Luiza Nakayama

Teatro de fantoches na formação continuada docente em educação ambiental

Neste artigo, apresentamos os resultados de uma pesquisa-acao participativa realizada no espaco do Grupo de Pesquisa e Estudos em Educacao Ambiental / Sala Verde Pororoca: espaco socioambiental Paulo Freire (GPEEA/Sala Verde), na UFPA. O objetivo foi investigar as contribuicoes do teatro de fantoches como proposta pedagogica na formacao continuada de professores em educacao ambiental. Os sujeitos da pesquisa foram seis professoras do ensino basico, as quais sao aqui identificadas pelos seguintes pseudonimos: Lucia, Michelle, Izabel, Eloisa, Marta e Ana. Utilizamos quatro fontes para a coleta das informacoes: 1) um questionario sobre dados pessoais e com as perguntas a) Que motivos levaram voce a se inscrever na oficina? e b) Qual e o entendimento de educacao ambiental predominante?; 2) uma oficina; 3) um diario de bordo; e 4) entrevistas para complementar as informacoes fornecidas pelas professoras. Para analisar os dados, utilizamos a tecnica da triangulacao metodologica. Constatamos que o teatro de fantoches, como estrategia de ensino-aprendizagem de conhecimentos ambientais, foi importante em todas as etapas. A utilizacao do teatro de fantoches como metodologia foi entusiasticamente reconhecida pelas professoras como viavel na pratica docente em todas as disciplinas. E o mais importante: elas perceberam que, para a elaboracao de qualquer atividade alternativa, ha a necessidade de um planejamento, pois e preciso ter uma finalidade pedagogica, com conotacao diferente do ludico pelo ludico.In this article we present the results of a participative actionresearch conducted at the space of the Group of Research and Studies in Environmental Education/Green Room Pororoca: socioenvironmental space Paulo Freire (GPEEA/Sala Verde) at the UPFA. The objective here was to investigate the contributions of puppet theatre as a pedagogical proposal in the continued environmental education of teachers. The subjects of the research were six teachers of basic education, which are here identified by the following pseudonyms: Lucia, Michelle, Izabel, Eloisa, Marta and Ana. We have used four sources to collect information: 1) a questionnaire of personal data, containing also the following questions: a) What motives led you to enroll for this workshop? and b) what is the predominant understanding of environmental education?; 2) a workshop; 3) a journey log; and 4) interviews to complement the information supplied by the teachers. To analyze the data, we used a technique of methodological triangulation. We observed that the puppet theatre, as a strategy of teaching-learning of environmental knowledges, was important in all stages. The use of puppet theatre as a methodology was enthusiastically recognized by the teachers as viable in teacher practice for all disciplines. Most importantly, they recognized that, in order to develop any alternative activity, there must be planning, since it is necessary to have a pedagogical objective with a meaning beyond the ludic by itself.

Comunidade e escola: reflexões sobre uma integração necessária

This study presents reflections regarding the establishment of parternship between the school and its community. With the objective of evaluating such partnership, researches were carried out in a public school and other in agreement, using questionnaires and interviews. The answers from the students and community members indicated different positions. For example: in the public school there were complains about the absence of interaction which led to a sensation of not belonging and indifference; on the university partnership school on the other hand the community feels responsible for the school, thanks mainly to the possibilities of interaction that have been established. We have reached the conclusion that the community recognizes the importance of becoming involved in school actions, being school’s

COMPOSIÇÃO DE MICROFITOPLÂNCTON DE UM ESTUÁRIO DO RIO AMAZONAS, PARÁ, BRASIL

This work aims to describe the composition, relative abundance and frequency of occurrence of microphytoplankton in the Arienga River, determined from the analysis of ten samples collected in the rainy and dry seasons (May and September 2009 respectively), during five stations, using a plankton net with a mesh size of 20m. In the period studied, the rainfall showed an atypical behavior, compared to the average of the last ten years for the region, as pH and temperature did not undergone changes. A total of 128 species were identified, belonging to divisions: Dinophyta (0.78%), Chrysophyta (0.78%), Cyanobacterium (12.50%), Chlorophyta (26.56%), and Bacillariophyta (59.38%). Of Genres found, 17 had 100% of representativeness at in both fenods. It was possible to confirm two large groups, suggesting that the rainfall regime was the main controller factor of phytoplankton composition and spatial variation of species along the Arienga River. The phytoplankton diversity was considered characteristic of the Amazon region; therefore, it is considered that the human action did not affect the phytoplankton community of the Arienga River to date.

Abortifacient effects of Ananas ananassoides Bak. (Ananai) in rats

O cha da infrutescencia (fruticulo mais a casca) do ananai (Ananas ananassoides)foi administrado em ratas gravidas, no periodo de implantacao dos embrioes (5o - 6o dia de gestacao). Os animais foram sacrificados no 14° - 15° dia de gestacao e a media de implantes e reabsorcoes foi avaliada. Verificou-se que esta planta tem efeito abortivo, produzindo importante efeito inibitorio na implantacao e/ou pos-implantacao e efeito teratogenico, principalmente a partir da concentracao 0,60 g/ml (P< 0.001).

Uma Territorialidade em Questão: o Evento São Pedro dos Cacetes / A Territoriality in Question: the Event São Pedro dos Cacetes

A relacao conflituosa entre indigenas Tentehar e nao indigenas pela regiao Sao Pedro dos Cacetes, localizada no municipio de Grajau-MA, teve inicio em 1895, com a chegada de padres Capuchinhos. Assim, neste trabalho, abordamos alguns elementos que compoem o conflito Sao Pedro dos Cacetes, dentre eles, um pequeno historico do evento, os agentes sociais envolvidos e os possiveis reflexos deste conflito nas relacoes sociais entre indigenas Tentehar e muitas familias oriundas desta regiao de conflito. Utilizamos como principio metodologico a analise situacional, baseada nos estudos de Gluckman, a partir da analise historico-sociologica da estrutura de Zululândia moderna. Como resultados indicamos os limites colocados frente aos direitos territoriais indigenas, por exemplo, a construcao da rodovia BR 226 na Terra Indigena Cana Brava e a relacao conflituosa entre indigenas e nao indigenas, na contemporaneidade, em Grajau - MA, especialmente no Povoado Remanso. Concluimos que, sempre que existem relacoes humanas, elas se tornam mais conflituosas quando envolve a distribuicao de poder material e simbolico, sendo reflexos desses embates, a dificuldade de aceitacao de alunos Tentehar, no cotidiano escolar grajauense. Palavras-chave: Etnicidade. Territorialidade. Conflito. ABSTRACT The conflicting relationship between Tentehar and non-indigenous natives by the Sao Pedro dos Cacetes region, located in the municipality of Grajau-MA, began in 1895 with the arrival of Capuchin priests. Thus, in this work, we discuss some elements that make up the Sao Pedro dos Cacetes conflict, among them, a small history of the event, the social agents involved and the possible consequences of this conflict in the social relations between Tentehar natives and many families from this region of conflict. We use as a methodological principle the situational analysis, based on Gluckmans studies, based on the historical-sociological analysis of the modern Zululandan structure. As a result we indicate the limits placed on indigenous land rights, for example, the construction of the BR 226 highway in the Cana Brava Indigenous Land and the conflictual relationship between indigenous and non - indigenous contemporaries in Grajau - MA, especially in the Remanso Village. We conclude that whenever there are human relationships they become more conflicted when it involves the distribution of material and symbolic power, being the reflexes of these struggles, the difficulty of acceptance of Tentehar students, in the daily school of Grajau. Keywords: Ethnicity. Territorialidade. Conflict.

Educação Ambiental: saberes necessários a práxis educativa docente de uma escola amazônica amapaense

O objetivo deste estudo foi compreender os saberes dos (as) professores (as) da Escola Francisco Filho, na Amazonia amapaense, sobre a insercao da educacao ambiental em suas praxis educativas, a partir de uma vertente holistica e/ou socioambiental. Para tanto, utilizamos a tecnica de entrevistas semiestruturadas e duas sessoes de grupo focal, com enfase numa abordagem qualitativa. Os resultados mostram que os (as) professores (as) sentem receio de implantar projetos e atividades que insiram a EA em suas praticas educativas. Portanto, a EA no contexto escolar deve levar em conta a dinâmica de seus contextos socioambientais e culturais, entendendo os (as) professores (as) como profissionais que tem saberes e concepcoes construidas na praxis.