footprint as an indicator of environmental sustainability in agricultural production systems in the Amazon. The methodology developed in Holland gained adoption and has been tested in various regions of the planet as a strategy to account for how much water has been used in the production of goods, products, or services. As the Brazilian Amazon holds large freshwater reserves on Earth, this dissertation was structured considering this indicator of water consumptive use as follows. Chapter 1 presents a brief theoretical framework of the methodology and how this knowledge was approached focusing on water footprint (WF) as an indicator based on a logical diagram of agricultural production sustainability in the Amazon. Chapter 2 features a literature survey of the scientific production that applied the water footprint methodology to assess the responsible use of water to offer a given product. The literature survey in Brazilian and international journals between 2006 and 2016 yielded 13,085 papers, but, in Brazil, only 3% of the studies employed WF as an indicator of use of this important natural resource that is water, while four papers were carried out with data on water use in the Brazilian Amazon. Chapter 3 tallied the water footprint in the 2013/2014 harvest year of the most commonly planted soybean (Glycine max) cultivars in the grain center of Paragominas, northeast state of Pará. Pluvial and phenological data of a field experiment of Embrapa were used and agrometeorological assessments were performed during harvest with a sampling unit installed at the soybean experiments carried out by Embrapa at Poderosa farm. The total water footprint in that harvest in Paragominas ranged from 1,015 m3 ton-1 to 1,306 m3 ton-1 . vi Chapter 4 analyzes the temporal dynamics of the water footprint of eight soybean cultivars in the grain center of Santarém, west state of Pará. The evapotranspiration rates were estimated based on the meteorological data available from 2009 to 2014 and on mean phenological data of the cultivars available in the literature for the region, such as China. The mean water footprint estimated for soybean grown in the Santarém/Belterra grain center was lower than the valued obtained by researchers in other countries. For instance, the water footprint was about 30% below the results of that indicator for soybean crops in China. It is worth pointing out that, in the grain center in west Pará, the WF was 5% lower than the values reported in studies on databases of the grain center of Paragominas. Moreover, the soybean grown in Santarém/Belterra has a smaller water footprint than the global average, whose values are 41% higher than those obtained in this research. It is concluded that there are soybean cultivars with great potential to be used in grain crops for their high water use efficiency in a given harvest year. Therefore, the decision to sow one cultivar in the grain centers of the Amazon may be subsidized by the WF values as a strategy to reduce consumptive water use in agriculture due to the high evapotranspiration efficiency with a reduction in green water footprint since it indirectly expresses the high yields of a given cultivar compared to the other cultivars available in the region. It is concluded that WF is an excellent indicator of consumptive water use in the agricultural production systems in the Amazon since, in terms of efficient water use, this indicator expressed lower values compared to the global average
Representações sociais dos professores de língua portuguesa sobre o ensino gramatical
(Universidade Federal de São Carlos, 2017-03-20) Santos, Hermes Talles dos; Martins, Maria Sílvia Cintra; https://lattes.cnpq.br/9241992645160356; https://lattes.cnpq.br/5472419000112053
In Brazil, grammar teaching has drawn attention from Portuguese language teaching scholars and experts over last decades. However, the guidelines on this teaching are not homogeneous, emphasized either by a more normative grammatical view, which focus only the work with the standard language, or, starting from a Linguistics as Science perspective, which considers and works with students’ non-standard varieties. Moreover, often the grammatical notion, approached by teaching materials or official documents, is not explicit or delimited, which maintains almost the exclusive traditional and normative grammatical perspective continuity in the teaching process. Thus, in most cases, Portuguese teachers in Primary/Secondary Education associate grammar with Traditional and Normative Grammar. Considering also that contemporary Linguistics presuppositions influenced the teaching of Portuguese language, but had not had the same force in relation specifically to grammatical teaching, we aim, with this investigation, at understanding how non-exclusively scientific and academic factors, but institutional, social and even intellectual influences in teaching practice building social representations about what is to teach grammar in the school context. To do this, we recovered grammar studies development since its emergence in Classical Antiquity and analyzed how different language conceptions influenced language teaching. To reach our objectives, we developed a qualitative investigation, with interpretative lens, through notions of the clinical method and artificial participant observation. We collected data from our corpus through comments posted in virtual learning environments by teachers participating in a university extension course offered by us, about grammatical approaches and Portuguese language teaching. In data analysis, we used the Ginzburg’s indiciary paradigm. Our analysis have shown that teachers are aware of their teaching role regarding to standard language teaching and generally begin work on students' knowledge and linguistic varieties. Also they demonstrated the contemporary academic and scientific orientations on grammatical teaching, present in official documents such as the Parâmetros Curriculares Nacionais para a Língua Portuguesa. However, due to a tense work context, strongly influenced by social and institutional issues, they develop grammatical teaching practices, trying on their own way to harmoniously associate traditional and normative notions with contemporary scientific and academic orientations. Also have our analysis shown that teachers are unaware of academic and scientific grammars. Lastly, our research has allowed us to verify that teachers’ social representations influence the grammatical work which they develop, maintaining, to a certain extent, the traditional and normative perspective, although they demonstrate to know contemporary theories and orientations. In addition, we consider that there is a need for a more explicit and delimited grammar presentation or consistent grammatical approaches with contemporary scientific and academic thinking, in official documents and guidelines, so that there would be a change in the Portuguese language teaching in the country.
Atratores de trajetórias para equações de evolução abstratas e aplicação a uma equação de reação difusão
(Universidade Federal de São Carlos, 2017-03-20) Teixeira, Flávia Endsfeldz; Schiabel, Karina; https://lattes.cnpq.br/2677541143976758; https://lattes.cnpq.br/6936419763778770
The purpose of this work is to study the asymptotic behaviour of abstract autonomous evolution equations. The first part is dedicated to the theory of existence of global attractors for univoque autonomous problems and trajectory attractors for multivoque autonomous problems. After that, we analyse the existence of the trajectory attractor for an autonomous reaction-diffusion equation for which it is not possible to guarantee the uniqueness property.
Correlação entre os resultados de avaliações neuropsicológicas e o desempenho em discriminação condicional com crianças com Transtorno do Espectro do Autismo
(Universidade Federal de São Carlos, 2017-03-20) Oliveira, Sabrina David de; Elias, Nassim Chamel; https://lattes.cnpq.br/4216525883778695; https://lattes.cnpq.br/7788544598559668
Neuropsychology is a science that allows one to draw the profile of cognitive impairment and skills preserved in order to design possible treatments and appropriate educational practices, aiming for better quality of life of the individual. Among the cognitive abilities investigated by neuropsychology, executive functions refers to a system that manages the cognitivebehavioral resources, with the purpose of behavior planning and regulation. This study is a correlational basic research aimed to verify whether the results found in neuropsychological evaluations of executive functions in children with Autism Spectrum Disorder (ASD) are predictive of or show any correlation with the performance of these children in conditional discrimination via identity matching-to-sample (MTS) tasks. A battery of neuropsychological tests were used to evaluate executive function to identify participants’ existing and missing skills, with possible quantification and qualification of the results. The tests used were Wisconsin, Test Tracks Pre-School, Corsi blocks and Attention Test for Cancellation. A portable microcomputer and the Master computer program were used to present MTS tasks. The participants were 13 children with ASD, aged 4 to 12 years, regularly enrolled in a Special Institution / Regular Education School. The correlations revealed significant associations between neuropsychological tests and MTS tasks performance. In general, it was observed that the lower the performance in Test Wisconsin, more perseverative responses were presented and higher correlation was found with the MTS tasks. It was also observed that the better the performance in the Cancellation and trails tests, better performance on MTS tasks. The attention and cognitive flexibility may be pre-requisites for better performances in MTS tasks. Future research could further explore the MTS tasks for evaluation of cognitive and attentional flexibility and intervention of individuals with ASD. Another possibility is to check whether training with several exemplars of identity MTS would improve performance on neuropsychological tests.
Mentoria para a docência na Educação Infantil: formação on-line e saberes docentes
(Universidade Federal de São Carlos, 2017-03-20) Alexandre, Renata Fabiana; Reali, Aline Maria de Medeiros Rodrigues; https://lattes.cnpq.br/3250195451890332; https://lattes.cnpq.br/4398733848612974
Teaching learning and professional development is a lifelong process. It is a process that involves the personal and professional trajectory of each individual that acts in the school education, be it in the scopes of the public school or of particular educational networks, or in any modality, level, stage of Basic Education or in Higher Education. This process includes the biography and the professional trajectory of each teacher: the student experience; initial training; the beginning, the permanence and the career in the teaching and the action in other school spheres such as the school management, the pedagogical coordination or the continued education of teachers. It includes experiences, learning and built knowledge, which can be mobilized, requested for a new experience or a new learning. This research / intervention of qualitative nature and under the constructive-collaborative research model has as main objectives: to analyze the mobilized knowledge in the process of mentoring and to identify the construction of a knowledge base - specific knowledge to mentoring in Education Child. The research methodology comprised the development and implementation of a continuing education program entitled Online Mentoring Education Program - PFOM. This program had as its main objective the education of experienced teachers who the research methodology as school administrators, pedagogical coordinators or teacher educators to become mentors for beginner teachers in Early Childhood Education and, thus, to minimize the difficulties of this phase of the teaching career. Therefore, the research subjects are school managers, pedagogical coordinators and teacher educators. This research was developed in a Virtual Learning Environment developed for this purpose in the Portal of Teachers of the Federal University of São Carlos (www.portaldosprofessores.ufscar.br). The narratives produced in this environment in some of the virtual training activities and in the records of the face-to-face action of the mentors constituted the corpus of analysis and, under the framework of Tardif (2000, 2003) were analyzed to know, categorize, analyze and systematize knowledge revealed and mobilized by mentors. From this analysis, we collaborate with the discussion about a specific knowledge to mentoring in teaching for Early Childhood Education. Based on the data obtained, we elaborate a set of knowledges, whose repertoire includes specific knowledges when doing pedagogical in Early Childhood Education and general pedagogical knowledge.