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Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2019-07-08T14:31:00Z No. of bitstreams: 1 2018 - Vivian Sores de Almeida.pdf: 515476 bytes, checksum: 31d5e1b4e66bbde854bc446e943b313e (MD5) Made available in DSpace on 2019-07-08T14:31:00Z (GMT). No. of bitstreams: 1 2018 - Vivian Sores de Almeida.pdf: 515476 bytes, checksum: 31d5e1b4e66bbde854bc446e943b313e (MD5) Previous issue date: 2018-09-27 The training of the environmental professional of middle level contemplates different visions and areas of knowledge in its three great strands, that are: environmental education; environmental management; and environmental technologies. Therefore, the proposal of this research is based on the observation of the growing flow of students from the Technical Course on the Environment of the Technical College of the Rural University (CTUR) for the search for a supervised internship in the Green Room Center for Socio-Environmental Integration - CISA / UFRRJ. The study objectives were: 1) to analyze the integration of environmental education in the curriculum of the Technical Course on the Environment of CTUR; 2) investigate students' socio-environmental perception; and 3) to analyze the correlation between the pedagogical practice of the CISA and the socio-environmental perception of the students of the CTUR. It is a qualitative research, of the participatory type, with the use of diverse methodological instruments, such as: documentary analysis for investigation of the pedagogical political project of the institution and legal landmarks of the area; semi-structured interviews applied to the facilitators who worked at CISA to reconstruct their historical trajectory; and questionnaires to analyze the evaluation of students in relation to the supervised internship in CISA. The research was based on principles of the critical aspect of Environmental Education, based on critical-emancipatory pedagogy, coined by Paulo Freire, and guided paths for the formation of ecological subjects, a term outlined by Isabel de Carvalho. Thematic analysis of the narratives expressed, interwoven in context, conceives of CISA as a dynamic space for environmental education, based on an articulating and integrative perspective, which enables action initiatives permeated by educational actions that are moving toward sustainability and the formation of subjects ecologically oriented. A forma??o do profissional ambiental de n?vel m?dio contempla diferentes vis?es e ?reas de conhecimento em suas tr?s grandes vertentes, que s?o: educa??o ambiental; gest?o ambiental; e tecnologias ambientais. Isto posto, a proposta desta pesquisa parte da observa??o do crescente fluxo de estudantes do Curso T?cnico em Meio Ambiente do Col?gio T?cnico da Universidade Rural (CTUR) pela busca de est?gio supervisionado no ?mbito da Sala Verde Centro de Integra??o Socioambiental-CISA/UFRRJ. Os objetivos deste estudo referiam-se a: 1) analisar a integra??o da educa??o ambiental no curr?culo do Curso T?cnico em Meio Ambiente do CTUR; 2) investigar a percep??o socioambiental dos estudantes; e 3) analisar a correla??o entre a pr?tica pedag?gica da CISA e a percep??o socioambiental dos estudantes do CTUR. Trata-se de uma pesquisa qualitativa, do tipo participativa, com a utiliza??o de instrumentos metodol?gicos diversos, como: an?lise documental para investiga??o do projeto pol?tico pedag?gico da institui??o e marcos legais da ?rea; entrevistas semiestruturadas aplicadas ?s facilitadoras que atuaram na CISA para reconstru??o de sua trajet?ria hist?rica; e question?rios para analisar a avalia??o dos estudantes em rela??o ao est?gio supervisionado no ?mbito da CISA. A pesquisa foi fundamentada por princ?pios da vertente cr?tica da Educa??o Ambiental, pautada na pedagogia cr?tico-emancipat?ria, cunhada por Paulo Freire, e orientou caminhos para a forma??o de sujeitos ecol?gicos, termo delineado por Isabel de Carvalho. A an?lise tem?tica das narrativas expressas, entretecidas em contextos, concebe a CISA como um espa?o dinamizador da educa??o ambiental, pautado em uma perspectiva articuladora e integradora, que viabiliza iniciativas de atua??o permeadas por a??es educacionais que caminham em dire??o ? sustentabilidade e da forma??o de sujeitos ecologicamente orientados.

Made available in DSpace on 2018-12-20T13:27:45Z (GMT). No. of bitstreams: 1 tese_12115_81 - VALDINEI DE ALMEIDA.pdf: 1711041 bytes, checksum: 1ca94b4b8bceebf07a317d7437bb727c (MD5) Previous issue date: 2018-06-07 A partir de 1998, quando é realizada a 1ª Conferência Nacional por uma Educação do Campo, que tinha como centro de discussão a superação da Educação Rural por uma nova forma de se conceber o campo, vendo-o como um espaço social diferenciado, ganham força a luta dos Movimentos Sociais do Campo por políticas públicas, visando uma educação de qualidade apropriada às necessidades dos camponeses. Além disso, desde 1968 a Educação do Campo no Estado do Espírito Santo configurava-se por meio da Pedagogia da Alternância, inserida no Brasil com a criação do Movimento de Educação Promocional do Espírito Santo MEPES. Nas décadas de 1970 e 1980, sob a formação do MEPES, são criadas diversas escolas em alternância em diferentes Estados Brasileiros. Em meados da década de 1980, com a criação do Setor de Educação do MST, o movimento adapta os elementos e princípios da Alternância, surgindo, então, a Pedagogia do Movimento. Em 1990, começam aqui no Estado as experiências dos CEFFA‟s públicos, que voltam a serem discutidos e implantados a partir de 2010, mobilizados e articulados pela RACEFFAES, a qual é criada no início dos anos de 2000, frente a conflitos político-econômicos entre as Escolas Família Agrícola do Norte e a Central do MEPES. No município de São Mateus existem cinco CEFFA‟s, e é diante desse contexto, que este trabalho buscou sistematizar o processo de produção curricular dos CEFFA‟s, analisando suas possibilidades e desafios, correlacionando-o com as trajetórias e experiências vividas por educadores de uma escola do campo em alternância. Fizemos a opção em realizar um Estudo de Caso, na Escola Comunitária Rural Municipal de Ensino Fundamental da Região de Córrego Seco. Constatamos que o Plano de Curso construído pelo coletivo de educadores da RACEFFAES, traz uma proposta ousada, uma vez que, visa a autonomia no processo de produção curricular, apontando como base principal a Formação Integral dos sujeitos, a partir da reflexão dos elementos da realidade, proporcionado um processo de conscientização. Por fim, sugerimos à RACEFFAES, algumas reflexões necessárias ao fortalecimento dos CEFFA‟s e consequentemente da Educação do Campo.

Background Mindfulness has been applied in the United States and Europe to improve physical and psychological health; however, little is known about its feasibility and efficacy in a Brazilian population. Mindfulness may also be relevant in tackling obesity and eating disorders by decreasing binge eating episodes—partly responsible for weight regain for a large number of people—and increasing awareness of emotional and other triggers for overeating. The aim of the present study protocol is to evaluate and compare the feasibility and efficacy of two mindfulness-based interventions (MBIs) addressing overweight and obesity in primary care patients: a general programme called Mindfulness-Based Health Promotion and a targeted mindful eating protocol called Mindfulness-Based Eating Awareness Training. Methods/design A randomised controlled trial will be conducted to compare treatment as usual separately in primary care with both programmes (health promotion and mindful eating) added to treatment as usual. Two hundred forty adult women with overweight and obesity will be enrolled. The primary outcome will be an assessment of improvement in eating behaviour. Secondary outcomes will be (1) biochemical control; (2) anthropometric parameters, body composition, dietary intake and basal metabolism; and (3) levels of mindfulness, stress, depression, self-compassion and anxiety. At the end of each intervention, a focus group will be held to assess the programme’s impact on the participants’ lives, diet and health. A feasibility study on access to benefits from and importance of MBIs at primary care facilities will be conducted among primary care health care professionals and participants. Monthly maintenance sessions lasting at least 1 hour will be offered, according to each protocol, during the 3-month follow-up periods. Discussion This clinical trial will result in more effective mindfulness-based interventions as a complementary treatment in primary care for people with overweight and obesity. If the findings of this study confirm the effectiveness of mindfulness programmes in this population, it will be possible to improve quality of life and health while optimising public resources and reaching a greater number of people. In addition, on the basis of the evaluation of the feasibility of implementing this intervention in primary care facilities, we expect to be able to suggest the intervention for incorporation into public policy.

In this paper we introduce variable exponent local Hardy spaces associated with a non-negative self-adjoint operator L. We define them by using an area square integral involving the heat semigroup associated to L. A molecular characterization is established and as an aplication of the molecular characterization we prove that our local Hardy space coincides with the (global) variable exponent Hardy space associated to L, provided that 0 does not belong to the spectrum of L. Also, we show that it coincides with the global variable exponent Hardy space associated to L+I.

Cattleya tigrina is endemic to the Atlantic forest biome and classified as vulnerable in the Red Book of Brazilian Flora. In vitro techniques comprise valuable tools for the conservation of endangered plant species. The aim of the present study was to evaluate the morphological features, global DNA methylation levels and free polyamines during protocorm-like bodies (PLBs) induction of C. tigrina. Along with that, an efficient protocol for in vitro propagation of this species is proposed. The first evidences of PLBs induction in C. tigrina occurred at seven days in culture, starting from the basal portion of the leaf abaxial surface. A hypomethylation marked the beginning of cell differentiation, followed by an increased global DNA methylation at 35 days in culture, coinciding with a subtle change in the structures morphogenetic development. During PLBs induction, putrescine exhibited higher levels as compared to spermidine and spermine, and apparently presents a major role during the PLBs induction in C. tigrina. Due to the apparent secondary PLBs formation, this protocol can represent a highly efficient method for in vitro propagation of this species.