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The importance of dissolved organic carbon (DOC) to aquatic environments is well established in the scientific community. In boreal landscapes, small streams receive water from headwater lakes, mires, and discrete flow paths that drain riparian soils. The goal of this study was to investigate the importance of these discrete riparian inputs (DRIPs) as sources of DOC and to explore whether quantity and quality of DOC from DRIPs differs from other sources in the landscape, including groundwaters that are not as hydrologically connected to streams. To do this, I collected water from already established riparian groundwater wells installed at the Krycklan Catchment Study (KCS) in northern Sweden, as well as from an adjacent lake, stream, and mire. Microbial activity (respiration) was analyzed in 24-hour laboratory incubations using a metabolically active dye, resazurin (Raz) which in the presence of aerobic respiration transforms into resorufin (Rru). Rru is easily measured in the lab, and its production can serve as a proxy for rates of microbial respiration. DOC concentration was also measured at each location, along with specific absorbance at 254 nm (SUVA254) and the absorbance ratio (254/365 nm) as indices of DOC quality. The results show a large variation in DOC concentration among potential water sources to the stream. Furthermore, there was a strong correlation (R2=0.96) between Rru production and DOC concentration among these sources, but no significant difference (p=0.067) in median Rru production between DRIPs and non-DRIPs. Overall, these results highlight important spatial variability in DOC from different water sources in the landscape, which likely have important consequences for patterns of microbial respiration in streams.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-20T20:01:53Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rene_ferreira_silva_junior.pdf: 1067909 bytes, checksum: 33d48bb20947b79d3412504f05f8b61f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-01T17:06:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rene_ferreira_silva_junior.pdf: 1067909 bytes, checksum: 33d48bb20947b79d3412504f05f8b61f (MD5) / Made available in DSpace on 2018-10-01T17:06:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rene_ferreira_silva_junior.pdf: 1067909 bytes, checksum: 33d48bb20947b79d3412504f05f8b61f (MD5) Previous issue date: 2018 / A resid?ncia em sa?de surge como padr?o ouro para forma??o em servi?o, caracterizada pela educa??o no trabalho, relaciona teoria e pr?tica, o ensino e o servi?o, sendo importante para a forma??o dos profissionais para o Sistema ?nico de Sa?de. Nesse contexto, destaca-se o papel do preceptor, essencial para a forma??o do residente. Assim, esse estudo tem como objetivo principal compreender a atua??o docente de preceptores enfermeiros em um programa de resid?ncia multiprofissional em sa?de da fam?lia da Universidade Estadual de Montes Claros e como objetivos espec?ficos: descrever a constru??o das pol?ticas e organiza??o da sa?de no Brasil e a Reforma Sanit?ria Brasileira; compreender as principais pol?ticas p?blicas e programas interministeriais de forma??o em sa?de no Brasil; descrever a resid?ncia em sa?de; compreender o ser professor; conhecer o significado de ser preceptor e descrever seus processos formativos. Nortearam o estudo os seguintes problemas: Como ocorre ? atua??o docente dos preceptores? Qual sua identidade? E quais experi?ncias docentes formam essa identidade? O estudo foi explorat?rio, descritivo, qualitativo e os procedimentos metodol?gicos articulam entrevistas orais tem?ticas, desenvolvido durante o ano de 2017, al?m de busca bibliogr?fica e documental para embasamento do corpus da disserta??o. Para o processo de an?lise de dados foi utilizado ? an?lise de conte?do de Bardin. Os participantes foram preceptores enfermeiros atuantes no programa de resid?ncia em sa?de da fam?lia, a amostra foi por conveni?ncia, sendo selecionadas tr?s preceptoras de acordo com a disponibilidade para participar da pesquisa e o maior e menor tempo de atua??o. Utilizou-se um roteiro semi-estruturado para coleta de dados, que ocorreu nos p?los de atua??o dos preceptores, durante o turno vespertino, nos meses de novembro e dezembro de 2017, os depoimentos foram gravados e transcritos na ?ntegra. O projeto de pesquisa foi aprovado com parecer 2.425.790/2017. O estudo est? organizado em cinco cap?tulos, na qual buscou-se tra?ar a linha hist?rica da sa?de no Brasil, em especial, o movimento de reforma sanit?ria, a constru??o do Sistema ?nico de Sa?de e o desenvolvimento e implementa??o das principais pol?ticas e programas direcionados ? forma??o em sa?de no pa?s. Nessa perspectiva, deu se ?nfase nas Resid?ncias Multiprofissionais em Sa?de e o papel docente, finalizando com as vozes dos preceptores. Conclui-se que o estudo possibilitou a compreens?o da evolu??o da sa?de no Brasil, o que resultou no Sistema ?nico de Sa?de, sendo criadas por meio dele estrat?gias de forma??o voltadas ao atendimento e aos seus princ?pios, assim, a resid?ncia multiprofissional em sa?de ? um espa?o privilegiado de produ??o de ensino e sa?de. Ressalta-se que o papel do preceptor ? essencial para a forma??o de profissionais cr?ticos e reflexivos, com mudan?as na vis?o do residente sobre si e quais caminhos ele quer seguir. Percebe-se tamb?m fragilidades acerca da forma??o em doc?ncia dos preceptores e aus?ncia de preparo espec?fico pr?vio para desenvolvimento desse papel, no qual foi desempenhado inicialmente por oportunidade/convite de exercer o of?cio docente. Evidenciou-se por fim que o papel docente do preceptor ? secundarizado em detrimento as fun??es administrativas e/ou assistenciais, e a sua identidade enquanto educador ? perdida. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2018. / The residence in health is gold standard for in-service training, characterized by education at work, relating theory and practice, teaching and service, and it is important for the training of professionals to the single Health System. In this context, we highlight the role of the tutor, essential for the formation of the resident. Thus, this study aims to understand the teaching performance of main tutors nurses in a program of multidisciplinary residency in family health at the State University of Montes Claros and as specific objectives: describe the construction of the policies and organization of health in Brazil and the Brazilian health reform; understand the main public policies and Interministerial programmes of training in health in Brazil; describe the residence in health; understand the teaching; know the meaning of being tutor and describe their formation processes. Guided the study the following issues: How does the teaching performance of the tutors? What is your identity? And what experiences teachers form this identity? The study was exploratory, descriptive, qualitative and methodological procedures articulate thematic oral interviews, developed during the year 2017, in addition to bibliographical and documental search for basement of the corpus of the dissertation. For the data analysis process was used to analysis the content of Bardin. The subjects were tutors nurses operating in residency program in family health, the sample was for convenience, being selected three governesses according to availability to participate in the research and the larger and shorter acting. We used a semi-structured data collection script, which occurred at the poles of expertise of tutors, during the evening shift, in the months of November and December 2017, the interviews were recorded and transcribed in full. The research project was approved with 2,425,790 opinion/2017. The study is organized into five chapters, in which he sought to trace the historical line of health in Brazil, in particular, the health reform movement, the construction of the health system and the development and implementation of key policies and programs targeted to health training in the country. In this perspective, gave emphasis on Multiprofessional Health Residences and the teaching role, ending with the voices of tutors. It is concluded that the study allowed understanding the evolution of health in Brazil, which resulted in the unified Health System, being created through training strategies geared to the service and to their principles, so the multi-professional residence in health is a space privileged education and health production. It should be noted that the role of the tutor is essential to the formation of critical and reflective professionals, with changes in resident's vision about you and what ways he wants to follow. You can see also weaknesses concerning the teaching training of tutors and the absence of specific preparation prior to development of this paper, which was played initially by chance/invitation to pursue the craft. It was finally the teaching role of the tutor is secundarizado over administrative functions and/or assistance, and your identity as an educator is lost.

abstract: Population growth and fresh water depletion challenge drinking water utilities. Surface water quality is impacted significantly by climate variability, human activities, and extreme events like natural disasters. Dissolved organic carbon (DOC) is an important water quality index and the precursor of disinfection by-products (DBPs) that varies with both hydrologic and anthropogenic factors. Granular activated carbon (GAC) is a best available technology for utilities to meet Stage 2 D/DBP rule compliance and to remove contaminants of emerging concern (CECs) (e.g., pharmaceutical, personal care products (PCPs), etc.). Utilities can operate GAC with more efficient and flexible strategies with the understanding of organic occurrence in source water and a model capable predicting DOC occurrence. In this dissertation, it was found that DOC loading significantly correlated with spring runoff and was intensified by dry-duration antecedent to first flush. Dynamic modeling based on reservoir management (e.g., pump-back operation) was established to simulate the DOC transport in the reservoir system. Additionally, summer water recreational activities were found to raise the level of PCPs, especially skin-applied products, in raw waters. GAC was examined in this dissertation for both carbonaceous and emerging nitrogenous DBP (N-DBP) precursors (i.e., dissolved organic nitrogen (DON)) removal. Based on the experimental findings, GAC preferentially removes UV254-absorbing material, and DOC is preferentially removed over DON which may be composed primarily of hydrophilic organic and results in the low affinity for adsorption by GAC. The presence of organic nitrogen can elevate the toxicity of DBPs by forming N-DBPs, and this could be a major drawback for facilities considering installation of a GAC adsorber owing to the poor removal efficiency of DON by GAC. A modeling approach was established for predicting DOC and DON breakthrough during GAC operation. However, installation of GAC adsorber is a burden for utilities with respect to operational and maintenance cost. It is common for utilities to regenerate saturated GAC in order to save the cost of purchasing fresh GAC. The traditional thermal regeneration technology for saturated GAC is an energy intensive process requiring high temperature of incineration. Additionally, small water treatment sites usually ship saturated GAC to specialized facilities for regeneration increasing the already significant carbon footprint of thermal regeneration. An innovative GAC regeneration technique was investigated in this dissertation for the feasibility as on-site water treatment process. Virgin GAC was first saturated by organic contaminant then regenerated in-situ by iron oxide nanocatalysts mixed with hydrogen peroxide. At least 70 % of adsorption capacity of GAC can be regenerated repeatedly for experiments using modeling compound (phenol) or natural organic matter (Suwannee River humic acid). The regeneration efficiency increases with increasing adsorbate concentration. Used-iron nanocatalysts can be recovered repeatedly without significant loss of catalytic ability. This in-situ regeneration technique provides cost and energy efficient solution for water utilities considering GAC installation. Overall, patterns were found for DOC and CEC variations in drinking water sources. Increasing concentrations of bulk (DOC and DON) and/or trace organics challenge GAC operation in utilities that have limited numbers of bed-volume treated before regeneration is required. In-situ regeneration using iron nanocatalysts and hydrogen peroxide provides utilities an alternative energy-efficient operation mode when considering installation of GAC adsorber. / Dissertation/Thesis / Ph.D. Civil and Environmental Engineering 2012

Made available in DSpace on 2014-12-17T14:36:25Z (GMT). No. of bitstreams: 1 NormaPLS_TESE.pdf: 3212877 bytes, checksum: 0774d5dd8c676203679301363b1ee59e (MD5) Previous issue date: 2012-12-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study intends to analyze the social representation of teaching for students of first years of undergraduate courses in Education, Letters and Biology. The field of this research was the Federal University of Piaui - Campus of Picos in 2009. To reach the objective proposed above, was used the theory of social representations to the seizure of the elements which constitute such representations according to Moscovici and colleagues, considering the contribution of Abric with his Theory of Central Nucleus and Wagner with the Theory of Sociogenesis. Data were collected in two phases: first, through the Technique of Free Association of Words (TFAW) of which 100 subjects evoked representations of their teaching through the inductor terms 'to teach', 'student' and 'teacher'. For those data we used the EVOC software that promoted to detect the elements of the core and to conclude that the social representation of teaching is one of the work performed by a master / teacher who transmits, directed to an apprentice who learns, confined to the school involving the student with all his virtues to be smart, interested and dedicated, and teacher to be friend, wise bearer of knowledge and also intelligent. Then, using the Multiple Classification Procedure (MCP) only 10 subjects made ratings of 25 more evoked words in the first phase, for the analysis of data from the MPC with the use of the SPSS software we used Multidimensional Statistical Analysis (MSA) for the Free Classification we found three dimensions of Social Representation of Teaching: The Didactic, that focuses on teacher and student being superimposed, meaning the inseparability of these elements, the Affective, which presents the elements inherent in teachers with love as the strong point of this dimension, and the Formative, that is as ambiguous as ambivalent because it sees the teacher as a professional directed to help students get an education; for Directed Classification with Similarity Structure Analysis (SSA), we learn that teaching is a profession that materializes in the classroom, which is extremely true because the action happens in this teaching space, supposing a caring, loving, cheerful, capable, apt, patient, partner, responsible, dedicated, committed educator, who has wisdom and knows how to teach and help students through dialogue to there study and learning. All of it s necessary to occur the result of teaching, which is education in a disciplinary manner. The results point to a very traditional social representation of what is the role of teachers, the role of students and the role of the relationship itself between teaching and learning through the act of teaching. With this statement, we can confirm that the structure of Social Representation of Teaching for the investigated subjects reflects the sociogenetic conditions that engendered them, and that these conditions permeate their structural organization, in particular time-context in which social representation was captured / O objetivo desse estudo consiste em analisar a representa??o social de doc?ncia para os estudantes dos primeiros anos dos cursos de Licenciatura em Pedagogia, Letras e Biologia. O campo dessa pesquisa ? a Universidade Federal do Piau? Campus de Picos, no ano de 2009. Para o atendimento do objetivo acima proposto foi utilizada a Teoria das Representa??es Sociais, para que assim se apreendessem os elementos constitutivos de tais representa??es, conforme Moscovici e colaboradores. Tomou-se por base tamb?m a contribui??o de Abric, com sua Teoria do N?cleo Central, e Wagner, com a Teoria da Sociog?nese. Os dados foram coletados em duas fases: inicialmente atrav?s da T?cnica de Associa??o Livre de Palavras (TALP); depois, por meio do Procedimento de Classifica??o M?ltipla (PCM). Na primeira fase, 100 sujeitos evocaram suas representa??es de doc?ncia por meio dos termos indutores dar aula , aluno e professor . Para o tratamento desses dados utilizamos o software EVOC, que permitiu a detec??o dos elementos do n?cleo central e a conclus?o de que a Representa??o Social de Doc?ncia ? a de um trabalho executado por um mestre/educador que transmite, direcionado a um aprendiz que aprende, circunscrito ? escola, envolvendo o aluno e professor, com todas as suas virtudes: para o primeiro, as de ser inteligente, interessado e dedicado e, para o segundo, as de ser amigo, s?bio, portador de conhecimento e tamb?m inteligente. J? na segunda fase, apenas 10 sujeitos fizeram as classifica??es das 25 palavras mais evocadas na primeira. Para a an?lise dos dados do PCM, com o aux?lio do software SPSS, fizemos An?lise Estat?stica Multidimensional (MSA), para a Classifica??o Livre e constatamos tr?s dimens?es da Representa??o Social de Doc?ncia: a Did?tica, cujos focos s?o educador e aluno, sendo que estes dados, estando sobrepostos, significam a indissociabilidade desses elementos; a Afetiva, que apresenta elementos inerentes ao docente, sendo que o amor constitui o ponto forte dessa dimens?o; e a Formativa, que, ao mesmo tempo, ? amb?gua e ambivalente, porque, nesta dimens?o, o professor ? um profissional vocacionado que tem a responsabilidade de ajudar o aluno a obter educa??o. Para a Classifica??o Dirigida procedemos ? An?lise da Estrutura de Similitude (SSA), pela qual apreendemos que a doc?ncia ? uma profiss?o que se materializa na sala de aula, o que ? extremamente verdadeiro porque a a??o docente acontece nesse espa?o, pressupondo um educador atencioso, amoroso, alegre, capacitado, vocacionado, paciente, companheiro, respons?vel, dedicado e compromissado, que tenha sabedoria e saiba ensinar e ajudar o aluno atrav?s do di?logo para que haja estudo e aprendizado. Tudo isso se faz necess?rio para que ocorra o resultado da doc?ncia, que ? a educa??o de forma disciplinar. Os resultados apontam para uma representa??o social bem tradicional do que seja o papel docente, o papel discente e da pr?pria rela??o de ensinar e aprender por meio do ato de dar aula. Reside nesta assertiva a confirma??o de que a estrutura da Representa??o Social de Doc?ncia, para os sujeitos investigados, espelha as condi??es sociogen?ticas que as engendraram, e que estas permeiam sua organiza??o estrutural, no determinado momento-contexto em que a representa??o social foi captada

Made available in DSpace on 2014-12-17T14:36:35Z (GMT). No. of bitstreams: 1 KadydjaKNC_TESE.pdf: 2446936 bytes, checksum: fe4ceb6e90ead285411307bfff4d8765 (MD5) Previous issue date: 2014-02-21 / The aim of this study was to analyze the social representation of the sensible among teachers of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, attempting to identify its constituents and understand the dynamics that gives functionality to your organization. The study is significant considering that the professional conduct can not be delineated in its complexity without unraveling the social representations that teachers themselves have of their being and doing professional. The theoretical and methodological framework of the research is the theory of social representation. 107 teachers from various backgrounds participated. To collect the data were used as instruments : a questionnaire listing, which subsidizes the characterization of the subjects , the TALP - technique of free association of words ( ABRIC , 1994) , the PCM - Procedure for Multiple Ratings ( ROAZZI , 1995) ; questionnaire redemption of sensitive memories of the subjects in their school experiences of childhood , adolescence, youth and teaching practice . The PCM data, in which the slogan was directed at rating Give class, were submitted to multidimensional statistical analysis. Already TALP was analyzed by EVOC 2000 software, the profile questionnaire received descriptive statistical analysis and the memories received the questionnaire analysis of thematic content, Bardin (2004). Taken together, the results point to a social representation of sensitive teaching (the game, the fun, the touch, the smile, the relaxation) are not in the classroom. The sensitive pure still fits in school, but only in the courtyard, on the playground, in the intervals, therefore, outside of space-time class, playful perch that lives in each of us is totally strange to this world of the classroom . After doing the Approximation of ideas , we realized three discourses evident in the reports of teachers : the discourse of Numbness in which we perceive the distance of the teacher in relation to sensitive component as a facilitator in the learning process , the discourse of Feeling , in which we can discern small approximation to the sensitive dialogues and proposed in this study , the speech of reflection in which teachers analyze, evaluate and establish a discourse on the importance of education in sensitive , but not actualize in their teaching practice / O objetivo deste estudo foi analisar a representa??o social do sens?vel entre docentes do Instituto Federal de Educa??o, Ci?ncias e Tecnologia do Rio Grande do Norte, buscando identificar seus elementos constituintes e compreender a din?mica que d? funcionalidade ? sua organiza??o. O estudo ? significativo se considerarmos que as condutas profissionais n?o podem ser delineadas em sua complexidade sem se desvendar as representa??es sociais que os pr?prios professores t?m do seu ser e fazer profissional. A refer?ncia te?rico-metodol?gica da pesquisa ? a teoria das representa??es sociais. Participaram 107 professores de diversas ?reas de conhecimento. Para a coleta dos dados foram utilizados como instrumentos: um question?rio perfil, que subsidia a caracteriza??o dos sujeitos; a TALP- t?cnica de associa??o livre de palavras (ABRIC, 1994); o PCM- Procedimento de Classifica??es M?ltiplas (ROAZZI, 1995); question?rio de resgate das mem?rias sens?veis dos sujeitos nas suas viv?ncias escolares da inf?ncia, adolesc?ncia, juventude e pr?tica docente. Os dados do PCM, no qual a palavra de ordem na classifica??o dirigida foi Dar aula, foram submetidos a an?lises estat?sticas multidimensionais. J? a TALP foi analisada pelo software EVOC 2000; o question?rio perfil recebeu an?lises estat?sticas descritivas e o question?rio de mem?rias recebeu a an?lise de conte?do do tipo tem?tica, segundo Bardin (2004). Em seu conjunto, os resultados apontam para uma representa??o social de que doc?ncia sens?vel (a brincadeira, a divers?o, o tocar, o sorrir, a descontra??o) n?o ? inerente a sala de aula. O sens?vel puro ainda cabe na escola, mas s? no p?tio, no recreio, nos intervalos, ou seja, fora do espa?o-tempo da aula, pois o l?dico que mora em cada um de n?s ? totalmente estranho a esse mundo de sala de aula. Ap?s fazermos a aproxima??o das ideias, percebemos tr?s discursos evidentes nos relatos dos docentes: o discurso da Dorm?ncia, no qual percebemos o distanciamento do docente em rela??o ao sens?vel, como componente facilitador no processo de aprendizagem; o discurso do Sentir, no qual conseguimos perceber uma pequena aproxima??o com o sens?vel dialogado e proposto neste estudo; o Discurso da Reflex?o, no qual os docentes analisam, avaliam e estabelecem um discurso sobre a import?ncia do sens?vel na educa??o, mas n?o o efetivam em sua pr?tica docente

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-21T21:38:32Z No. of bitstreams: 1 AnaClaudiaGouveiaDeSousa_TESE.pdf: 1734262 bytes, checksum: 5b830ea3ceeefd6748e251aea1002e8e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-23T19:22:06Z (GMT) No. of bitstreams: 1 AnaClaudiaGouveiaDeSousa_TESE.pdf: 1734262 bytes, checksum: 5b830ea3ceeefd6748e251aea1002e8e (MD5) / Made available in DSpace on 2018-02-23T19:22:07Z (GMT). No. of bitstreams: 1 AnaClaudiaGouveiaDeSousa_TESE.pdf: 1734262 bytes, checksum: 5b830ea3ceeefd6748e251aea1002e8e (MD5) Previous issue date: 2017-02-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Todos aqueles que utilizam a l?ngua escrita em suas pr?ticas cotidianas est?o em processo de letramento. Com essa ideia, e a partir de Kleiman (1995); (2007) assumimos o letramento como os usos sociais que se faz da escrita como tecnologia e sistema de s?mbolos, em situa??es reais de comunica??o, de acordo com suas finalidades, pela mobiliza??o de diversificados g?neros do discurso, pr?prios para cada circunst?ncia e atividade discursiva. Nesse sentido, a aula e todos os processos discursivos que nela e dela decorrem s?o situa??es comunicacionais onde acontecem letramentos. E, para esse reconhecimento e melhor aproveitamento dessa concep??o nos atos de ensino e aprendizagem diversos conhecimentos do professor para o exerc?cio da doc?ncia s?o mobilizados em um processo formativo com esse intuito. O presente trabalho objetiva analisar ind?cios de conhecimentos para a pr?tica pedag?gica docente interdisciplinar, emergentes em um contexto colaborativo de forma??o continuada na perspectiva do letramento. Este trabalho est? assentado em referenciais te?ricos do letramento e projetos de letramento, com base nos estudos de Kleiman (1995); (1999); (2000); (2004); (2005); (2007); (2013), Street (2003); (2009); (2010); (2012); (2013); (2014), Oliveira (2008); (2010), Oliveira, Tinoco e Santos (2014); e Santos (2012); da interdisciplinaridade a partir dos estudos de D?Ambrosio (2016), Fazenda (1999); (2008); (2012); Nicolescu (1999), e dos estudos sobre forma??o docente com base em Sch?n (1992); (2000), Shulman (1986); (2005) e Zeichner (1993); (2011); (2016), dentre outros. A a??o realizada que gerou essa pesquisa foi um curso de forma??o continuada (CFC) intitulado ?Letramento em Pr?ticas Interdisciplinares de Ensino?, realizado metodologicamente como um projeto de letramento, para o qual o dialogismo, a interdisciplinaridade e a media??o da escrita como pr?tica social, pela utiliza??o de diversos g?neros discursivos de produ??o e circula??o em contextos de forma??o docente, s?o premissas. A partir de um estudo de natureza qualitativa interpretativista, configurado como uma pesquisa-a??o cr?tico-colaborativa, esta investiga??o aconteceu por meio de entrevista com 06 (seis) sujeitos; do CFC, com a participa??o de 17 (dezessete) sujeitos, dos quais 14 (catorze) professores que ensinam matem?tica e ci?ncias foram colaboradores docentes da pesquisa, e das produ??es escritas geradas nesse CFC. Os resultados apontaram que a forma??o mediada como um projeto de letramento em um grupo interdisciplinar, que tenha a colabora??o, a reflex?o e o vi?s cr?tico como premissas, pode gerar conhecimentos para a pr?tica pedag?gica docente interdisciplinar mediada pela leitura e pela escrita. O estudo apontou, como resultados, um entrela?ar de conhecimentos, um esfor?o de intera??o entre docentes de diferentes ?reas do conhecimento, para aprendizados sobre o trabalho com diferentes g?neros discursivos, embora tenha havido dificuldades nessa compreens?o pela percep??o cristalizada de serem esses aspectos apenas da L?ngua Portuguesa; apontou, ainda, para o empoderamento dos colaboradores docentes como agentes de letramento, numa demonstra??o de resignifica??o de suas pr?ticas did?ticas escolares, de incremento em suas aprendizagens e de seus alunos pelo desenvolvimento dos projetos de letramento nas escolas e do reconhecer-se professor, que aprende e constroi conhecimento nesse aprender, que n?o ? s? cognitivo, mas ? tornar-se. / All those who use written language in their daily practices are in the process of literacy. With this idea, and from Kleiman (1995); (2007) we assume the literacy as the social uses of writing as technology and system of symbols, in real situations of communication, according to its purposes, by the mobilization of diverse discourse genres, appropriate for each circumstance and discursive activity. In this sense, the class and all the discursive processes which in it and from it take place are situations where literacy happens. And, for this recognition and better use of this conception in teaching and learning acts, a lot of knowledge of the teacher, for the execution of teaching are mobilized in a training process for this purpose. The present work aims to analyze evidence of knowledge for interdisciplinary teaching pedagogical practice, emerging in a collaborative context of continuing education in the perspective of literacy. This work is based on theoretical references of literacy and literacy projects, based on the studies of Kleiman (1995); (1999); (2000); (2004); (2005); (2007); (2013), Street (2003); (2009); (2010); (2012); (2013); (2014), Oliveira (2008); (2010), Oliveira, Tinoco and Santos (2014); and Santos (2012); of interdisciplinarity from the studies of D'Ambrosio (2016), Fazenda (1999); (2008); (2012); Nicolescu (1999), and from the studies on teacher training based on Sch?n (1992); (2000), Shulman (1986); (2005) and Zeichner (1993); (2008); (2011), among others. The action carried out that generated this research was a continuing education course (CEC) entitled "Literacy in Interdisciplinary Practices of Teaching", carried out methodologically as a literacy project, for which dialogism, the interdisciplinarity and the mediation of writing as a social practice , by the use of several discursive genres of production and circulation in contexts of teacher formation, were premises. From a study consisted by a qualitative interpretative nature, configured as an action research critical-collaborative, this research was conducted through an interview with 06 (six) subjects; from the CEC, with the participation of 17 (seventeen) subjects of whom 14 (fourteen) teachers who teach mathematics and sciences were teaching collaborators of the research, and of the written productions generated in that CEC. The results showed that mediated formation as a literacy project in an interdisciplinary group, which has collaboration, reflection and critical bias as premises, can generate knowledge for the interdisciplinary teaching pedagogical practice mediated by reading and writing. The study pointed out as results: an interlacing of knowledge, an interaction effort among teachers from different areas of knowledge, although there were difficulties in understanding the learning mediation through reading and writing; an empowerment of teaching collaborators as agents of literacy, and a such recognizing as a teacher, who learns and builds knowledge in this learning, which is not only cognitive, but it is to become.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T21:23:57Z No. of bitstreams: 1 ErivaniaMeloDeMorais_DISSERT.pdf: 2687840 bytes, checksum: 5b844f476c8ea4ee709134b7e3a9e75b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-11T23:05:24Z (GMT) No. of bitstreams: 1 ErivaniaMeloDeMorais_DISSERT.pdf: 2687840 bytes, checksum: 5b844f476c8ea4ee709134b7e3a9e75b (MD5) / Made available in DSpace on 2017-09-11T23:05:24Z (GMT). No. of bitstreams: 1 ErivaniaMeloDeMorais_DISSERT.pdf: 2687840 bytes, checksum: 5b844f476c8ea4ee709134b7e3a9e75b (MD5) Previous issue date: 2017-02-22 / Os estudos em forma??o docente t?m encontrado na teoria das representa??es sociais um olhar que permite amplas reflex?es acerca das diversas dimens?es que norteiam a Educa??o em suas especificidades. Nesse sentido, esta pesquisa buscou verificar a representa??o social dos licenciandos participantes do Programa Institucional de Bolsa de Inicia??o a Doc?ncia - PIBID/UFRN acerca da doc?ncia. Para tanto, pautamos nosso olhar sob dois pilares: o primeiro, ? luz das Diretrizes Curriculares Nacionais para a forma??o inicial em n?vel superior e para a forma??o continuada de 2015, que considera a doc?ncia como a??o educativa; e, o segundo, sob o prisma da doc?ncia como a??o social. Nesse sentido, apontamos as representa??es sociais dos licenciandos participantes do PIBID, destacando os elementos centrais, intermedi?rios e perif?ricos; e verificamos a interfer?ncia do programa na forma??o desses estudantes, refletindo sobre os impactos dessa forma??o para a profiss?o docente. Para realizarmos a pesquisa apresentada, utilizamos por lastro tr?s pressupostos te?ricos: forma??o docente, pol?ticas p?blicas para a educa??o e representa??es sociais. Tais pressupostos est?o ancorados nos estudos de N?voa (1995, 1999, 2009), Perrenoud (1997, 2000, 2002), Freire (1996), Ramalho; Nu?ez e Gauthier (2004), Tardif (2005), Tardif e Lessard (2013); Moscovici (1978), Jodelet (2001), Jovchelovitch (1994), S? (1998), Minayo (1994), Abric (1998), entre outros, que nos permitiram uma pertinente reflex?o. Para an?lise documental nos fundamentamos na legisla??o contemplada pela LDB/1996, PNE (2014/2024), Decreto e Portaria de regula??o do PIBID e o Projeto institucional - PIBID/UFRN. Na dimens?o emp?rica, utilizamos, para a coleta de dados, a T?cnica de Associa??o Livre de Palavras - TALP, o question?rio socioecon?mico e a entrevista semiestruturada. No tocante a an?lise e interpreta??o dos dados, adotamos para tratamento quantitativo os softwares EVOC e Excel e para tratamento qualitativo, a An?lise de Conte?do (BARDIN, 2010). Os resultados evidenciaram os sentidos atribu?dos ? doc?ncia, entendida, pelos sujeitos da pesquisa, como um elemento complexo perpassado por cinco campos sem?nticos: a doc?ncia como voca??o, como forma??o, como profiss?o, como meta e como saber/fazer. Esses campos sem?nticos indicam um sentido multifacetado da doc?ncia e evidenciam uma representa??o social em processo cont?nuo de constru??o, guiados pelas transforma??es sociais que est?o em constante movimento. / Les ?tudes en formation de l?enseignant ont rencontrer dans la th?orie des repr?sentations sociales un regard qui permet une large r?flexion en ce qui concerne les diferentes dimentions qui guident l??ducation en ses particularit?s. En ce sense, cette recherche a essay? verifier la repr?sentation sociale des ?tudiants participants du Programa Institucional de Bolsa de Inicia??o a Doc?ncia ? PIBID/UFRN ? propos de l?enseignement. Pour ce faire, nous orientons notre regard sur deux piliers: Le premier, ? la lumi?re des Diretrizes Curriculares Nacionais pour la formation iniciale en niveux superieur e pour la formation continu?e de 2015, qui consid?re l?enseignement comme action educatif; et, le deuxi?me, sur le prisme de l?enseignement comme action sociale. En ce sens, nous avons montr? les representations sociales des ?tudiants participants du PIBID, en soulignant les ?lements centraux, interm?diaires et p?riph?riques; et nous avons constat? l?interf?rence du programme en la formation de ces ?tudiants, refl?tant sur les impacts de cette formation pour la profession d?enseignant. Pour r?alizer la pr?sente recherche, nous avons employ?, comme fondement, trois principes th?oriques: formation de l?enseignant, politiques publics pour l??ducation et repr?sentations sociales. Telles fondements sont ancr?s aux ?tudes de N?voa (1995, 1999, 2009), Perrenoud (1997, 2000, 2002), Freire (1996), Ramalho; Nu?ez e Gauthier (2004), Tardif (2005), Tardif e Lessard (2013); Moscovici (1978), Jodelet (2001), Jovchelovitch (1994), S? (1998), Minayo (1994), Abric (1998), entre autres, qui nous ont permit une r?flexion pertinente. Pour l?analyse documentaire nous avons bas? dans la l?gislation envisag?e pour la LDB/1996, PNE (2014/2024), le d?cret et l?ordonnance de r?glementation du PIBID et le project institutionnel - PIBID/UFRN. Dans la dimention empirique, nous avons utiliser, pour la collecte des donn?es, la T?cnica de Associa??o Livre de Palavras ? TALP, le questionnaire socio-?conomique et l?interview demi-structur?e. Dans le propos de l?analyse et interpr?tation de donn?es, nous avons adopt?, pour traitement quantitatif, les logici?les EVOC et Excel; et, pour le traitement qualitatif, l?An?lise de Conte?do (BARDIN, 2010). Les r?sultats ont mis en ?vidence les sens attribu?s a l?enseignement, entendu pour les sujets de la recherche, comme un ?l?ment complexe pass? par cinque champs s?mantiques: l?enseignement comme vocation, comme formation, comme profession, comme but, et savoire/faire. Ces champs s?mantiques indiquent un sens ? multiples facettes de l?enseignement et mis en ?vidence une repr?sentation sociale en continue constuction, conduits pour les transformations sociales qui sont en constant mouvement.

Amostras de água de chuva foram coletadas no campus da USP Ribeirão Preto (RP) de agosto de 2002 a dezembro de 2005. Cerca de 84% (n=127) das amostras apresentaram excesso de acidez, com pH médio de 5,12. Não se observou sazonalidade no pH de acordo com o período de safra da cana. As concentrações médias ponderadas pelo volume (MPV, em mol L-1): K+ 3,9 (n=175), Na+ 2,1 (n=172), Ca2+ 5,0 (n=175) e Mg2+ 1,8 (n=168), observadas em RP, bem como seus fluxos de deposição por via úmida, foram ligeiramente mais elevadas que aquelas encontradas em chuvas de regiões com características semelhantes. As concentrações destes cátions foram sazonais, com um aumento no período de safra, sendo que a maior diferença foi observada para o íon K+, indicando a sua importante fonte na queima de biomassa. A sazonalidade do íon Ca2+ aponta para a importância das atividades agrícolas, intensificadas no período de safra, na emissão deste cátion para a atmosfera. Observaram-se boas correlações lineares entre as concentrações de Na+ e K+ (0,67626) e de Na+ e Ca2+ (0,77822), indicando a possibilidade de emissões pirogênicas e a ressuspensão do solo serem fontes de emissão de Na+. A MPV de carbono orgânico dissolvido (COD) encontrada em RP foi mais elevada que na Amazônia, onde também há intensa queima de biomassa, porém seus fluxos por via úmida em ambas as regiões foram similares (0,42 molCm-2ano-1). As concentrações de COD em RP apresentaram correlações lineares significativas com K+ (0,70341) e com Ca2+ (0,61638), apontando para a queima de biomassa e ressuspensão do solo como fontes importantes de emissão de carbono orgânico para a atmosfera. As concentrações de COD nas chuvas de Araraquara foram ainda maiores que em RP, indicando pronunciadas fontes locais naquela cidade. As MPV (nmol L-1) de Cd 0,54 (n=56), Pb 3,02 (n=94) e Cu, 19,9 (n=98), encontradas nas chuvas de RP foram semelhantes a regiões urbanas e industriais do hemisfério norte, enquanto a concentração de Al (448 nmol L-1, n=126) foi menor, e a de Zn (405 nmol L-1, n=120) apresentou-se dentro das faixas de concentrações relatadas nestes locais. Com exceção de Cd, os demais metais analisados (Pb, Cu, Zn e Al) também apresentaram concentrações significativamente maiores (P=0,05) nas chuvas durante o período de safra, indicando que a queima de biomassa e as atividades agrícolas podem aumentar a emissão destes metais para a atmosfera de RP. A correlação linear significativa entre Pb e Ca2+ (0,53845), indica a participação da ressuspensão do solo no aporte atmosférico de Pb em RP, enquanto a ausência de correlação linear entre Zn e K+ (0,20182) parece indicar a presença de outras fontes significativas de Zn para a atmosfera de RP, além da queima de biomassa. O cálculo do fator de enriquecimento demonstra que Cd, Zn, Pb e Cu estão enriquecidos com relação ao solo na chuva de RP, sugerindo que estes podem ter fontes antrópicas locais e / ou distantes. A análise preliminar de componentes principais não esclareceu o peso das diferentes fontes de emissão atribuídas neste trabalho. / Rain water samples were collected based on events at the University of São Paulo - campus Ribeirão Preto - from August 2002 to December 2005. About 84% (n=127) of the samples had excess of acidity, with an average pH of 5.12. There was no correlation between the pH values and the sugar cane harvest period. The Volume Weighed Means (VWM, in mol L-1) for K+ 3.9 (n=175), Na+ 2.1 (n=172), Ca2+ 5.0 (n=175) and Mg2+ 1.8 (n=168), and their wet fluxes in RP were slightly higher than those reported to regions with similar characteristics. The concentrations for these cations were seasonal, with higher values during the harvest period. The largest difference was observed for K+, indicating its important source in the biomass burning activity. The seasonality showed for Ca2+ is probably related to the higher soil resuspension during the more intense agricultural activities. A good linear correlation observed between Na+ and K+ (0.67626) and between Na+ and Ca2+ (0.77822), suggest that Na+ may have important pirogenic as well as soil dust sources. The VWM for Dissolved Organic Carbon (DOC) in RP was higher than that reported for rainwater in the Amazon region (where the biomass burning is also intense); however, the wet fluxes from both sites were very similar (0.42 mol C m-2 ano-1). DOC concentrations were well correlated with K+ (0.70341) and Ca2+ (0.61638), suggesting that the biomass burning as well as soil dust can be important sources of organic carbon to the atmosphere. DOC concentrations in rainwater from Araraquara were even higher than those for RP, showing a high local source of organic carbon. The VWM (nmol L-1) for Cd 0.54 (n=56), Pb 3.02 (n=94) and Cu 19.9 (n=98) found in the rainwater from RP were similar to urban and industrialized regions of the Northern Hemisphere, while for Al (448 nmol L-1, n=126) it was lower, and for Zn (405 nmol L-1, n=120) the VWM was within the range reported for such areas. Except for Cd, all the other metals measured (Pb, Cu, Zn and Al) also showed higher concentrations (P=0.05) in rainwater samples during the harvest period, suggesting that biomass burning and intensive agricultural activities can increase these species concentrations in the atmosphere. The significant linear correlation between Pb and Ca2+ (0.53845) indicates that soil inputs can be of relevance for Pb atmospheric inputs in RP. On the other hand, the absence of linear correlation between Zn and K+ (0.20182) seems to indicate the presence of other important sources for Zn to the atmosphere besides biomass burning. The calculated Enrichment Factor showed that Cd, Zn, Pb and Cu are anomalously enriched in RP rainwater in relation to soil, suggesting these metals may have antroprogenic local sources as well as distant ones. The preliminary statistical analysis of principal components did not clarify the weight of the different sources of emission attributed in this work.

The alum shale of Sweden is a sulphidic black shale which was mined for its contents of alum during the 17th-19th centuries. During the thirst half of the 20th century alum shale from Kvarntorp was pyrolysed for refinement of its organic matter. The refuse from the pyrolysis process were deposited in a deposit area which is today known as Kvarntorpshögen. This deposit is still hot due to on-going oxidation of the organic matter, pyrite oxidation and the neutralisation of acid by limestone. This heat generation prevents percolation of water to any greater extent due to evaporation. Once it cools the deposit will be susceptible to extraction. Three materials from the Kvarntorp deposit and a block of alum shale were sampled from the Kvarntorp area. These four materials were crushed, sieved and extracted. The extraction experiment was performed at controlled pH which corresponded to dissolution equilibrium of pyrite, carbon dioxide/oxygen, calcite and slaked lime. In the fifth extraction series the material was allowed to set the pH of the water phase. The extraction procedure lasted for 26 days. Metal content of the four shale materials were analysed by XRF (including contents of sulphur, phosphorous and chloride) and by digestion followed by ICP-MS analysis. Mineralogy of the four materials and the extraction residues were studied by XRD analysis. Metal concentrations of the aqueous samples were analysed by ICP-MS and concentrations of dissolved organic- and inorganic carbon by TOC. Electrical conductivity and concentrations of sulphate was also analysed in aqueous phases with non-manipulated pH. Sulphate and calcium concentrations were highest in aqueous samples from weathered fines indicating the presence of gypsum. Presence of gypsum was also confirmed by XRD. Gypsum indicates weathering since it is a neutralisation product of calcite and the sulphuric acid generated by pyrite oxidation. Concentrations of dissolved organic carbon in samples with pH 12.5 were found to be highest from red processed shale and lowest from samples of shale. This indicates different hydrolysis properties or origin of the organic matter in the materials. The majority of analysed metals had highest solid solution distribution under acidic, i.e. pH 3.0, conditions. Under these conditions it was samples from the relatively non-weathered shale that had the highest release of metals, with a few exceptions. At pH 12.5 high concentrations of V, As and Mo was extracted from almost all four materials. The red processed shale released the highest percentages of its total contents of V, As and Mo under these conditions; 28 %, 55 % and 61 % respectively. The high release of V, As and Mo from red processed shale was most likely a result from the pyrolysis process. The roasting induced the formation of oxides which then easily forms vanadate, arsenate and molybdate when exposed to water. Water percolating the Kvarntorp deposit in the future will initially most likely have a near neutral or slightly acidic pH. Lowest concentrations of metals were found in aqueous samples with pH between 5.5-8.5. There is a great risk that the pH of the drainage from the Kvarntorp deposit will in time become acidic due to depletion of buffering capacity. Thus the environmental threat will increase.