Desenvolvimento do pensamento crítico em crianças do 1º ano de escolaridade através de uma abordagem para a multi/interculturalidade

A sociedade do século XXI caracteriza-se pela sua diversidade cultural resultante da maior mobilidade de pessoas e informação e também dos vários problemas que a caracterizam, como guerras e crises. Assim sendo, pretende-se que haja uma relação harmoniosa, complementar e enriquecedora entre os povos de diferentes culturas, permitindo o enriquecimento dos cidadãos, quer a nível pessoal, social e profissional. Tal, só é possível se se educar cidadãos conscientes e críticos para que sejam capazes de ultrapassar as várias adversidades e problemas através da mobilização das capacidades de Pensamento Crítico (PC). Neste quadro, com este trabalho pretende-se contribuir para a educação de alunos desde os primeiros anos. Para tal foram desenvolvidas atividades focadas na promoção de capacidades de Pensamento Crítico a partir de questões culturais que promovam a multi e interculturalidade nos alunos. Pretende-se com isto dar resposta à questão problema desta investigação: Quais os contributos do desenvolvimento (conceção, produção e implementação e validação) de atividades sobre questões de multi e interculturalidade, na promoção de capacidades de Pensamento Crítico dos alunos? As atividades concebidas e produzidas foram implementadas numa turma do 1.º ano do Ciclo do Ensino Básico (CEB), constituída por 26 alunos. Esta investigação enquadra-se no paradigma sócio-crítico, de natureza qualitativa, inserindo-se num plano de Investigação-Ação, onde se procura no final do 1º ciclo privilegiar a reflexão sobre o processo e seus contributos. Os resultados obtidos a partir da análise das produções escritas indicam-nos que os alunos, de modo geral, mobilizaram capacidades de pensamento crítico inseridas nas atividades implementadas. Podendo ainda acrescentar que ao longo de toda a investigação os alunos aceitaram o cariz das atividades e tomaram uma posição globalmente positiva face ao tema e à aceitação da diferença, nomeadamente à interação com crianças de outras culturas. Este estudo assume-se como um modesto contributo para as práticas educativas do 1º CEB, no que diz respeito ao desenvolvimento das capacidades de Pensamento Crítico e a questões Multi e Interculturais.The 21st century society is characterized by its cultural diversity, resultant from the higher mobility of people and information, as well as from the different problems that characterize it, such as wars and crises. In such way, it is intended that there shall be a harmonious, complementary and enriching relationship between the people from different cultures, allowing the enrichment of citizens, both personally, socially and professionally. This is only possible if people is educated as conscious and critical citizens, so that they may be able to overcome the various adversities and problems, namely by using Critical Thinking skills. In this context, this work intends to contribute to the education of students, starting from the first years. For this purpose, activities based on cultural issues and focused on the promotion of Critical Thinking’ capacities were developed that promote multi and interculturality in students. The goal is to reply to problem/question of this research "What are the contributions of the development (design, production and implementation and validation) of activities on issues of multi and interculturality in the promotion of students' critical thinking capabilities?" The activities conceived and produced were implemented in a group of the first year of basic school made up of 26 students. This research fits within the socio-critical paradigm, of a qualitative nature, inserting itself into a Research-Action plan, where it is sought to privilege the reflection on the process and its contributions, at the end of the 1st cycle. The results obtained indicate that the students, in general, mobilized critical thinking abilities inserted in the implemented activities. It is also possible to add that throughout the course of the research, the students accepted the nature of the activities and took a globally positive attitude towards the subject and the acceptance of the difference, namely to the interaction with children from other cultures. With this study we expect to give a modest contribution to the educational practices of the 1st CEB, regarding the development of the capacities of Critical Thinking and Multi and Intercultural issues.Mestrado em Ensino do 1º Ciclo do Ensino Básico e de Matemática e Ciências Naturais do 2º Ciclo do Ensino Básic

Single cell protein production by Candida robusta isolated from sugar cane (Saccharum sp.) for animal feed / Produção de Biomassa por Candida robusta isolada da Cana-de-açúcar (Saccharum sp.) para alimentação animal

The protein obtained from the microorganisms is not only cheap but can be used as additive to provide a balanced nutrition for many animals feeding. The aim of this work was the single cell protein (SCP) production by Candida robusta URM5293 using sugarcane bagasse as substrate. The yeast C. robusta URM5293 was isolated from root sugarcane and was identified based on morphological and biochemical characteristics. Biomass production was done into Erlenmayers flasks (250 mL) containing culture medium supplemented of sugarcane bagasse hydrolyzate. Fermentations were carried varying culture conditions through the study of four different variables: temperature (25, 30, and 35°C), agitation intensity (110, 140 or 170 rpm), pH (6.0, 7.0, and 8.0) and production time (72, 96, and 120h), according to a 24-1 fractional factorial design. Results demonstrated that this yeast was able to ensure the highest level of biomass (141 g/L) when cultivated at 25°C, pH 6.0, 170 rpm of agitation intensity after 72h of cultivation using sugarcane bagasse. The present results demonstrate the potential of sugarcane bagasse hemicellulosic hydrolyzate as a substrate for the production of microbial protein by C. robusta URM5293

Single cell protein production by Candida robusta isolated from sugar cane (Saccharum sp.) for animal feed: Produção de Biomassa por Candida robusta isolada da Cana-de-açúcar (Saccharum sp.) para alimentação animal

The protein obtained from the microorganisms is not only cheap but can be used as additive to provide a balanced nutrition for many animals feeding. The aim of this work was the single cell protein (SCP) production by Candida robusta URM5293 using sugarcane bagasse as substrate. The yeast C. robusta URM5293 was isolated from root sugarcane and was identified based on morphological and biochemical characteristics. Biomass production was done into Erlenmayers flasks (250 mL) containing culture medium supplemented of sugarcane bagasse hydrolyzate. Fermentations were carried varying culture conditions through the study of four different variables: temperature (25, 30, and 35°C), agitation intensity (110, 140 or 170 rpm), pH (6.0, 7.0, and 8.0) and production time (72, 96, and 120h), according to a 24-1 fractional factorial design. Results demonstrated that this yeast was able to ensure the highest level of biomass (141 g/L) when cultivated at 25°C, pH 6.0, 170 rpm of agitation intensity after 72h of cultivation using sugarcane bagasse. The present results demonstrate the potential of sugarcane bagasse hemicellulosic hydrolyzate as a substrate for the production of microbial protein by C. robusta URM5293

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Educomunicação e suas áreas de intervenção: Novos paradigmas para o diálogo intercultural

oai:omp.abpeducom.org.br:publicationFormat/1O material aqui divulgado representa, em essência, a contribuição do VII Encontro Brasileiro de Educomunicação ao V Global MIL Week, da UNESCO, ocorrido na ECA/USP, entre 3 e 5 de novembro de 2016. Estamos diante de um conjunto de 104 papers executivos, com uma média de entre 7 e 10 páginas, cada um. Com este rico e abundante material, chegamos ao sétimo e-book publicado pela ABPEducom, em seus seis primeiros anos de existência. A especificidade desta obra é a de trazer as “Áreas de Intervenção” do campo da Educomunicação, colocando-as a serviço de uma meta essencial ao agir educomunicativo: o diálogo intercultural, trabalhado na linha do tema geral do evento internacional: Media and Information Literacy: New Paradigms for Intercultural Dialogue

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Relações entre profissionais de saúde e usuários durante as práticas em saúde Relationships between health professionals and users throughout health care practices

Apresenta-se uma revisão integrativa sobre estudos que abordam as relações entre profissionais de saúde e usuários durante as práticas em saúde. Objetivou-se identificar os aspectos pesquisados no cotidiano dos serviços acerca dessas relações. A coleta foi realizada nas bases Lilacs e Pubmed segundo os descritores: acolhimento; relações profissional-família; relações profissional-paciente; humanização da assistência; e a palavra 'vínculo' associada ao descritor Sistema Único de Saúde. Selecionaram-se 290 estudos publicados entre 1990 e 2010. Por meio da análise temática, foram criados cinco núcleos de sentido: a relevância da confiança na relação profissional-usuário; sentimentos e sentidos na prática do cuidado; a importância da comunicação nos serviços de saúde; modo de organização das práticas em saúde; e (des)colonialismo. Identificou-se que as relações estabelecidas nas práticas de saúde têm uma dimensão transformadora. No entanto, permanece o desafio de humanizar os serviços de saúde. A enfermagem se destaca na produção do conhecimento nessa temática.<br>This article presents an integrative review about studies that address the relationships between health professionals and users in health care practices. It aimed to identify aspects that were researched on the daily life of the services concerning such relationships. Data were collected from the Lilacs and Pubmed databases based on these descriptors: user embracement; professionalfamily relations; professionalpatient relations; humanization of the care; and the bonding word associated to the Single Health System descriptor. Two hundred and ninety studies, published from 1990 to 2010, were selected. Through thematic analyses, five meaning cores were created: the relevance of the confidence in the professionaluser relationship; feelings and senses in the health care practice; the importance of communications in health care services; ways to organize health care practices and (de)colonialism. It was found that relationships established in health care practices have a transformative dimension. However, the challenge to humanize health care services remains. Nursing stands out in the production of knowledge on such theme