A palmeira Acrocomia aculeata (Jacq.) Lodd. ex Mart, também conhecida como macaúba vem sendo principalmente explorada de forma extrativista, como fonte de renda para pequenos produtores, os quais fazem uso do fruto integralmente. Sua polpa amarelo-alaranjada intensa se deve à presença de carotenoides, poderosos antioxidantes que auxiliam na prevenção de doenças. A polpa é obtida apenas de forma artesanal e diante disso, são necessárias implementações de recursos tecnológicos que auxiliem na obtenção da polpa e minimizem as formas de contaminação, bem como redução das perdas nutricionais e sensoriais. Este estudo teve por objetivo fazer o processamento mecanizado do fruto para obtenção da polpa, por meio de diferentes binômios de temperatura/tempo, verificando o rendimento da despolpa e a influência nas características físico-químicas, sensoriais e microbiológicas; realizar a caracterização dos resíduos da despolpa da macaúba, a farinha da casca e a amêndoa, em relação a sua composição centesimal e compostos antioxidantes e, com auxílio da escola como ambiente formador, realizar a análise sensorial do néctar de macaúba, através do Percurso Sensorial, praticado no Programa de Educação do Gosto da Slow Food International. Os frutos obtidos em Teodoro Sampaio - SP (Pontal do Paranapanema) e em Brotas - SP foram despolpados no Departamento Agroindústria, Alimentos e Nutrição (ESALQ/USP). Verificou-se que a despolpa mecânica da macaúba apresenta melhor rendimento quando se faz uso de temperaturas elevadas: 15,01% para o despolpamento com maceração a 80ºC por 20 minutos e 30,04% para a maceração a 95ºC por 15 minutos, sendo uma vantagem para a substituição do processo manual pelo mecânico, devendo, porém realizar algumas adaptações no modelo da despolpadora, como peneira abrasiva com maior diâmetro dos crivos. Os processos para despolpa da macaúba mostraram-se eficientes em relação aos compostos antioxidantes, obtendo maior liberação de antioxidantes com temperatura de 95ºC por 10 minutos; com tempo de maceração maior ou com a pasteurização ocorre a perda dos compostos antioxidantes. Para os resíduos, os valores encontrados para atividade antioxidante valorizam o potencial que a macaúba tem em aplicabilidade de suas partes, sendo este mais um motivo para a continuação de estudos centrados nos resíduos, tendo como foco sua aplicação em produtos alimentícios, fonte de antioxidantes naturais e de minerais, uma vez que na casca de macaúba, o mineral encontrado em maiores proporções foi o potássio e na amêndoa, o nitrogênio. Sensorialmente a polpa de macaúba pura, elaborada em forma de néctar, foi avaliada como \"desgostei ligeiramente\", devido ao forte odor e aspecto viscoso. Assim, a elaboração do néctar misto de macaúba auxilia na melhor aceitação da polpa. Dentre os néctares testados, o néctar misto de macaúba com maracujá obteve maior aceitação entre os provadores, com notas equivalentes a \"gostei ligeiramente\" e \"gostei moderadamente\". Quando aplicado o Percurso Sensorial, o néctar de macaúba foi caracterizado como \"nem gostei, nem desgostei\" e \"gostei ligeiramente\", o que remete a modificações na formulação do néctar, principalmente em relação a sua viscosidade, podendo ser incentivados programas que implementem seu uso na merenda escolar / The palm tree Acrocomia aculeata (Jacq.) Lodd. ex Mart, also as known as macaúba, has been mainly explored in an extractive way, as a source of income for small producers, who use it fully. Its intense yellow-orange flesh is due to the presence of carotenoids, powerful antioxidant that helps preventing diseases. The pulp is obtained only by hand and before that, of technological resources implementations are required to assist in obtaining the pulp and minimize forms of contamination and reducing nutrient losses and sensory. This study aimed to do the mechanized processing of the fruit to obtain the pulp through different binomial temperature / time, checking the efficiency of the depulping and the influence on physical and chemical characteristics, sensory and microbiological; to characterize the waste of the pulp, skin\'s flour and almond, for their chemical composition and antioxidant compounds and, through the school\'s educational nature, to do the sensory analysis of macaúba\'s nectar, through the Sensory Path practiced the Education Program of the International Slow Food taste. The fruit is obtained in the city of Teodoro Sampaio - SP (Pontal do Paranapanema) and the city of Brotas - SP and it was depulped in the Agribusiness Department, Food and Nutrition (ESALQ / USP). It was found that the mechanical depulping of macaúba has a better performance when using high temperatures: 15.01% for pulp maceration at 80°C for 20 minutes and 30.04% for soaking at 95°C for 15 minutes, and that\'s an advantage for replacing the manual process by mechanical, but it needs some adjustments on the depulping machine used, as abrasive sieve with diameters of sieves. The processes used for depulping macaúba were effective in relation to antioxidant compounds because it had a greater release of antioxidants when the temperature was 95°C for 10 minutes; when the soaking time was longer or with application of pasteurization where occurred loss of antioxidants. The values of antioxidant activity that were found increase the potential that macaúba has in applicability of its parts, which is another reason for the continuation of studies focused on waste, on their application in food products as natural source of antioxidants and minerals (once that in the macaúba\'s peel was found high proportions of potassium and in the nut was found nitrogen). Sensory pure macaúba pulp, prepared like a nectar, being evaluated as slightly disliked because of the strong odor and slimy appearance, and so the development of the mixed nectar macaúba helps in better acceptance of the pulp. Among the mixed nectars tested, mixed with passion fruit, macaúba\'s nectar obtained greater acceptance of the tasters, with notes equivalent to \"like slightly\" and \"like moderately\". When applied the Sensory Path, macaúba\'s nectar was characterized as \"neither liked nor disliked\" and \"like slightly\" which refers to changes in nectar formulation, especially regarding its viscosity and it can be encouraged programs implement its use in school meals

Nesta tese examino discursos sobre sexualidades e educação proferidos por professores/as de escolas públicas sul-riograndenses. Nela apresento o Programa Brasil sem Homofobia, promovido pelo Governo Federal desde os anos de 2004, o Curso Educando para a Diversidade, promovido e coordenado pela Organização Não Governamental Nuances – Grupo pela Livre Orientação Sexual, e que já compreendeu quatro edições e analiso 12 entrevistas realizadas com professores/as que frequentaram esse Curso. Esta é uma pesquisa qualitativa desenvolvida em uma perspectiva pósestruturalista dos Estudos Culturais e dos Estudos de Gênero. O presente trabalho analisa os discursos sobre sexualidade que preponderaram nas falas de professores/as de diversas disciplinas da educação básica, que realizaram o referido curso, bem como a intenção de colocar em articulação o que foi por eles/as destacado e o que foi postulado tanto no Programa Brasil sem Homofobia, quanto nos documentos que apresentam o Curso. Ao dar-se ênfase, especialmente, a aspectos e questões consideradas complexas ou problemáticas relativamente ao modo de tratar da sexualidade procedeuse a análises discursivas dos materiais indicados. bem como as entrevistas que focalizaram, especialmente, narrativas de professores sobre aspectos relativos à educação e as sexualidades. Destaquei, então, neste estudo, alguns enunciados que compõem os campos discursivos da educação e da sexualidade e que foram colocados em destaque nas situações de entrevista quais sejam: 1) A homossexualidade é um tema marginal na escola; 2) É preciso educar para a diversidade e para a aceitação da diversidade de gênero e sexual; 3) Nem todos os professores/as podem falar de sexualidade na escola. No primeiro eixo apresento e discuto as respostas a uma pergunta específica a respeito de serem as temáticas discutidas no Curso temas marginais na escola, bem como algumas práticas pedagógicas levadas a efeito pelos/as entrevistados/as; no segundo eixo discuto aspectos relativos à educação para a diversidade sexual, buscando compreender suas implicações no que tange a algumas situações em que a homofobia se manifesta na escola; no terceiro eixo discuto algumas situações colocadas pelos/as professores/as, que articulo a minha experiência docente, além de indicar quais quesitos autorizam a alguns professores/as, mais que a outros/as, a discutirem sexualidade na escola. / This study aims at analyzing discourses upon sexualities and education practiced by public school teachers from Rio Grande do Sul. It focuses on the Brazil without Homophobia Program, organized by the federal government since 2004; on the Educating for Diversity Course, organized and coordinated by the NGO Nuances-Free Sexual Orientation Group, which is in its fourth edition, and on interviews carried out with 12 teachers who attended this course. One of the objectives of this thesis is to outline the discourses on sexuality which prevail in the teachers’ speeches, who taught in several basic education disciplines and attended the course, as well as the intention of putting into practice what they have emphasized and what was claimed not only in the Brazil without Homophobia Program but also in documents which introduced the course. Special emphasis was given on the aspects and issues considered complex or problematic with regard to the way sexuality is approached. Besides, the study aims at underlining the governmental initiatives, including the discussion on sexualities in Education. Discursive analyses on suggested materials were carried out as well as interviews with special focus on the teacher’s narratives involving education and sexuality. Thus, some statements which comprise the education and sexuality discursive fields were emphasized and pointed out in the following interview situations: 1) Homosexuality is considered a marginal issue in school; 2) It is necessary to educate for diversity and acceptance of gender and sexual diversity; 3) Only a few teachers are allowed to talk about sexuality in school.

A analogia entre receitas e softwares proposta por Stallman (2001) orienta esta dissertação que problematiza e visa a analisar as relações entre as concepções de educação de professores da Rede Pública Estadual de Porto Alegre e a opção pelo Software Livre, ou proprietários nas práticas pedagógicas. Embasada nos conceitos de Educação (Gramsci, 1989), opção autêntica (Freire, 1697) e tecnologia (Álvaro Viera Pinto, 2005), são analisados os dados obtidos por meio de questionário online enviado às 243 escolas da 1ª Coordenadoria Regional de Educação; e, de entrevistas semiestruturadas realizadas com seis professores que atuam em quatro dessas escolas e na Coordenação Pedagógica da Secretaria Estadual de Educação. Análise quantitativa e qualitativa articula o mapeamento das Tecnologias da Informação e Comunicação nas escolas e os relatos dos professores. Permite visualizar o contexto da pesquisa, no qual a utilização de Software Livre constitui uma imposição das políticas públicas. Ainda que os professores o considerem mais coerente com a concepção de Educação Pública, continuam a utilizar softwares proprietários. O estudo aponta a necessidade fundamental de aprofundar a discussão dos Projetos Político-Pedagógicos das escolas, promover a articulação com as práticas pedagógicas de professores para a construção de uma opção autêntica pelo Software Livre, baseada nos princípios de liberdade e colaboração. / The analogy between receipts and software proposed by Stallman (2001) orients this dissertation that problematizes and analise the relationship between conceptions of education of teachers from the State Public Network of Porto Alegre and the option for Free Software in pedagogical practices. Grounded in the concepts of education, authentic option and technology, proposed by Gramsci (1989), Freire (1697) and Alvaro Vieira Pinto (2005) are analyzed the data collected through online questionnaire sent to 243 schools of the 1st Regional Coordination of Education and semi-structured interviews conducted with six teachers who work in four of these schools and in Pedagogical Coordination of the State Department of Education. The articulation between the mapping of Information Technology and Communication in schools and teachers' reports allows to view the research context, where the use of Free Software is an imposition of public policy. Even if teachers consider more coherent with the conception of Public Education. The study shows the to deepen the discussion of political-pedagogical projects in schools, to promote articulation with the teaching practices of teachers for the construction of a genuine option for Free Software, based on principles of freedom and collaboration.

Made available in DSpace on 2016-04-27T14:30:32Z (GMT). No. of bitstreams: 1 Jean de Oliveira Ferreira.pdf: 892055 bytes, checksum: ccd87a45535cb6bc6cfab3017fa25ea6 (MD5) Previous issue date: 2010-10-13 / This study investigated the trajectory of graduate students in public schools high school who enrolled in a Faculty of Arts at a private university in the region and the ABC were formed between the years 2009 and 2010. These students surveyed are not benefiting from the social inclusion program created by the federal government called the "University for All - PROUNI. We tried to understand the gains and difficulties in the path of those coming from public school students in college. We could understand the relationship between knowledge and experienced in the Region choice by way of letters, to know the profile of the students and their professional perspectives that existed before joining the course and which came into existence after college. To analyze the trajectory of these subjects, we collected data using the instrument as a questionnaire with open and closed, applied to 28 students. We did a quantitative analysis, in order to characterize the subjects, and qualitative, in order to reap these subjects views on the topic in question. The authors use that are tied to the issues addressed in the work content. They are APPLE (2006), Lahiri (1997), Bourdieu (2007), Masetto (2003), Freire (2003), Rodrigues (2007), among others / O presente trabalho investigou a trajetória de estudantes formados em escolas públicas do ensino médio que ingressaram em uma Faculdade de Letras de uma Universidade Privada da Região do ABC e formaram-se entre os anos de 2009 e 2010. Estes alunos pesquisados não são beneficiados pelo programa de inserção social criado pelo Governo Federal chamado Programa Universidade para Todos �� PROUNI. Buscou-se compreender os ganhos e dificuldades na trajetória desses alunos advindos da escola pública no curso superior. Pudemos entender a relação existente entre os conhecimentos vividos na Região e a escolha feita pelo curso de letras, conhecer o perfil dos alunos e suas perspectivas profissionais que existiam antes de ingressarem no curso e as que passaram a existir depois do curso superior. Para analisar a trajetória desses sujeitos, coletamos os dados utilizando como instrumento o questionário, com questões abertas e fechadas, aplicado em 28 alunos. Fizemos uma análise quantitativa, no sentido de caracterizar os sujeitos da pesquisa, e qualitativa, no sentido de colher desses sujeitos opiniões sobre o tema em questão. Os autores que utilizamos estão vinculados às questões abordadas no conteúdo do trabalho. São eles APPLE (2006), LAHIRE (1997), BOURDIEU (2007), MASETTO (2003), FREIRE (2003), RODRIGUES (2007), entre outros

A presente dissertação se propõe estudar a constituição da história como disciplina escolar no Rio Grande do Sul na passagem do Império para a República, no esforço de identificar as transformações e continuidades de conteúdos e métodos no contexto de mudança política. O objetivo é compreender como ela foi apropriada na escola para a formação dos estudantes dentro do ideário republicano do período. Nesse sentido, identifica os principais objetivos e conteúdos, a produção didática e o mercado editorial, bem como sua utilização pelas futuras professoras. Para isso, utiliza como fonte histórica os programas das disciplinas, o livro escolar voltado para a história do estado História do Rio Grande do Sul para o Ensino Cívico de João Cândido Maia, e a revista pedagógica da Escola Normal, articulados com os discursos oficiais dos governantes e as definições do Conselho de Instrução Pública. O aporte teórico da pesquisa é o conceito de cultura escolar e a história das disciplinas escolares, preocupando-se em entender o conhecimento escolar além da proposta oficial dos governos, na medida em que entende as transformações de um saber que se torna escolar como resultado de uma série de injunções que assumem características específicas em cada espaço social e em cada época. / This thesis proposes to study the constitution of history as a school subject in Rio Grande do Sul in the transition from Empire to Republic, in an effort to identify the changes and continuities of contents and methods in the context of political change. The goal is to understand how it was appropriated in school for the training of students within the republican ideals of the period. In this sense, identifies the main objectives and content, the didactic production and publishing market, as well as its use by future teachers. For this, it uses as a historical source programs of disciplines, the schoolbook facing the history of the state - História do Rio Grande do Sul para o Ensino Cívico - by João Cândido Maia, and the Escola Normal\'s pedagogical magazine, articulated with the official speeches of the government and the settings of the Council of Public Instruction. The theoretical contribution of the research is the concept of school culture and the history of school subjects, concerned to understand school knowledge beyond the official proposal of the government, as it understands the transformation of a knowledge that becomes school as a result of a series of injunctions that take on specific characteristics of each social space and in every age.

This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the dependent variable being their future intention of assessing and referring students with mental health issues. Multiple regression analysis revealed that the overall model was statistically significant in predicting teachers’ intention to assess and refer students; however, independent analysis of independent variable revealed teachers’ attitudes, past behavior, and accesses to mental health training were most the most significant predictors of future intention. Implications of this study highlight the need qualified mental health professionals to be present in schools and/or expanded training of teachers.

The role of philanthropy in K-12 public education has historically ebbed and flowed in relation to public expenditures. Early K-12 education philanthropy peaked during and after the Civil War when philanthropists supported education for emancipated slaves through initiatives like Freeman’s Bureau, Slater Fund and Rosenwald Schools until state and federal governments assumed responsibility (Bremner, 1988; Finkenbine, 2003; Fleishman, 2009; Mays, 2006; Stephenson, 2012). With sufficient public support, K-12 education philanthropy did not see its next major wave of investments until the 1990s, with significant increases occurring after 2000. From 2000-2010 the number of education related grants from major national philanthropists increased from 1,200 to 2,600, and the amount of total funding, $486 million to $843 million (Reckhow & Snyder, 2014, p.3). The latest wave of education philanthropy occurs at the intersection of two key events: Funding challenges for public education and increasing philanthropic resources particularly among a new generation of philanthropists. While significant philanthropic resources have poured into K-12 public education, they are more likely to support changes in education policy than to provide direct support to the schools (Ferris, Hentschke, & Harmssen, 2008; Greene, 2015). In addition, rural communities receive very little support from national education philanthropy. Vermont is a rural state with a relatively successful K-12 public school system that faces significant funding challenges (Pache, 2017; Valley News, 2015). The questions at the core of this research are what role does philanthropy play in Vermont K-12 public education and what role might it play? To answer these questions, the literature provides a foundation by exploring the history of philanthropy in general, and specifically education philanthropy. Further literature review examines the current trends of using philanthropy to shape national education policy and fund programs that compete with public education. A gap in the research on rural philanthropy and rural K-12 education philanthropy provides the impetus for the focus on the rural schools in Vermont. The study focuses on two geographically defined regions in Vermont that utilize two different models of place-based philanthropy to support their public schools. The two case studies include interviews with 24 participants with backgrounds in and knowledge about education and philanthropy. In addition, document review was used to support and triangulate the findings. The findings, presented for each case and in a cross-case analysis, reveal the effective and unique ways these two rural areas use philanthropy to support its K-12 public schools. One model was regional with a focus on broad program support through use of local nonprofits, while the second model was town specific and provided direct support to the local schools. Both cases demonstrate the challenges and opportunities associated with place-based philanthropy. The conclusion offers further information on how schools and communities might develop their own place-based philanthropy.

Advanced Placement (AP) courses engage high school students with college curriculum taught by trained high school teachers, with an opportunity for students to earn college credit by passing the end-of-course AP exam. AP has evolved into an indicator of school quality, instructional rigor, and a consideration in the college admissions process. AP enrollment and exam performance outcomes for White students disproportionately surpass those for Black students. This study attempts to inform practice, policy, and programming toward more equitable enrollment outcomes for Black students through a single case study. The selected case school was the only high school among 38 in central Virginia serving a significant proportion of both Black and White students demonstrating proportional AP enrollment between the Black and White student populations. Evidence gathered in the single case study through interviews and document review was analyzed to answer the research question: how do school-level practices and policies influence proportional AP enrollment for Black and White students at a central Virginia high school? Coding and narrative analysis were used to assess the case school’s practices, policies, and characteristics in the context of the four categories of school-based factors associated with equitable AP enrollment established by prior literature: curriculum characteristics, teacher training and awareness, family engagement and outreach, and student identification and recommendation processes. Equity was defined using overlapping social, racial, and educational equity frameworks within education and public administration. Findings showed that course recommendation processes, teacher training, unique school-based programming, course scheduling, instructional techniques toward increased rigor, and parent outreach are among the most significant school-level factors distinguishing the case school in its achievement of equitable AP enrollment between Black and White students, but that those school-level factors must be administered, executed, and nurtured in a school characterized by positive and encouraging relationships among students, staff, and leadership. It is recommended that equitable outcomes become a clear feature and requirement of local, state, and federal policy to prompt school personnel to work toward equity between Black and White students in AP enrollment and in the various processes and outcomes within public education. It is further recommended that policies and practices place an explicit premium on the power of relationships among stakeholders in each school in achieving equitable outcomes.

Computer-based multimedia offer an alternative means of providing instruction to learners in two primary, yet disparate, ways. Multimedia can be used to convey information to learners, or alternatively, learners can make use of multimedia to impart information. One example of the use of multimedia technologies at the University of South Florida is an interactive computer kiosk installed in the Anthropology Exhibit Gallery. The development of the educational program featured on the kiosk's touchscreen computer is the subject of this paper. The purpose of the kiosk's program was twofold: 1) to introduce the field of anthropology to university students and the general public who visit the Anthropology Exhibit Gallery; and 2) to incorporate training in the creation of multimedia materials into two departmental project-based courses, Museum Methods and Visual Anthropology. Designing effective educational programs that take advantage of multimedia capabilities without losing focus on the user's needs or on the content being presented is a challenging endeavor. In this paper, I present the process of designing an interactive multimedia program, and discuss the critical issues of audience, hardware and software, programming tools and other technical and design considerations. The development of the program, furthermore, must be understood within the broader context of several areas, including anthropology and museums, the role of education in museums, and exhibitions as a form of media and communication. Finally, a summary of the project is presented, including a discussion of the problems and successes encountered and suggested areas for further development.

My thesis is that museum exhibitions developed according to Freirean praxis would constitute a better learning opportunity for visitors, facilitate the process of evaluation, and enact the favoured museum principles of dialogic communication and community-building. ¶This project constitutes a cross-fertilisation of adult education, cultural studies and museum practice. In the last few decades, museum professional practice has become increasingly well informed by cultural critique. Many museum institutions have been moved to commit to building communities, but the question of how to do so via exhibition spaces is yet to be squarely addressed by the museum field. In this thesis I produce a detailed evaluation of a museum's informal learning program; and demonstrate the potential value of adult education theory and practice for enacting museums' commitment to dialogic communication and community-building. ¶To investigate the value of adult education praxis for museums, I consider the Australian War Memorial's signifying practice - the site and its exhibitions - as a program for informal learning. I conduct my analysis according to Ira Shor's (Freirean) method for engaging students in an extraordinary re-experience of an ordinary object. Shor's program calls for students to investigate the object through three stages of description, diagnosis and reconstruction. Respectively, I testify to my initial experience of the Memorial's program as a visitor, analyse its signification in national, international and historical contexts, and imagine an alternative means of signifying Australia's war memory. The resulting account constitutes a record of my learning process and a critical and constructive evaluation of the Memorial as a site for informal learning. It provides a single vision of what the Memorial is, what it means and how it could be reconstructed. But more importantly, my account demonstrates a program for simultaneously learning from the museum and learning about its signifying practice. This dual educational and evaluative method would mutually advantage a museum and its visiting public. In a museum that hosted a dialogic program, the exhibitions would invite evaluative responses that staff are otherwise at pains to generate. Concurrently, visitors would benefit because they would be engaging in a more critical and constructive learning process. In addition, the museum would be enacting the principle of dialogic communication that underpins the project of community-building.