Conteúdos linguísticos como subsídio à formação de professores alfabetizadores: a experiência do Brasil e de Portugal

Objetiva identificar em dois programas de formação de professores alfabetizadores – no Brasil, Pacto Nacional pela Alfabetização na Idade Certa (Pnaic) e, em Portugal, Programa Nacional do Ensino do Português (Pnep) – os conteúdos linguísticos relacionados ao ensino da leitura que fundamentaram a atualização dos professores com vistas a compreender como as descobertas científicas penetram o campo pedagógico. Por meio de análise documental, são apresentadas, de forma resumida, a estrutura e a organização dos dois programas e os respectivos conteúdos de formação. Há muita similaridade entre os dois programas com relação à organização e às estratégias metodológicas e há diferenças importantes quanto à atualidade dos conteúdos oferecidos aos professores alfabetizadores, assim como o tempo de formação aplicado a este conteúdo. A formação linguística do professor é essencial para desenvolver competência para o ensino da língua e, por conseguinte, melhorar as habilidades de ler e escrever dos alunos do ensino fundamental.This article aims to identify the linguistic contents related to the teaching of reading in two training programs for literacy teachers: Brazil’s National Pact for Literacy at the Right Age (Pacto Nacional pela Alfabetização na Idade Certa – Pnaic) and the National Program for Portuguese Teaching (Programa Nacional do Ensino do Português – Pnep) of Portugal. The focus is on the linguistic contents that served as foundation for the updating of teachers, in order to understand how scientific discoveries permeate the teaching field. Through documentary analysis, the structure and the organization of the two programs and their respective training contents are briefly presented. There are many similarities between the two programs, regarding the organization and the methodological strategies; but there are also differences in relation to the timeliness of the content offered to the literacy teachers, as well as to the duration of the training applied to the content. The linguistic training of teachers is essential to developing the competence for language teaching and, therefore; for the improvement of reading and writing skills of elementary school students.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Guia de uso da Planilha de Campo Digital do kiwi

A publicação orienta sobre o preenchimento do Caderno de Campo Digital do Kiwi, especialmente sobre as práticas culturais adotadas no pomar e dos insumos aplicados, garantindo, dessa forma, a rastreabilidade do sistema.bitstream/item/222221/1/Doc-122-online-2021.pdfSamar Velho da Silveira - Cnpuv e Cassia Cagliari - Editore(s) Técnico(s

Grade de agrotóxicos do kiwi.

Documento integra a série Documentos do Kiwi, que tem como finalidade dar subsídios à aplicação do Programa de Boas Práticas Agricolas (BPA) para a cultura, possibilitando a obtenção de produtos seguros, com qualidade e de menor impacto ambiental possível.bitstream/item/223197/1/ComTec-218-Online-2021.pd

Evolutionary view of acyl-CoA diacylglycerol acyltransferase (DGAT), a key enzyme in neutral lipid biosynthesis

<p>Abstract</p> <p>Background</p> <p>Triacylglycerides (TAGs) are a class of neutral lipids that represent the most important storage form of energy for eukaryotic cells. DGAT (acyl-CoA: diacylglycerol acyltransferase; EC 2.3.1.20) is a transmembrane enzyme that acts in the final and committed step of TAG synthesis, and it has been proposed to be the rate-limiting enzyme in plant storage lipid accumulation. In fact, two different enzymes identified in several eukaryotic species, DGAT1 and DGAT2, are the main enzymes responsible for TAG synthesis. These enzymes do not share high DNA or protein sequence similarities, and it has been suggested that they play non-redundant roles in different tissues and in some species in TAG synthesis. Despite a number of previous studies on the DGAT1 and DGAT2 genes, which have emphasized their importance as potential obesity treatment targets to increase triacylglycerol accumulation, little is known about their evolutionary timeline in eukaryotes. The goal of this study was to examine the evolutionary relationship of the DGAT1 and DGAT2 genes across eukaryotic organisms in order to infer their origin.</p> <p>Results</p> <p>We have conducted a broad survey of fully sequenced genomes, including representatives of Amoebozoa, yeasts, fungi, algae, musses, plants, vertebrate and invertebrate species, for the presence of DGAT1 and DGAT2 gene homologs. We found that the DGAT1 and DGAT2 genes are nearly ubiquitous in eukaryotes and are readily identifiable in all the major eukaryotic groups and genomes examined. Phylogenetic analyses of the DGAT1 and DGAT2 amino acid sequences revealed evolutionary partitioning of the DGAT protein family into two major DGAT1 and DGAT2 clades. Protein secondary structure and hydrophobic-transmembrane analysis also showed differences between these enzymes. The analysis also revealed that the MGAT2 and AWAT genes may have arisen from DGAT2 duplication events.</p> <p>Conclusions</p> <p>In this study, we identified several DGAT1 and DGAT2 homologs in eukaryote taxa. Overall, the data show that DGAT1 and DGAT2 are present in most eukaryotic organisms and belong to two different gene families. The phylogenetic and evolutionary analyses revealed that DGAT1 and DGAT2 evolved separately, with functional convergence, despite their wide molecular and structural divergence.</p

Reconhecimento antecipado de problemas ortográficos em escreventes novatos: quando e como acontecem

A aprendizagem da ortográfica constitui um processo complexo, envolvendo questões lexicais e gramaticais. Muitos estudos sobre essa aprendizagem tratam os problemas ortográficos de modo independente e separado da produção textual. Neste estudo defendemos a importância de se analisar a aprendizagem da ortografia a partir da perspectiva proposta pela Genética Textual, colocando em destaque a gênese do processo de escritura e criação textual. Apresentamos o Sistema Ramos, metodologia de investigação que registra o processo de escritura em tempo e espaço real da sala de aula. Esse Sistema oferece informações multimodais (fala, escrita, gestualidade) sobre o que alunos, em duplas, reconhecem como problemas ortográficos (PO) e os comentários espontâneos feitos quando estão escrevendo o texto. Este estudo analisa justamente o momento em que aconteceram esses reconhecimentos e os comentários de duas alunas no 2º ano de escolaridade, durante a produção de seis histórias inventadas. Mais do que uma análise quantitativa dos tipos de PO identificados no produto, apresentamos uma análise enunciativa e microgenética de reconhecimentos de PO e seus comentários, particularmente aqueles PO antecipados pelas escreventes. Os resultados indicam: i. Reconhecimentos ensejam comentários nem sempre relacionados ao PO identificado; ii. Reconhecimentos e comentários estão relacionados aos conteúdos ortográficos ensinados em sala de aula; iii. Alguns PO reconhecidos envolvem a articulação de diferentes níveis linguísticos. Esses aspectos podem contribuir para a compreensão da aprendizagem da ortografia em situações didáticas propiciadas pela escrita colaborativa a dois.The acquisition of spelling competence is a complex process, involving lexical and grammatical questions. Research, however, almost always places the spelling from an autonomous point of view and disconnected from the other components of writing. In this text, we present the relevance of the Ramos System that captures students in an ecological situation of text production in pairs, allowing access to the processes for solving orthographic problems. Collaborative writing also grants access to comments made by students during the process of textual linearization. Our study focuses on the recognition of spelling problems (SP) and the comments made regarding such problems by two 2nd grade students during the production of six invented stories. More than a quantitative analysis of the types of SP identified in the product, we were interested in making a qualitative and fine analysis of oral recognitions of SP, particularly those SP anticipated by the writers. Our results indicate that: i. Recognition motivates comments that are not always related to the identified SP; ii. Recognition and comments are related to the orthographic contents taught in the classroom; iii. Some of the recognized SP involve the articulation between different linguistic levels. These aspects can contribute for the comprehension of orthographic learning in didactic situations provided by collaborative writing.publishe

Euclid: Constraining ensemble photometric redshift distributions with stacked spectroscopy

Context. The ESA Euclid mission will produce photometric galaxy samples over 15 000 square degrees of the sky that will be rich for clustering and weak lensing statistics. The accuracy of the cosmological constraints derived from these measurements will depend on the knowledge of the underlying redshift distributions based on photometric redshift calibrations. Aims. A new approach is proposed to use the stacked spectra from Euclid slitless spectroscopy to augment broad-band photometric information to constrain the redshift distribution with spectral energy distribution fitting. The high spectral resolution available in the stacked spectra complements the photometry and helps to break the colour-redshift degeneracy and constrain the redshift distribution of galaxy samples. Methods. We modelled the stacked spectra as a linear mixture of spectral templates. The mixture may be inverted to infer the underlying redshift distribution using constrained regression algorithms. We demonstrate the method on simulated Vera C. Rubin Observatory and Euclid mock survey data sets based on the Euclid Flagship mock galaxy catalogue. We assess the accuracy of the reconstruction by considering the inference of the baryon acoustic scale from angular two-point correlation function measurements. Results. We selected mock photometric galaxy samples at redshift za>a1 using the self-organising map algorithm. Considering the idealised case without dust attenuation, we find that the redshift distributions of these samples can be recovered with 0.5% accuracy on the baryon acoustic scale. The estimates are not significantly degraded by the spectroscopic measurement noise due to the large sample size. However, the error degrades to 2% when the dust attenuation model is left free. We find that the colour degeneracies introduced by attenuation limit the accuracy considering the wavelength coverage of Euclid near-infrared spectroscopy