O potencial pedagógico da Hora do Conto para o desenvolvimento da Comunicação Oral

O presente relatório é produto de um projeto de investigação que pretendeu caracterizar a adequação e dinamização da hora do conto com a finalidade de promover o desenvolvimento da comunicação oral, implementada numa sala de 3/4 anos e a adequação didática de um processo de intervenção educativa de estratégias para a promoção do desenvolvimento da Oralidade (incidindo na dinamização da hora conto) implementado numa turma de 3.º ano do 1.º Ciclo do Ensino Básico. Tendo consciência da desvalorização que é atribuída à temática em análise, acreditamos que os profissionais de educação se tornam responsáveis pelo desenvolvimento e aperfeiçoamento das capacidades de comunicação das crianças/alunos. Neste sentido, consideramos que foi extremamente importante investir neste domínio e nas competências a ele associado, nas vertentes de compreensão e expressão orais. Para atingir os objetivos delineamos, planificamos, construímos, aplicamos e avaliamos em sala de aula, um conjunto de intervenções educativas adotando como estratégia principal a dinamização da hora do conto. Assim sendo, podemos verificar através dos resultados obtidos, que efetivamente, a hora do conto e a utilização de diferentes estratégias para a dinamização da mesma, contribuíram positivamente para o desenvolvimento das competências orais dos intervenientes, potenciando melhorias, a vários níveis, nomeadamente na vertente de compressão e de expressão oral dos dois grupos de aplicação.This report is the product of a research project that aimed to characterize the adequacy and dynamization of the story time with the purpose of promoting the development of oral communication, implemented in a 3/4 year classroom and the didactic adequacy of a process of educational intervention strategies to promote the development of Orality (focusing on the dynamization of the story time) implemented in a 3rd year class of the 1st Cycle of Basic Education. Being aware of the devaluation that is attributed to the theme under analysis, we believe that education professionals become responsible for the development and improvement of communication skills of children/students. In this sense, we believe that it was extremely important to invest in this field and in the skills associated with it, in the areas of understanding and oral expression. In order to achieve the objectives, we delineate, plan, build, apply and evaluate in the classroom, a set of educational interventions adopting as the main strategy the dynamization of the story time. Therefore, we can verify through the results obtained, that effectively, the story time and the use of different strategies for the dynamization of the tale, contributed positively to the development of the oral skills of the participants, enhancing improvements, at various levels, particularly in the compression and oral expression of the two groups of application. Keywords: Oral Communication; Compression and Oral Expression; Story Time; Pre-School; 1st Cycle of Basic Education

Direct and Indirect Effects of the Fungicide Carbendazim in Tropical Freshwater Microcosms

Direct and indirect effects of the fungicide carbendazim on ecosystem structure and functioning were studied a parts per thousand currency sign8 weeks after application (nominal concentrations: 0, 3.3, 33, 100, and 1000 mu g/L) to outdoor microcosms in Thailand. Direct effects on macroinvertebrates are discussed in detail in a separate article. The present article presents the effects on other end points and discusses the hypothesized ecologic effect chain. Negative treatment effects on the zooplankton community were only recorded for the highest carbendazim treatment (NOEC(community) = 100 mu g/L). The rotifer Keratella tropica, cladocerans (Moina micrura, Ceriodaphnia cornuta, and Diaphanosoma sp.), and cyclopoid copepods were decreased or even eliminated at this treatment level. The decrease in zooplankton and macroinvertebrate abundances was accompanied by an increase in numbers of several tolerant invertebrates, presumably caused by a release from competition and predation. The death of sensitive invertebrates probably also led to an overall decreased grazing pressure because increased levels of chlorophyll-a and bloom of the floating macrophyte Wolffia sp. were noted. The increase in primary producers is discussed to be the probable cause of changes in physicochemical water conditions, eventually resulting in an anoxic water layer during the last 3 weeks of the experiment. This is likely to have resulted in decreased invertebrate abundances noted in that period. Furthermore, the decreased decomposition of Musa (banana) leaves observed 8 weeks after application is considered to be the indirect effect of a decreased microbial activity resulting from these anoxic water conditions, rather than a direct toxic effect of carbendazim