Localizado na modalidade de aprendizagem um computador por aluno e no contexto da proposta metodológica de PAs (Projetos de Aprendizagem), este estudo tem por objetivo apresentar uma dinâmica de acompanhamento da conceituação a partir da enunciação sobre as produções escritas dos alunos. Parte-se da concepção de enunciação como apropriação ativa da língua, na qual se expõe a compreensão em muitos casos ausente no registro textual. Ferramentas do laptop em utilização na escola pólo do pré-piloto do Projeto UCA (Um Computador por Aluno) em Porto Alegre e o ambiente virtual de aprendizagem Amadis dão suporte ao trabalho. Sustentam a análise o Método Clínico de Piaget e a teoria de reações compensadoras proposta pelo mesmo autor, aplicáveis à amplitude de temas contemplados nos PAs e aos diferentes percursos empreendidos pelos estudantes em suas pesquisas. / Located in 1:1 (one computer per student) learning modality and in the context of Learning Projects methodology, this study aims to present a dynamics of monitoring the process of conceptualization considering students’ written productions. For the purpose of this study, enunciation is understood as an active process of language ownership, which exposes comprehension often lacking in textual speech. Resources from the laptop used in the trial school of UCA (One Computer per Child) Project pre-pilot in Porto Alegre and the virtual learning environment Amadis support the work. The analysis is based on Jean Piaget Clinical Method and on the Cognitive Compensation Reactions theory, proposed by the same author, applicable to the variety of themes covered in the projects and to the different paths taken by students in their researches.

Localizado na modalidade de aprendizagem um computador por aluno e no contexto da proposta metodológica de PAs (Projetos de Aprendizagem), este estudo tem por objetivo apresentar uma dinâmica de acompanhamento da conceituação a partir da enunciação sobre as produções escritas dos alunos. Parte-se da concepção de enunciação como apropriação ativa da língua, na qual se expõe a compreensão em muitos casos ausente no registro textual. Ferramentas do laptop em utilização na escola pólo do pré-piloto do Projeto UCA (Um Computador por Aluno) em Porto Alegre e o ambiente virtual de aprendizagem Amadis dão suporte ao trabalho. Sustentam a análise o Método Clínico de Piaget e a teoria de reações compensadoras proposta pelo mesmo autor, aplicáveis à amplitude de temas contemplados nos PAs e aos diferentes percursos empreendidos pelos estudantes em suas pesquisas. / Located in 1:1 (one computer per student) learning modality and in the context of Learning Projects methodology, this study aims to present a dynamics of monitoring the process of conceptualization considering students’ written productions. For the purpose of this study, enunciation is understood as an active process of language ownership, which exposes comprehension often lacking in textual speech. Resources from the laptop used in the trial school of UCA (One Computer per Child) Project pre-pilot in Porto Alegre and the virtual learning environment Amadis support the work. The analysis is based on Jean Piaget Clinical Method and on the Cognitive Compensation Reactions theory, proposed by the same author, applicable to the variety of themes covered in the projects and to the different paths taken by students in their researches.

Localizado na modalidade de aprendizagem um computador por aluno e no contexto da proposta metodológica de PAs (Projetos de Aprendizagem), este estudo tem por objetivo apresentar uma dinâmica de acompanhamento da conceituação a partir da enunciação sobre as produções escritas dos alunos. Parte-se da concepção de enunciação como apropriação ativa da língua, na qual se expõe a compreensão em muitos casos ausente no registro textual. Ferramentas do laptop em utilização na escola pólo do pré-piloto do Projeto UCA (Um Computador por Aluno) em Porto Alegre e o ambiente virtual de aprendizagem Amadis dão suporte ao trabalho. Sustentam a análise o Método Clínico de Piaget e a teoria de reações compensadoras proposta pelo mesmo autor, aplicáveis à amplitude de temas contemplados nos PAs e aos diferentes percursos empreendidos pelos estudantes em suas pesquisas. / Located in 1:1 (one computer per student) learning modality and in the context of Learning Projects methodology, this study aims to present a dynamics of monitoring the process of conceptualization considering students’ written productions. For the purpose of this study, enunciation is understood as an active process of language ownership, which exposes comprehension often lacking in textual speech. Resources from the laptop used in the trial school of UCA (One Computer per Child) Project pre-pilot in Porto Alegre and the virtual learning environment Amadis support the work. The analysis is based on Jean Piaget Clinical Method and on the Cognitive Compensation Reactions theory, proposed by the same author, applicable to the variety of themes covered in the projects and to the different paths taken by students in their researches.

Atopic dermatitis (AD) is a common, chronic relapsing inflammatory skin disease associated with cutaneous hyper-reactivity to environmental triggers that are innocuous to normal nonatopic individuals. AD affects 10% to 15% of children and 2% to 10% of adults in industrialized countries. There has been increasing interest in this disease triggered by its increasing prevalence in western societies and its contribution to the increasing health care costs. Yet, the underlying pathophysiologic and genetic mechanisms leading to the manifestation of AD are not clear. AD results from a complex interplay between environmental triggers, susceptibility genes including mutations in the keratinocyte protein filaggrin and altered immune responses resulting in allergic CD4+ T cell (Th2) immunity to epidermally encountered antigens. Regulatory T cells (Tregs) play an important role in controlling responsiveness to self-antigens and preventing autoimmune diseases, as well as in limiting inflammatory responses during inflammation and infection. Currently, studies investigating the number and function of Tregs in patients with AD have shown controversial results. It has been long established that symptoms of AD improve on exposure to sunlight. Narrowband UVB (NB-UVB) phototherapy is a common treatment modality for a variety of skin diseases. Considering the adverse effects for systemic treatment for severe adult AD, phototherapy, especially NB-UVB phototherapy may be a more practical long-term treatment. However, approximately 50% of patients over an 8-week treatment course do not improve after NB-UVB phototherapy. Therefore, it is important to identify characteristics of AD patients to determine whether they will respond to phototherapy and to avoid adverse effects for unresponsive patients. UVB exposure has also been associated with induction of Tregs in mice and increasing their numbers and/or functional capacity may offer benefit to patients with chronic AD. Active vitamin D (1,25(OH)2D3), one of the factors induced by UV-B radiation induces Tregs and is suggested to contribute to the suppressive effect of NB-UVB phototherapy. However, UV radiation could also have beneficial effects through other pathways known to affect immunoregulation. UVB exposure upregulates production of nitric oxide (NO) in the skin which also affects immune cell function. The protein filaggrin is broken down in differentiating keratinocytes to form the natural moisturizer of the skin. The gene encoding filaggrin (FLG) has been shown to be a major predisposing factor for AD. A key breakdown product is urocanic acid (UCA) which also acts as a natural sunscreen and undergoes trans-cis isomerisation on exposure to UV-B. Cis-UCA is known to modulate immune responses, however, the mechanisms of its action remain elusive. The production of all three compounds, vitamin D, cis-UCA and NO might all increase in the circulation of patients undergoing UVB phototherapy. While the immunomodulatory effect of Vitamin D is well described, cis-UCA and NO may also affect the behaviour of T lymphocytes systemically. Therefore, I investigated the effect of NO and cis-UCA on the phenotype and function of CD4+T cells and monocyte-derived dendritic cells (Mo-DCs) derived from peripheral blood mononuclear cells (PBMCs) from healthy volunteers. I also investigated the correlation between plasma concentration of 25(OH) vitamin D and nitrate, FLG genotype, circulating Tregs and clinical efficacy of NB-UVB phototherapy. My results showed that NO did not affect the phenotype of human mo-DCs and directly affected peripheral CD4+ T cells by inducing functional CD25+Foxp3+CD127-Tregs from CD4+CD25lo/- effector T cells. Moreover, NO increased expression of the of skin homing marker CLA on these Tregs, suggesting an increased ability of NO-induced Tregs to migrate to the skin. These NO-induced CD25+Foxp3+CD127-Tregs had immunosuppressive functions and inhibited autologous CD4+ T cell proliferation. Cytokines, at least IL-10, secreted by NO-treated CD4+ T cells were not sufficient for the suppressive function of NOinduced Foxp3+Tregs. The immune regulatory function of NO-induced Fopx3+Tregs required cell-cell contact and was mediated by membrane bound TGFβ and PD-1/PD-L1 but not CTLA-4. Results also showed that cis-UCA might have both pro- and anti-inflammatory effects. Cis- UCA significantly decreased the proportion of CD25hi Foxp3+ cells from activated CD4+ T cells. It also decreased the expression of vitamin D receptor in CD4+ T cells which may interfere with the immune regulatory function of vitamin D. These results suggested that there might be a fine balance between UV-induced anti-inflammatory molecules’ effect on CD4+ T cells. However, Cis-UCA also modulated CD4+ T cell directly by decreasing CD4+ T cell proliferation, decreasing phosphorylation of ERK after TCR activation, enhancing immune suppressive cytokines secretion, and inhibiting the percentage of CLA+CD4+T cells suggesting a decreased ability to migrate to the skin, . Cis-UCA also affected the phenotype and function of antigen presenting cells by decreasing the expression of HLA-DR, CD86 and CD40 on immature mo-DCs, which led to increased proportion of CD25+Foxp3+CD127- T cells when co-cultured with allogenic CD4+ T cells. Results generated from the clinical study in which all 29 patients got better after phototherapy suggested although circulating 25 (OH) vitamin D concentration was significantly increased after NB-UVB phototherapy, the change of circulating 25 (OH) vitamin D concentration did not correlate with disease improvement. This suggests that vitamin D is not the only pathway involved and that other molecules contribute to UVB-induced immune-regulation. The data also show that of the levels of circulating nitrate and the FLG genotype did not correlate with improvement / change with phototherapy. However, the expression of CD69 and CLA on circulating CD4+ T cells was decreased after treatment suggesting that UVB affected T cell activation and migration to the skin, and their importance in determining clinical responses requires further investigation. Taken together, the results from my study provide evidence that vitamin D is not the only molecule responsible for the beneficial effect of NB-UVB phototherapy. NO and cis-UCA may down-regulate immune responses by affecting human peripheral CD4+ T cells and mo- DCs phenotype and function. A further understanding of the effect of NO and cis-UCA on skin resident immune cells will provide more insights for narrowing NB-UVB phototherapy which will help to select patients that most likely to benefit from a mechanism-based treatment.

Made available in DSpace on 2016-12-08T16:35:05Z (GMT). No. of bitstreams: 1 113542.pdf: 1756309 bytes, checksum: d404c431898c07d2e13d0d5449a9dcc1 (MD5) Previous issue date: 2013-05-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In the current informational context, it is more and more common that the Information and Communication Digital Technologies (ICDT) be present in all sectors of society and, especially, at school. Thus, the present study aims to analyze the emerging teaching practices from the insertion of mobile computers, in the Project One Computer per Student, , in three schools of the region of Big Florianópolis. In order to do so, we tried to understand, from a brief historical and etymological study of the concepts that permeate the teaching profession, its knowledge and practices in order to understand how these are constituted and if there are changes in the teaching practices when developed in environments permeated by the ICDT. We used qualitative methods to develop empirical studies in the selected schools; thus, we opted for the non-participant observation and for semi-structured interviews as instruments of collected data. As results we obtained a total of 50 watched classes and around three hours or recorded interviews, which were transcribed and pre-analyzed in order to unravel the categories to be posteriorly analyzed in the perspective of Content Analysis, proposed by Lawrence Bardin. The present study points that the developed teaching techniques in environments permeated by the ICDT, and more precisely by the mobile computers of the UCA Project, are still far from being considered as mediators, once they still repeat established models by the profession along its history. It still points the need of development and deepening of a curriculum which allies the possibilities of ICDT with school contents, the Web Curriculum, as Almeida and Valente propose (2012). We also understand that this study does not exhaust the possibilities of analysis of teaching practices in educational environments permeated by the ICDT. This happens for we understand that such practices are human representations restricted a given space-time and linked to the current theoretical currents in the moment of their development. / Diante do contexto informacional vigente é cada vez mais comum que as Tecnologias Digitais de Informação e Comunicação (TDIC) estejam presentes em todos os setores da sociedade e, em especial, na escola. Dessa forma, o presente estudo tem por finalidade analisar as práticas docentes emergentes a partir da inserção de computadores móveis, do Projeto Um Computador por Aluno, em três escolas da região da Grande Florianópolis. Para isso, procuramos entender a partir de um breve estudo histórico e etimológico de conceitos que permeiam a profissão docente, seus saberes e práticas a fim de entender como estas se constituem e se há mudanças nas práticas docentes quando desenvolvidas em ambientes permeados pelas TDIC. Empregamos métodos qualitativos a fim de desenvolver estudos empíricos nas escolas selecionadas, dessa forma, optamos pela observação não-participante e pela entrevista semi-estruturada como instrumentos de recolha de dados. Como resultados obtivemos um total de 50 aulas assistidas e cerca de três horas de entrevistas gravadas, que foram transcritas e pré-analisadas a fim de deslindar as categorias a serem posteriormente analisadas à luz da Análise de Conteúdo, proposta por Lawrence Bardin. O presente estudo aponta que as práticas docentes desenvolvidas em ambientes permeados pelas TDIC, e mais precisamente pelos computadores móveis do Projeto UCA, ainda encontram-se longe de serem consideradas como mediatizadoras, visto que ainda repetem modelos estabelecidos pela profissão ao longo de sua história. Aponta ainda a necessidade do desenvolvimento e do aprofundamento de um currículo que alie as possibilidades das TDIC aos conteúdos escolares, o Web Currículo, como propõem Almeida e Valente (2012). Entendemos ainda que este estudo não esgota as possibilidades de análise das práticas docentes em ambientes educacionais permeados pelas TDIC. Isso se dá por entendermos que tais práticas são representações humanas restritas a determinado espaço-tempo e atreladas a correntes teóricas vigentes no momento de seu desenvolvimento.

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Made available in DSpace on 2016-04-28T19:33:54Z (GMT). No. of bitstreams: 1 Claudia Lucia Landgraf Pereira Valerio da Silva.pdf: 1551222 bytes, checksum: 564891872d67fb84fb0c3872f5488ebc (MD5) Previous issue date: 2015-02-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In view of the growing interest with regard to teacher training and in regard to digital inclusion, we propose, as the theme of this research, the training of teachers for the teaching and learning of Portuguese Language in the digital environment. Thus, our overall objective is to discuss the challenges, possibilities and the process of continuing education of teachers to promote the teaching of Portuguese Language in digital and virtual environments in the classroom mode. The underlying purpose was to strengthen the teaching practice of Portuguese-speaking teachers in the use of technology - TIC - in digital environments. To meet our goals, we adopted a qualitative approach, descriptive and explanatory nature, but do not rule out the use of the questionnaire, quantitative instrument, therefore, to Godoy (1995), researchers can distinguish quantitative nature of qualitative research, but differences approach of this research have not opposition between them. Thus, our approach is qualitative, with the use of quantitative (questionnaire) and qualitative (observation, field notes record, interview). Selected, in a universe of nine schools covered by the UCA Project in Mato Grosso, two of them to be the state system, but belong to different municipalities and having similar IDEB 2009. Embasamo us initially in the design of Schon (1992) on the training of teachers developed in service, reflexive and procedural. This training does not seek a finished product, but creating a movement whose dynamic is established when we reflect on the action and the action. We have used in our theoretical basis, mainly on the contributions of Vygotsky (1991), the discussions on teaching metacognition of Paris, Cross and Lipson (1984); the conception of the teacher education of Nóvoa (2007); linguistic assumptions Weinrich (1964) on the tenses; studies of Smith (2001) on the literacies of the Xavier research (2003), Coscarelli (2007) and Quevedo; Crescitelli and Geraldini (2009) on digital literacy and teacher training. The results show that continuous training appears as a necessity for the use of TIC in digital contexts. We found that the challenges are many and range from structural and training issues to pedagogical issues. Since the possibilities of working with TIC are numerous, the teacher, through a process of reflective continuing education, can achieve digital literacy necessary for the development of Portuguese activities in presence digital contexts, in order to provide the students with the knowledge not only of language resources, but also the technological resources necessary for them to be successful in different communicative spheres throughout their lives / Tendo em vista o crescente interesse tanto no que diz respeito à formação de professores quanto no que diz respeito à inclusão digital, propomos, como tema desta pesquisa, a formação de professores para o ensino e aprendizagem de Língua Portuguesa em ambiente digital. Assim, nosso objetivo geral é discutir os desafios, as possibilidades e o processo de formação continuada do professor para promover o ensino de Língua Portuguesa em ambientes digitais e virtuais na modalidade presencial. O propósito subjacente foi fortalecer a prática pedagógica dos professores de Língua Portuguesa para o uso da tecnologia TIC - em ambientes digitais. Para cumprir com nossos objetivos, adotamos a abordagem qualitativa, de natureza descritivo-explicativa, porém não descartamos o uso do questionário, instrumento quantitativo, pois, para Godoy (1995), pesquisadores podem distinguir pesquisas de cunho quantitativo de qualitativo, mas as diferenças de abordagem dessas pesquisas não apresentam relação de oposição entre elas. Assim, nossa abordagem é qualitativa, com a utilização de instrumentos quantitativos (questionário) e qualitativos (observação, registro de notas de campo, entrevista). Selecionamos, em um universo de nove escolas contempladas pelo Projeto UCA em Mato Grosso, duas delas por serem da rede estadual, mas pertencerem a municípios diferentes e possuírem IDEB 2009 semelhante. Embasamo-nos, inicialmente, na concepção de Schon (1992) sobre a formação de professores desenvolvida em serviço, reflexiva e processual. Tal formação não busca um produto pronto, mas a criação de um movimento cuja dinâmica se estabelece quando refletimos na ação e sobre a ação. Valemo-nos, em nossa fundamentação teórica, principalmente, das contribuições de Vygotsky (1991), das discussões sobre metacognição docente de Paris, Cross e Lipson (1984); da concepção de formação do professor reflexivo de Nóvoa (2007); das premissas linguísticas de Weinrich (1964) sobre os tempos verbais; dos estudos de Soares (2001) sobre os letramentos a das pesquisas de Xavier (2003), Coscarelli (2007) e Quevedo; Crescitelli e Geraldini (2009) sobre letramento digital e formação de professores. Os resultados obtidos demonstram que a formação continuada configura-se como uma necessidade para o uso das TIC em contextos digitais. Verificamos que os desafios são muitos e envolvem desde questões estruturais e formativas até questões pedagógicas. Uma vez que as possibilidades de trabalho com as TIC são inúmeras, o professor, por meio de um processo de formação continuada reflexivo, pode alcançar o letramento digital necessário para a elaboração de atividades de língua portuguesa em contextos digitais presenciais, de forma a propiciar aos alunos o conhecimento não só dos recursos linguísticos, mas também dos recursos tecnológicos necessários para que eles sejam bem-sucedidos nas diversas esferas comunicativas ao longo de suas vidas

Made available in DSpace on 2016-04-27T14:31:39Z (GMT). No. of bitstreams: 1 Valdirene Gomes dos Santos de Jesus.pdf: 5598545 bytes, checksum: bf62d5b0433dcb74bf94333c011674e3 (MD5) Previous issue date: 2015-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research aims to analyze how the planning and management dynamics was established in the continued formative process of the UCA Project Tocantins (from 2010 through 2013) using ICDT. The approach used for the analysis is qualitative and drew from the documentary research, which was based on data collected from minutes of both on-site and online meetings, agendas of work meetings and formative encounters, plannings, reports produced by the participants of the project and of CNPq (Brazil) researches, scientific production using data and projects developed during the formative process, and logs of the virtual environment. The formative documents were organized and grouped in three axes: the first included the official documents; the second had documents generated in the formative process; and the third viewed the developers' logs both during the process and in their classroom practice. The analysis allowed us to learn that the formative process happened in a dialogic, collaborative and cooperative manner, with the sharing of productions, reflection and reviewing of ideas, the collective search for solutions, the consensus, and the constant rethinking of actions enabled by the use of digital technology for data circulation, communication and collective decisions among the network members. This movement was shaped in a circular and ascending manner which was potentialized by the planning and management of the formative process as represented by the Project's Spiral. This process is represented by an ascending spiral movement, in which both individual and collective growth are developed by the participants. Such process is represented by the Spiral of the Formative Team in the Network of the UCA Project Tocantins, suggesting an innovation process to be considered for teacher development courses using ICDT. By understanding these processes, we can contribute for actions in teacher development courses - which use digital technologies as a basis - to potentialize the collective construction of knowledge, the development in networks, the participants' continuity and success, and also to promote technology integration with the curriculum heading towards the constitution of a formative web curriculum / A presente pesquisa tem o propósito de analisar a constituição das dinâmicas de planejamento e de gestão da formação contínua no Projeto UCA Tocantins (ocorrido de 2010 a 2013) com uso das TDIC. A abordagem da análise é qualitativa e se deu a partir da pesquisa documental, tendo como dados coletados as atas de reuniões presenciais e a distância, pautas de reuniões de trabalho e de encontros de formação, planificações, relatórios elaborados pelos participantes do Projeto e de pesquisas CNPq, produção científica elaborada a partir de dados e projetos desenvolvidos durante a formação e registros do ambiente virtual. Os documentos da formação foram organizados e agrupados em três eixos: 1º eixo - documentos oficiais; 2º eixo - documentos gerados no processo de formação; 3º eixo - registro dos formadores no processo de formação e na sua atuação na escola. A partir da análise foi possível identificar que o processo de formação ocorreu de forma dialógica, colaborativa e cooperativa, com o compartilhamento das produções, a reflexão e a depuração das ideias, a busca coletiva das soluções, o consenso, o repensar constante das ações, viabilizadas pelo uso das tecnologias digitais, possibilitou a circularidade das informações, da comunicação e das decisões coletivas entre os membros da rede. Esse movimento se constituiu de forma circular e ascendente potencializada pelo planejamento e a gestão da formação representado pela Espiral do Planejamento e da Gestão da Formação Contínua do Projeto UCA Tocantins e se realiza a partir de um processo em espiral ascendente, onde há um crescimento individual e também coletivo dos participantes representado a partir da Espiral da Equipe de Formação em Rede do Projeto UCA Tocantins, sinalizando um processo de inovação a ser considerado para cursos de formação de professores com o uso das TDIC. A compreensão desses processos pode contribuir para que as ações de formação de educadores que têm as tecnologias digitais como estruturante para a sua realização potencializem a construção coletiva do conhecimento, a formação em rede, a permanência e o sucesso dos participantes bem como, promovam a integração das tecnologias ao currículo rumo à constituição de um Web currículo da formação

Submitted by Cássio da Cruz Nogueira (cassionogueirakk@gmail.com) on 2017-08-25T15:19:03Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_ComportamentoRitmoAtividade.pdf: 5049899 bytes, checksum: 7b07ec01227d31f370bfef7990b0e4ab (MD5) / Approved for entry into archive by Irvana Coutinho (irvana@ufpa.br) on 2017-08-28T15:18:39Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_ComportamentoRitmoAtividade.pdf: 5049899 bytes, checksum: 7b07ec01227d31f370bfef7990b0e4ab (MD5) / Made available in DSpace on 2017-08-28T15:18:39Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_ComportamentoRitmoAtividade.pdf: 5049899 bytes, checksum: 7b07ec01227d31f370bfef7990b0e4ab (MD5) Previous issue date: 2016-11-22 / Este estudo objetivou elaborar o orçamento comportamental, obter o nível de atividade anual na superfície, bem como a arquitetura das galerias das espécies Uca maracoani e Minuca rapax, que coexistem na região entremarés do manguezal de Cururuperé, Curuçá, Pará. Durante quatro períodos lunares, nos meses de outubro a dezembro de 2013, foram realizadas filmagens do comportamento das espécies para obtenção do orçamento. A atividade anual das espécies foi avaliada através de filmagens do número de animais ativos e de galerias em quatro estações ao longo do rio. Para avaliar a forma e distribuição das galerias foram feitos moldes de parafina liquefeita em duas estações com sedimento lodoso e lodo-arenoso. No etograma das espécies, foram registrados noventa e cinco comportamentos, agrupados nas categorias: Alimentar, Reprodutiva, Motora, Acústica, Territorial, Agonística, Mantenedora e Grooming. As seguintes categorias foram importantes para diferenciar o orçamento energético das espécies: Alimentar, Territorial, Acústica, Reprodutiva. No que diz respeito à diferenciação dos nichos de machos e fêmeas na mesma espécie, se destacam os comportamentos: Alimentar, Motora, Territorial, Manutenção, Acústica, Reprodutora, Grooming. O excesso de chuva (fevereiro) e a baixa umidade (novembro) influenciaram negativamente a atividade dos animais à superfície, enquanto que o clima no mês de junho permitiu uma maior atividade desses animais à superfície. Apesar de certa semelhança na arquitetura das galerias das duas espécies, as diferenças de volume e de profundidade sugerem que estas apresentam escalas individuais muito diferentes de influências no processo de bioturbação. No entanto, esse processo pode ser contrabalanceado pela densidade populacional de cada espécie e pela taxa de atividade das mesmas. / This study aimed to elaborate the behavioral budget and to obtain the level of annual activity on the surface as well as the shape of the galleries of Uca maracoani and Minuca rapax, which coexist in the intertidal region of the Curuperé mangrove, Curuçá, Pará, During four sequential lunar periods, from October to December of 2013, the behavior of the species was shot to obtain the budget. The annual activity of the species was evaluated by shooting the number of active animals and galleries at four sites along the river. To evaluate the shape and distribution of the galleries paraffin casts were obtained in two stations with mud sediment and sand-muddy. In the ethogram of the species, ninety-five behaviors were recorded, grouped into the categories: Feeding, Reproductive, Walking and Running, Acoustics and Sysmics, Territorial, Agonistic, Maintenance and Grooming. The following categories were important to differentiate the energy budget of the species: Feeding, Territorial, Acoustics, Reproductive. Considering the difference of niches of males and females of the same species, the following behaviors are noteworthy: Feeding, Walking and Running, Territorial, Maintenance, Acoustics and Sysmics, Reproductive, Grooming. A great amount of rainfall (February) and low humidity (October) decreased animals activity at the surface, while the climate in June allowed a higher activity of these animals at the surface. Despite some similarities in the architecture of the galleries of the two species, the differences in volume and depth suggest that they present individual scales that are very different from influences in the bioturbation process. However, this process can be counterbalanced by the population density of each species and its activity rate.

The goal of this master’s thesis is to explore the possibilities of multichannel localization of acoustic signal sources and their following application on a real signal localization and separation, using Beamforming methods. During this thesis two beamforming methods were selected, namely Delay and Sum a Constant Directivity Beamforming - Circular Arrays, and were applicated on real environment signals using two microphone arrays’ geometries ULA (Uniform linear array) and UCA (Uniform Circular array).