Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-12T13:19:24Z No. of bitstreams: 1 2015 - Wellington Gon?alves Lemos.pdf: 9868472 bytes, checksum: c653096dd1677c18027859c47248be69 (MD5) / Made available in DSpace on 2017-01-12T13:19:24Z (GMT). No. of bitstreams: 1 2015 - Wellington Gon?alves Lemos.pdf: 9868472 bytes, checksum: c653096dd1677c18027859c47248be69 (MD5) Previous issue date: 2015-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Currently working with stellar polyhedra in high school is not registered in official national proposals. Such polyhedra arouse interest in teachers and also the students because of its beauty and also for its conceptual struture. Therefore, the presente work aims to analyze how a classroom dedicated to diversity, and not just to students skill limitations, cognitive and contribues differently for learning each of them when the topic studied are the stellar polyhedra. We show you an interactive room is able to include students who easily exclude school due to a difficulty to perform activity with a feature that exposes its limitations. This architeture of classroom challenges educators to rethink different possiblities for analysis of teaching-learning process. In addition to curricular innovations, we believe that the results of the work bring new perspectives for the analysis of mathematical learning through the use of foldings, adjutments, animations and instutional videos / Atualmente o trabalho com poliedros estrelados no ensino m?dio n?o possui registro nas propostas oficiais nacionais. Tais poliedros despertam interesse nos professores, tamb?m nos alunos, devido sua beleza e tamb?m pela sua estrutura conceitual. Assim, o presente trabalho tem o objetivo de analisar como uma sala de aula interativa voltada para a diversidade, e n?o apenas para limita??es de habilidades dos alunos, contribui cognitiva e diferentemente no aprendizado de cada um deles quando o tema estudado s?o os poliedros estrelados. Mostramos como uma sala interativa ? capaz de incluir alunos que facilmente se excluem da aula devido a uma dificuldade apresentada ao realizar atividade com um recurso que exp?e suas limita??es. Essa arquitetura de sala de aula desafia os educadores a repensarem as diferentes possibilidades para an?lise do processo ensino-aprendizagem. Al?m de propor inova??es curriculares, acreditamos que os resultados do trabalho tragam novas perspectivas para a an?lise do aprendizado matem?tico mediante o uso de dobraduras, planifica??es, anima??es e v?deos did?ticos

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-24T15:47:47Z No. of bitstreams: 1 2016 - L?via da Rocha Natalino Monteiro.pdf: 1451629 bytes, checksum: c984d90970fa9192a11dedd19eb857df (MD5) / Made available in DSpace on 2017-01-24T15:47:47Z (GMT). No. of bitstreams: 1 2016 - L?via da Rocha Natalino Monteiro.pdf: 1451629 bytes, checksum: c984d90970fa9192a11dedd19eb857df (MD5) Previous issue date: 2016-02-17 / Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ / The constant regulation of sodium and water balance is essential for the maintenance of life. From the simplest to the most complex organisms, conservation of such elements at appropriate levels is a vital issue for the homeostasis of the individual. In order to maintain this balance, organisms resort a set of neurohumoral mechanisms that constantly regulate the content of bodily water and sodium. In recent decades, studies of neural mechanisms involved in the regulation of sodium appetite have gained ground since the excessive intake of sodium chloride has been directly related to functional changes which can lead to diseases such as hypertension. Besides the high daily consumption of sodium chloride by occidental societies, there is also a growing number cases of hypertension, particularly the so-called ?salt-sensitive?. Therefore, it is necessary that the mechanisms involved in these changes are intensively studied in scientific models. Thus, through the use of an animal model, we investigated the functional changes arising from the modification of sodium content in the diet of animals. Wistar male rats were randomly divided into 4 groups: i) control (CTRL); ii) low-sodium diet (LSD); iii) furosemide (FURO); iv) saline overload (SO). From this division, we draw the hydroelectrolytic, cardiovascular and molecular profiles of these paradigms four days after the protocols beginning. We found that low-sodium diet and furosemide were able to induce a sustained sodium appetite 4 hours after reintroduction of fluids when compared to control group (LSD: 4.1 ? 0.8 and FURO: 8.5 ? 1.0 vs. CTRL 0.15 ? 0.08 mL/100g body weight, p<0.05, respectively). Besides we have confirmed the occurrence of hypernatremia in SO group (163.7 ? 1.6 vs. 143.2 ? 0.7 mEq/L, p<0.05) we surprisingly have found higher plasma sodium levels in LSD (148.7 ? 1.0 vs. 143.2 ? 0.7 mEq/L, p<0.05) when compared to control group. During the assessment of cardiac parameters, only the FURO group showed smaller mean arterial pressure than control after administration of phenylephrine at both 10 and 50 ?g/mL concentrations (Phe10: 142.6 ? 19.1 vs. 222.4 ? 14 bpm, p<0.05; Phe50: 261.0 ? 74.8 vs. 190.9 ? 19.6 mmHg, p<0.05, respectively), probably due to hypovolemia, a factor which could also explain the absence of hyponatremia in these animals. Concerning the molecular parameters within the PVN, SO group showed an increased mRNA expression of AVP (2.61 ? 0.16 vs. 1.04 ? 0.04 a.u., p<0.05) and OT (1.52 ? 0.12 vs. 1.01 ? 0.05 a.u., p<0.05), while in the LSD group, these parameters are reduced (AVP: 0.65 ? 0.07 vs. 1.04 ? 0.04 a.u., p<0.05; OT: 0.65 ? 0.06 vs. 1.01 ? 0.05 a.u., p<0.05), when compared to control group, respectively. Finally, we found increased levels of AT1 receptor mRNA in SO group (2.94 ? 0.26 vs. 1.14 ? 0.25 a.u, p<0.05) and FURO (3.08 ? 0.51 vs. 1.14 ? 0.25 a.u, p<0.05) compared to control, respectively. Thus, these results underscore the central role of neuroendocrine systems in the modulation of electrolyte and cardiovascular homeostasis / A regula??o constante do balan?o de ?gua e s?dio ? essencial para a manuten??o da vida. Desde os organismos mais simples at? os mais complexos, a conserva??o de tais elementos em n?veis adequados constitui ponto crucial para a homeostase do indiv?duo. Para tanto, os organismos lan?am m?o de uma s?rie de mecanismos neuro-humorais que regulam a todo momento o conte?do de ?gua e s?dio corporal. Nas ?ltimas d?cadas, estudos sobre mecanismos neurais envolvidos na regula??o do apetite ao s?dio t?m ganhado destaque, uma vez que o consumo exagerado de cloreto de s?dio est? diretamente relacionado a altera??es funcionais que podem gerar doen?as como a hipertens?o arterial. Al?m do alto consumo di?rio de s?dio pelas sociedades ocidentais, h? tamb?m um crescente n?mero de casos de hipertens?o arterial, particularmente do tipo denominado sal-sens?vel. Assim, ? necess?rio que os mecanismos envolvidos nessas altera??es sejam intensamente estudados em modelos cient?ficos. Desta forma, atrav?s do uso de modelo animal, investigamos neste trabalho as altera??es funcionais advindas da modifica??o do conte?do de s?dio presente na dieta dos animais. Para tanto, ratos Wistar machos foram randomicamente divididos em 4 grupos experimentais: i) controle (CTRL); ii) dieta pobre em s?dio (DP); iii) furosemida (FURO); iv) sobrecarga salina (SS). A partir desta divis?o, tra?amos os perfis hidroeletrol?tico, cardiovascular e molecular desses paradigmas de desafio ao balan?o hidroeletrol?tico. Verificamos que a dieta hiposs?dica e a furosemida foram capazes de induzir o apetite ao s?dio de forma sustentada at? 4 horas ap?s reapresenta??o de fluidos (DP 4,1 ? 0,8 de peso corporal; FURO 8,5 ? 1,0 vs. CTRL 0,15 ? 0,08 mL/100g; p<0,05). Confirmamos a ocorr?ncia de hipernatremia a partir da sobrecarga salina (SS 163,7 ? 1,6 vs. CTRL 143,2 ? 0,7 mEq/L; p<0,05) e, surpreendentemente, encontramos n?veis natr?micos maiores que o controle no grupo DP (DP 148,7 ? 1,8 vs. Ctrl 143,2 ? 0,7 mEq/L; p<0,05). Quanto ? avalia??o dos par?metros card?acos, somente o grupo furosemida apresentou PAM menor que o controle ap?s a administra??o de fenilefrina nas concentra??es de 10 e 50 ?g/mL ( Phe10 = Furo 142,6 ? 19,1 vs. Ctrl 222,4 ? 14,2 ; Phe50 = Furo 261,0 ? 74,8 vs. Ctrl 190,9 ? 19,6 mmHg; p<0,05), provavelmente devido ? hipovolemia nestes animais. Verificamos ainda que no grupo submetido ? sobrecarga salina ocorre aumento da express?o de mRNA para AVP (SS 2,61 ? 0,16 vs. CTRL 1,04 ? 0,04 a.u - unidades arbitr?rias; p<0,05) e OT (SS 1,52 ? 0,12 vs. CTRL 1,01 ? 0,05 a.u; p<0,05), enquanto que no grupo dieta pobre estes par?metros s?o reduzidos (AVP - DP 0,65 ? 0,07vs. CTRL 1,04 ? 0,04; OT - DP 0,65 ? 0,06vs. CTRL 1,01 ? 0,05 a.u; p<0,05). Por fim, encontramos n?veis aumentados de mRNA do receptor AT1 nos grupos sobrecarga salina (SS 2,94 ? 0,26 vs. CTRL 1,14 ? 0,25 a.u; p<0,05) e furosemida (Furo 3,08 ? 0,51 vs. CTRL 1,14 ? 0,25 a.u; p<0,05). Deste modo, estes resultados refor?am o importante papel dos sistemas neuroend?crinos centrais na modula??o da homeostase hidroeletrol?tica e cardiovascular

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-31T11:03:43Z No. of bitstreams: 1 2016 - Bianca Louzada Xavier Vasconcellos.pdf: 4959401 bytes, checksum: 197018ccf6d56ba147969c98f9b05b07 (MD5) / Made available in DSpace on 2017-01-31T11:03:43Z (GMT). No. of bitstreams: 1 2016 - Bianca Louzada Xavier Vasconcellos.pdf: 4959401 bytes, checksum: 197018ccf6d56ba147969c98f9b05b07 (MD5) Previous issue date: 2016-04-28 / This study aims to analyze the relationship between productive structure and urban-regional development by studying industrial changes over last decades on Medio Paraiba region located in Rio de Janeiro state southern portion. Having been an important manufacturing hub since the time Companhia Siderurgica Nacional was installed in Volta Redonda City, Medio Paraiba regional and urban development has been connected to Brazilian productive changes. As known, manufacturing plays an important role in economic system specially in term of regional and urban development by contributing to economic growth, job market and technological spillovers. Starting late 1990s, Brazilian government has acting in order to help private investment boosting, specially focusing subnational levels. That new ?pattern? was marked by privatization and deeper trade liberalization. In this perspective, M?dio Para?ba has became a place for a new cycle of investments most of them in intensive technology chains as automotive and steeling. This cycle could be done by a new setting of public policies under localism theories like ?fiscal war?. Nevertheless, that new investments was headed by multinational industries, especially the automotive sector, based on flexible production model. In addition, this work studies how local governments (municipalities and state) faced that new investments and if them represents, de facto, a productive structure transformation measured industrial profile (diversified or specialized). / Este trabalho procura contribuir para o melhor entendimento sobre a estrutura produtiva da regi?o do M?dio Para?ba-RJ e suas implica??es para o desenvolvimento urbano-regional a partir da d?cada de 1990. O in?cio da constitui??o do polo industrial na regi?o remota a d?cada de 1940, quando a Companhia Sider?rgica Nacional foi instalada no munic?pio de Volta Redonda. Dessa forma, o desenvolvimento da regi?o sempre esteve atrelado ? expans?o do industrial e suas configura??es, por isso, mudan?as nesse setor afetaram e afetam diretamente a regi?o. A ind?stria se apresenta como parte importante da economia, de um pa?s ou regi?o, ela pode contribuir ao crescimento econ?mico, independ?ncia industrial, gera??o de emprego, agrega??o de valor, prolifera??o tecnol?gica, entre outros. A partir da d?cada de 1990 o Estado passou a ser incumbido da tarefa de potencializar os investimentos privados, principalmente nas esferas estaduais e municipais. Essa nova fase apresentou intensa desestatiza??o das empresas e abertura comercial. Nessa perspectiva, a regi?o do M?dio Para?ba-RJ passou a observar um novo ciclo de investimentos muitos dos quais ligados a setores de ?ponta?, assim como o setor automobil?stico, e que cresceram em meio ?s pol?ticas nacionais e estaduais de abertura comercial e incentivos locais ? instala??o. A regi?o do M?dio Para?ba-RJ tem vivenciado a inser??o de ind?strias multinacionais, principalmente do setor automotivo, com din?mica pautada no modelo de produ??o flex?vel. Assim sendo, este trabalho procura investigar de acordo com as pol?ticas adotadas pelos governos locais (munic?pios e estado) se houve, de fato, uma mudan?a na estrutura produtiva, al?m de setorial. E como essa mudan?a pode impactar o M?dio Para?ba-RJ para promo??o do desenvolvimento regional

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-02-15T10:44:29Z No. of bitstreams: 1 2016 - Carlos Osvaldo Motta Formoso.pdf: 3868340 bytes, checksum: c9ce6910af376c6aeb5c3316af961314 (MD5) / Made available in DSpace on 2017-02-15T10:44:29Z (GMT). No. of bitstreams: 1 2016 - Carlos Osvaldo Motta Formoso.pdf: 3868340 bytes, checksum: c9ce6910af376c6aeb5c3316af961314 (MD5) Previous issue date: 2016-02-18 / We live in an environment dominated by economic globalization, whose effects penetrate in various spheres and areas, from education to metropolises. Educational policies are formulated to meet the pressure for results optimized for cost-effective, forming most of the time, docile individuals, insecure, isolated and consumerist. The upright curricula impose distant contents of the reality of students and these are held accountable for their own school failure. Cities are expanded and remodeled following the logic of commodification of soil, let alone their value in use. Thus, counter hegemonic practices are embraced by educators committed to popular emancipation and the struggle for the popular right to the city, subverting the order through actions and joint networking. The resistance experience viewed in Prof. Te?filo Moreira da Costa High School deserves to be known because it has been promoting actions based on educational activities integrated with social movements. This is carried out by a mobilization movement that seeks to protect the river bank territories in Rio de Janeiro, composing an interdisciplinary support network, which at the moment englobes: The Profito Pedra Branca project of the Institute of Pharmaceutical Technology (Farmanguinhos / Fiocruz); Farmers Association of Vargem Grande (Agrovargem); Carioca Network of Urban Agriculture (CAU network); Vargem Quilombo; People's Union Movement (MUP) and the Journal Abaixo Assinado of Jacarepagua. The aim of this work is to analyze the relationship between that State High School and the local social movements that seek to contribute to building a territorialized school from the standpoint of concrete actions in space-time and socio-historical realities / Vivemos numa conjuntura dominada pela globaliza??o econ?mica, cujos reflexos penetram em v?rias esferas e territ?rios, da educa??o ? metropoliza??o. As pol?ticas educacionais s?o formuladas visando atender ? press?o por resultados otimizados pela rela??o custo-benef?cio, formando na maioria das vezes, indiv?duos d?ceis, inseguros, isolados e consumistas. Os curr?culos verticalizados imp?em conte?dos distantes da realidade dos alunos e estes s?o responsabilizados pelo seu pr?prio fracasso escolar. As cidades est?o sendo expandidas e remodeladas seguindo a l?gica da mercantiliza??o do solo, desconsiderando o seu valor de uso. Sendo assim, pr?ticas contra hegem?nicas devem ser fortalecidas pelos educadores comprometidos com a emancipa??o popular e a luta pelo direito ? cidade, subvertendo a ordem atrav?s de a??es e articula??es em rede. A experi?ncia-resist?ncia do Col?gio Estadual Prof. Te?filo Moreira da Costa merece ser exposta, pois vem promovendo uma Educa??o com base em a??es pedag?gicas integradas aos movimentos sociais. Vem ocorrendo uma mobiliza??o que visa fortalecer o territ?rio das Vargens, compondo uma rede interdisciplinar de apoio, que no momento s?o: O projeto Profito Pedra Branca do Instituto de Tecnologia em F?rmacos (farmanguinhos/fiocruz); Associa??o de Agricultores de Vargem Grande (Agrovargem); Rede Carioca de Agricultura Urbana (Rede CAU); Quilombo Vargem; Movimento de Uni?o Popular (MUP) e o Jornal Abaixo Assinado de Jacarepagu?. O objetivo desta disserta??o ? analisar como vem se dando a rela??o entre o Col?gio Estadual em quest?o e os movimentos sociais locais que buscam contribuir para a constru??o de uma escola territorializada do ponto de vista de a??es concretas no contexto espa?o-tempo e s?cio-hist?rico

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-02-21T18:17:11Z No. of bitstreams: 1 Diana Roberta Pereira Grandizoli.pdf: 22186247 bytes, checksum: eda73530f877f7998ed73ea7c0033e18 (MD5) / Made available in DSpace on 2017-02-21T18:17:11Z (GMT). No. of bitstreams: 1 Diana Roberta Pereira Grandizoli.pdf: 22186247 bytes, checksum: eda73530f877f7998ed73ea7c0033e18 (MD5) Previous issue date: 2016-12-19 / The present study sought to evaluate the influence of protease inhibitors on the bond strength of a self-etch adhesive system during hybrid layer formation in caries-affected dentin. The occlusal thirds of 80 permanent third molars were ground down to flat dentin surfaces. Dentinal caries were induced artificially by the microbial method. Groups were divided as follows: G1 (n=20), application of Clearfil SE Bond adhesive system (CL) alone; G2 (n=20), pretreatment with 2% chlorhexidine (CLX)+CL; G3 (n=20), pretreatment with sodium bicarbonate (BIC)+CL; G4 (n = 20), BI +CLX+CL. Bond strength was assessed immediately and at 6 months. Composite resin (Z350) build-ups were made on the dentin surfaces, and beam-shaped specimens with a cross-sectional area of 1 mm? were obtained. Microtensile bond strength testing was performed. Only adhesive or mixed-mode fractures were taken into account for calculation of bond strength. The results were submitted to the Kruskal-Wallis test (Student-Newman-Keuls). There was no significant difference on bond strength between the control, bicarbonate and chlorhexidine groups in the immediate test (p> 0.05). After 6 months, adhesive resistance fell for all groups. The control group had higher bond strength (p <0.05). The predominant fracture was of the adhesive type independent of the period evaluated. It can be concluded that after six months, there was decrease on bond strength for all groups. This reduction was greater in the groups in which the inhibitors were used / O objetivo desse trabalho foi avaliar a influ?ncia do bicarbonato de s?dio na resist?ncia adesiva durante a hibridiza??o da dentina cariada utilizando o sistema adesivo autocondicionante. Foram selecionados 80 terceiros molares permanentes, feita a remo??o do ter?o oclusal e superf?cies dentin?rias planas foram obtidas. A les?o de c?rie dentin?ria foi confeccionada atrav?s do m?todo microbiol?gico. Os grupos foram: G1 (n=20): aplica??o do sistema adesivo Clearfil (CL), G2 (n=20): aplica??o de clorexidina 2% (CLX) + CL, G3 (n=20): aplica??o de bicarbonato de s?dio (BI) + CL, G4 (n=20): BI + CLX + CL. A resist?ncia adesiva foi avaliada imediatamente e ap?s seis meses. Um bloco de resina composta Z350 foi constru?do em dentina. Cada bloco dente/adesivo/resina foi seccionado com disco diamantado acoplado ? m?quina de corte em planos paralelos obtendo-se corpos de prova em forma de palito, com ?rea de sec??o transversal de 1 mm?. Foi realizado teste de resist?ncia de uni?o por meio do teste de microtra??o. Foi considerada apenas fratura adesiva/mista para c?lculo da resist?ncia de uni?o. Os resultados foram submetidos aos teste de Kruskal-Wallis (Student-Newman-Keuls). N?o houve diferen?a significante na resist?ncia de uni?o entre os grupos controle, bicarbonato e clorexidina no teste imediato (p>0.05). Ap?s 6 meses, houve queda da resist?ncia adesiva para todos os grupos. O grupo controle apresentou maior resist?ncia de uni?o (p<0.05). A fratura predominante foi do tipo adesiva independente do per?odo avaliado. Pode-se concluir que ap?s seis meses, houve diminui??o na for?a de uni?o para todos os grupos. Essa redu??o apresentou-se maior nos grupos em que os inibidores foram utilizados.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-03-19T14:12:28Z No. of bitstreams: 1 2015 - Wagner Fernandes Delgado.pdf: 1183957 bytes, checksum: b3f1c616325c77496cfc2cea0479e480 (MD5) / Made available in DSpace on 2018-03-19T14:12:29Z (GMT). No. of bitstreams: 1 2015 - Wagner Fernandes Delgado.pdf: 1183957 bytes, checksum: b3f1c616325c77496cfc2cea0479e480 (MD5) Previous issue date: 2015-11-25 / This master thesis in education entitled: "the professional education, new perspectives facing the changes of legislation-a case study of the students of the technical course in surveying the Technical College of UFRRJ" exposes the results of a survey that aims to clarify the reflections of new public and institutional policies occasioned by changes in Professional Technical Education of Middle Level, having as a laboratory to study the school linked to the Federal Rural University of Rio de Janeiro (UFRRJ), the Technical College of UFRRJ (CTUR). From the publication of law n?. 9,394/1996-Law of national education Bases and Guidelines (LDB), and Opinion n?. 04/99, who in his Art. 7?, item I and II, comes to modular courses, regulated by Decree n? 5.154/2004, the Technical College of UFRRJ reshaped its curriculum and offer modular courses and their subsequent array Technical course in Surveying, until then, it was offered at the Institute of Technology, in the form of an agreement with the FAPUR (Foundation for Support of Scientific and Technological Research of UFRRJ). It is a qualitative research, in the form of case study, where it is contested, too, the documentary analysis, field and that the problems addressed, historicist especially the cultural and socio-political aspects involved in the process based on the theoretical thinking, which adopt the dialectical epistemology. How to perform data collection support application of semi-structured questionnaires and interviews with teachers, students and administrators. The present study focuses on the technical course in Surveying, aiming at the identification of the profile of students seeking technical training. It has been found through interviews and questionnaires with the Faculty and students of the technical course in Surveying the changes were beneficial in their range, but there are problems that need to be resolved, such as the high dropout rates in the first module, the educational deficit from the poor quality of the formation of the secondary school, causing a low yield in the disciplines of technical knowledge / Esta disserta??o de mestrado em educa??o intitulada: ?A Educa??o Profissional, novas perspectivas frente ?s mudan?as da legisla??o - estudo de caso dos alunos do curso t?cnico em agrimensura do Col?gio T?cnico da UFRRJ? exp?e os resultados de uma pesquisa que tem como objetivo explicitar os reflexos das novas pol?ticas p?blicas e institucionais ocasionadas pelas mudan?as na Educa??o Profissional T?cnica de N?vel M?dio, tendo como laborat?rio de estudo a escola vinculada ? Universidade Federal Rural do Rio de Janeiro (UFRRJ), o Col?gio T?cnico da UFRRJ (CTUR). A partir da publica??o da Lei n? 9.394/1996 - Lei de Diretrizes e Bases da Educa??o Nacional - (LDB), e do Parecer n? 04/99, que em seu Art. 7?, Inciso I e II, trata de cursos modulares, regulamentados atrav?s do Decreto n? 5.154/2004, o Col?gio T?cnico da UFRRJ reformulou a sua grade curricular, e passou a ofertar cursos modulares subsequentes, e ter em sua matriz o curso de T?cnico em Agrimensura, que at? ent?o, era oferecido no Instituto de Tecnologia, na forma de conv?nio com a FAPUR (Funda??o de Apoio ? Pesquisa Cient?fica e Tecnol?gica da UFRRJ). Trata-se de uma investiga??o qualitativa, na forma de estudo de caso, onde se recorre, tamb?m, ? an?lise documental, bibliogr?fica e de campo que historicista a problem?tica abordada considerando, sobretudo os aspectos pol?ticos, culturais e socioecon?micos envolvidos no processo embasado no pensamento de te?ricos, que adotam a epistemologia dial?tica. Como suporte ? coleta de dados realizo aplica??o de question?rios semiestruturados e entrevista com professores, alunos e gestores. O presente estudo focaliza o Curso T?cnico em Agrimensura, objetivando a identifica??o do perfil dos alunos que procuram a forma??o t?cnica. Foi constatado atrav?s de entrevistas e aplica??o de question?rio com os docentes e alunos do Curso T?cnico em Agrimensura que as mudan?as foram ben?ficas em sua amplitude, mas existem problemas que precisam ser solucionados, como as altas taxas de evas?o no primeiro m?dulo, o d?ficit educacional proveniente da m? qualidade da forma??o da escola secundaria, causando um baixo rendimento nas disciplinas de conhecimentos t?cnicos mais apurados

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-16T18:19:32Z No. of bitstreams: 1 2013 - Gabriela Ferreira de Oliveira.pdf: 1149006 bytes, checksum: e5df0fd5e246ea685fd7bb50c7ab42d5 (MD5) / Made available in DSpace on 2018-10-16T18:19:32Z (GMT). No. of bitstreams: 1 2013 - Gabriela Ferreira de Oliveira.pdf: 1149006 bytes, checksum: e5df0fd5e246ea685fd7bb50c7ab42d5 (MD5) Previous issue date: 2013-08-12 / Sodium is the major electrolyte of the extra cellular space, essential for the control of plasma osmolality and blood pressure. In addition, sodium is the only mineral for which there is a defined appetite. For sodium homeostasis and for the regulation of extra cellular fluid, the reported physiological systems include the renin angiotensin aldosterone system, atrial natriuretic peptide and oxytocin. In mice the feeding behavior of sodium is well established and the central inhibition of sodium appetite has been demonstrated. However, in some domestic species, especially in horses, subject of this study, this behavior has not yet been clarified. This study aimed to evaluate the clinical and hematological effects, beyond the assessment of fluid and electrolyte balance and feeding behavior of fluids after the central administration of enalaprilat in horses experimentally dehydrated. Six adult, gelding horses, were used. The animals were subjected to water and food restriction for 72 hours prior the study, associated with the administration of three doses of furosemide in the first 24 hours. After the 72 hours fasting, the animals were divided into two experimental groups. The first group was called Control Group (CG) and the second, Treaty Group (TG). The animals of TG received 2.75 mg/animal of enalaprilat by intracarotideal route. After administration of enalaprilat, the animals had free access to water and hypertonic saline solution (1.8% of NaCl), with ingested volumes monitored. All animals were submitted to a regular and periodical physical examination, measured blood pressure and collected blood samples every 12 hours until the administration of enalaprilat, to evaluate the effects of dehydration; and 30, 60, 120, 180 minutes and 24 hours after administration, to evaluate the drug effects. Weight loss was the parameter that best reflected dehydration, which was estimated at 10.5% at the end of 72 hours of food and water restriction. When the animals had free access to water and saline, we observed a higher total water consumption in TG (13.7 ? 12 L) than in the CG (9.1 ? 7.9 L), with no significant difference between groups (p = 0.3522). There was no significant difference between GC and GT in clinical and hematological parameters, in all moments evaluated. Evaluating the sodium appetite, as evidenced by the ratio between salt intake and the amount of fluid consumed, it was observed that the TG showed lower sodium appetite than the CG (p = 0 0396), observed 120 minutes after the central administration of enalaprilat, demonstrating the centrally action of ACE inhibitor (enalaprilat) in inhibition of sodium appetite in horses. / O s?dio ? o principal eletr?lito do espa?o extracelular, fundamental para o controle da osmolaridade plasm?tica e press?o arterial, al?m de ser o ?nico mineral para qual existe um apetite claramente definido. Para a homeostase do s?dio e do fluido extracelular, os sistemas fisiol?gicos relatados incluem o sistema renina angiotensina aldosterona (SRAA), pept?deo natriur?tico atrial (ANP) e ocitocina (OT). O comportamento ingestivo de s?dio em ratos j? est? bem estabelecido e a inibi??o central do apetite por s?dio j? foi demonstrada. Por?m, em algumas esp?cies dom?sticas, especialmente nos equinos, tema deste trabalho, este comportamento ainda n?o foi esclarecido. O objetivo deste trabalho foi avaliar os efeitos cl?nicos e hematol?gicos, al?m da avalia??o do equil?brio hidroeletrol?tico e do comportamento ingestivo de l?quidos ap?s a administra??o central de enalaprilato em equinos experimentalmente desidratados. Foram utilizados seis equinos adultos, machos, castrados, que permaneceram em jejum h?drico e alimentar por 72 horas, associado ? administra??o de furosemida. Ap?s 72 horas de jejum, os animais foram divididos em dois grupos experimentais, o Grupo Controle (GC) e o Grupo Tratado (GT), que recebeu 2,75 mg/animal de enalaprilato por via intracarot?dea. Ap?s, os animais tiveram livre acesso a ?gua e a solu??o salina hipert?nica (1,8% de NaCl). Os animais foram avaliados atrav?s de exame cl?nico, a cada 12 horas durante as 72 horas de jejum e 30, 60, 120, 180 minutos e 24 horas ap?s o Enalaprilato. Foram avaliados o peso corporal, a quantidade de l?quidos ingeridos, a press?o arterial m?dia, par?metros bioqu?micos e eletrol?ticos sangu?neos. A perda de peso corporal foi o par?metro que melhor refletiu a desidrata??o, estimada em 10,5% ao final de 72 horas de jejum. Com o restabelecimento do acesso ? ?gua e solu??o salina, observou-se maior consumo total de ?gua no GT (13,7 ? 12 L) que no GC (9,1 ? 7,9 L), sem diferen?a significativa entre os grupos (p = 0,3522). N?o houve diferen?a significativa nos par?metros cl?nicos e hematol?gicos avaliados entre o GC e o GT. O apetite por s?dio foi reduzido significativamente (p = 0, 0396) no GT comparado ao GC, evidenciado 120 minutos ap?s a administra??o do enalaprilato, demonstrando a a??o central do inibidor de ECA (Enalaprilato) na inibi??o do apetite por s?dio em equinos.

L’argomento di questa tesi concerne un’interpretazione in chiave pedagogico-educativa del personalismo filosofico di William Ernest Hocking, uno dei più grandi filosofi statunitensi del 1900, ma praticamente sconosciuto in Italia. La tesi ha un intento fortemente teoretico: dimostrare che gli errori in campo educativo dipendono, alle loro radici, da disordini nel pensare metafisico. Infatti, secondo Hocking l’educazione, intesa come continuo processo di umanizzazione, può essere pienamente giustificata solo dentro un orizzonte metafisico in cui possiamo riconosce sia la reale presenza di Dio dentro la Natura sia l’effettiva possibilità per la persona umana di divenire immortale. L’idea di Dio e l’idea di immortalità dell’anima” – idee annunciate universalmente dalla religione – sorgono dentro l’umana esperienza e funzionano come “chiavi ermeneutiche” per comprendere il cammino di crescita e di umanizzazione della persona. / The topic of this thesis concerns an interpretation of philosophical personalism of William Ernest Hocking, one of the most important American philosopher of 1900, in the light of pedagogical interpretation. The thesis has a highly theoretical aim: to demonstrate that educational mistakes derive, at them roots, from disorders in metaphysical thought. Indeed, according to Hocking education, as an incessant process of humanizing, can be fully justified only within a metaphysical horizon in which we can recognize both the real presence of God into Nature and the concrete possibility for human self to become immortal. Then, the idea of God and the idea of “soul’s immortality” – ideas that are universally indicated by religion – rise into human experience and work as “hermeneutical keys” to understand the process of human growth as a progress in personal humanizing.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:34Z No. of bitstreams: 1 JailmaSilvaDeOliveiraCarvalho_DISSERT.pdf: 2465048 bytes, checksum: 49e6c32b987ce194d37fff3010500c93 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T22:17:24Z (GMT) No. of bitstreams: 1 JailmaSilvaDeOliveiraCarvalho_DISSERT.pdf: 2465048 bytes, checksum: 49e6c32b987ce194d37fff3010500c93 (MD5) / Made available in DSpace on 2017-12-06T22:17:24Z (GMT). No. of bitstreams: 1 JailmaSilvaDeOliveiraCarvalho_DISSERT.pdf: 2465048 bytes, checksum: 49e6c32b987ce194d37fff3010500c93 (MD5) Previous issue date: 2016-10-07 / Este estudo, vinculado ? Linha de Pesquisa: Educa??o, Representa??es e Forma??o Docente, surgiu das inquieta??es sobre a problem?tica que envolve as pr?ticas educativas no Ensino M?dio no contexto do Projeto de Inova??o Pedag?gica (PIP), a??o da Secretaria de Estado da Educa??o e da Cultura do RN, no ?mbito do Projeto RN Sustent?vel/ Banco Mundial. A quest?o norteadora do estudo impeliu-nos a questionar em que medida o Projeto de Inova??o Pedag?gica (PIP) contribui para as pr?ticas pedag?gicas inovadoras dos professores do Ensino M?dio da rede estadual do RN. O PIP, na sua primeira edi??o, trouxe como um dos pressupostos, a inova??o pedag?gica como uma altera??o qualitativa a acontecer na pr?tica dos professores, o que se d? por meio da identifica??o de um problema pedag?gico e da proposta inovadora constru?da pela escola. Identificamos que as contribui??es do PIP ?s pr?ticas pedag?gicas inovadoras dos professores do Ensino M?dio foram a abertura para o uso das novas tecnologias e o fortalecimento ao planejamento do ensino. Os resultados da pesquisa indicaram experi?ncias pontuais, por?m significativas, no contexto em que foram desenvolvidas, no tocante ao envolvimento e entusiasmo das equipes escolares aplicadas ao planejamento e ? organiza??o do trabalho pedag?gico coletivo e colaborativo. As pr?ticas caracterizadas no estudo emitem notas conclusivas a despeito de n?o serem consideradas pr?ximas ao preconizado pela ruptura paradigm?tica prescrita na pr?tica pedag?gica inovadora. As pr?ticas inovadoras, para os professores, est?o ainda enraizadas numa cultura de inova??o baseada no uso de dispositivos tecnol?gicos e que n?o mobilizam saberes e tomadas de decis?o conscientes. Essas constata??es se deram a partir do referencial te?rico das concep??es de inova??o pedag?gica e das pr?ticas pedag?gicas inovadoras em: Garcia (1989); Pretto (1997); Messina e Blanco (2000); Aguerrondo e Xifra (2002); Carbonell (2002); Militrus (2002); Tedesco, (2004), Mac?as (2007); Mu?oz e Hernandez (2008); Moreira (2008); Poggi (2011); Farias (2006). No ?mbito da forma??o, manteve-se um di?logo com estudos realizados por Ramalho et al. (2004, 2014); Perrenoud et al. (2001); Charlot (2001); Perrenoud (2000); Imbern?n, (2012), Garcia (2013), entre outros. Trata-se de um estudo explorat?rio baseado na abordagem qualitativa. O instrumento utilizado para coleta dos dados foi um question?rio semiestruturado com quest?es abertas e fechadas, bem como os seis projetos das escolas pesquisadas. Os procedimentos utilizados para an?lise dos resultados se deram por meio da t?cnica de An?lise de Conte?do de Bardin (1977) e Amado (2000). / This study, linked to the Research Line: Education, Representations and Teacher Training, arose from the concerns about the problematic that involves the educational practices in High School in the context of the Pedagogical Innovation Project (PIP), action of the State Secretariat of Education and Culture of the RN, within the framework of the Sustainable RN Project / World Bank. The guiding question of the study prompted us to question the extent to which the Pedagogical Innovation Project (PIP) contributes to the innovative pedagogical practices of the high school teachers of the RN state network. PIP, in its first edition, has brought pedagogical innovation as a qualitative change to occur in the practice of teachers as a presupposition, which is achieved through the identification of a pedagogical problem and the innovative proposal built by the school. We identified that the contributions of PIP to the innovative pedagogical practices of high school teachers were the openness to the use of new technologies and the strengthening of teaching planning. The results of the research indicated punctual but significant experiences in the context in which they were developed, regarding the involvement and enthusiasm of the school teams applied to the planning and organization of collective and collaborative pedagogical work. The practices characterized in the study emit conclusive notes in spite of not being considered close to the one advocated by the paradigmatic rupture prescribed in the innovative pedagogical practice. Innovative practices for teachers are still rooted in a culture of innovation based on the use of technological devices that do not mobilize conscious knowledge and decision-making. These findings were based on the theoretical reference of the conceptions of pedagogical innovation and innovative pedagogical practices in: Garcia (1989); Pretto (1997); Messina and Blanco (2000); Aguerrondo and Xifra (2002); Carbonell (2002); Militrus (2002); Tedesco, (2004), Mac?as (2007); Mu?oz and Hernandez (2008); Moreira (2008); Poggi (2011); Farias (2006). In the scope of training, a dialogue was maintained with studies carried out by Ramalho et al. (2004, 2014); Perrenoud et al. (2001); Charlot (2001); Perrenoud (2000); Imbern?n, (2012), Garcia (2013), among others. This is an exploratory study based on the qualitative approach. The instrument used to collect the data was a semi-structured questionnaire with open and closed questions, as well as the six projects of the schools surveyed. The procedures used to analyze the results were obtained through the technique of Content Analysis of Bardin (1977) and Amado (2000).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T19:14:39Z No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-22T12:24:20Z (GMT) No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) / Made available in DSpace on 2018-01-22T12:24:20Z (GMT). No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) Previous issue date: 2017-03-10 / Este trabalho come?ou a ser problematizado com as inquieta??es enquanto docente da Rede Estadual de Educa??o Profissional do Cear?, a qual oferta o Ensino M?dio Integrado em tempo integral. Tendo como proposi??o curricular o desenvolvimento do curr?culo integrado, busca-se a estrutura??o das pr?ticas educativas, a partir do rompimento da percep??o dualista entre a forma??o para o trabalho e a forma??o para ingresso na universidade. O trabalho teve como objetivo geral, identificar a configura??o da Educa??o F?sica na Rede Estadual de Educa??o profissional do estado do Cear?, bem como a compreens?o de educa??o f?sica por parte dos professores. Como objetivo espec?fico verificar em que medida o componente curricular Educa??o F?sica apresenta em sua organiza??o did?tica, os elementos que configuram a concep??o de curr?culo integrado. A pesquisa se caracteriza como um estudo de casos m?ltiplos, tendo como cen?rio a Rede Estadual de Educa??o Profissional do Cear?. Os achados dessa pesquisa indicam que a integra??o curricular ocorre principalmente no desenvolvimento de conte?dos semelhantes entre as disciplinas, partindo da Educa??o F?sica, essa inter-rela??o est? mais caracterizada com as disciplinas da forma??o geral com a ?rea das Ci?ncias da Natureza, e nas disciplinas da forma??o profissional com os dos cursos do itiner?rio formativo da sa?de. Mesmo com a identifica??o de pr?ticas significativas e, decerto, inovadoras acerca da compreens?o sobre o curr?culo integrado, bem como as pr?ticas formativas na escola, observou-se que, no contexto da disciplina de Educa??o F?sica, as interse??es entre os saberes disciplinares aliadas ? proposi??o formativa dos cursos profissionais precisam ser problematizadas de modo mais ampliado. Este cen?rio indica a necessidade de desenvolvimento de a??es did?tico-metodol?gicas na Educa??o F?sica para o Ensino M?dio Integrado, com vistas ? proposi??o de forma??o continuada constru?da em di?logo com as experi?ncias dos professores, num processo reflexivo que oportunize a uma pr?xis transformadora. / This work began to be questioned from concerns while teaching at the State Network of Cear? Professional Education, which integrated high school offering full-time, with the curriculum proposal the development of integrated curriculum in the context of structuring of educational practices from the disruption of dualistic perception between training for work and training for entry to university. Even with significant practical and certainly innovative about the understanding of the integrated curriculum and about the training practices at school, it was observed that, in the context of Physical Education, the intersections between disciplinary knowledge combined with the training proposition of professional courses need to be problematized, especially as the didactic organization in line with the curriculum integration. In this way, this study is organized primarily around the goal of identifying the configuration of Physical Education in the State of Cear? Network Professional Education, from the integrated curriculum design. Therefore, it is claimed in the fundamentals of qualitative research of exploratory and descriptive nature, against the backdrop of the State of Cear? Network Professional Education. The findings of this study indicate that the curricular integration occurs mainly in the development of similar content across disciplines in the case of Physical Education this interrelationship is more characterized with the disciplines of the area of natural sciences and the disciplines of vocational training with the the courses of formation process of health. This scenario indicates the need for development of educational and methodological actions in Physical Education for the Integrated High School, with a view to continuing education proposition built in dialogue with the experiences of teachers in a reflective process that oportunize a transformative praxis.