Maria Luiza de Araújo Gastal

Comparação do padrão da distribuição espacial em escalas diferentes de espécies nativas do cerrado, em Brasília, DF

Comparison of scale in the spatial distribution of native species of the cerrado, em Brasilia, DF). The scale of spatial distribution of three native tree species, Caryocar brasiliense, Pterodon pubescens and Sclerolobium paniculatum, and two native palm species, Syagrus comosa and S. flexuosa, in the cerrado was determined using three quadrat variance methods. The data were collected in an area of cerrado, sensu stricto, on the Fazenda Agua Limpa of the University of Brasilia in 128 contiguous quadrats of 5x8m each. In each quadrat, all individuals of each species were located and their height measured. The scale of spatial distribution of each species was evaluated with the following methods: blocked quadrat variance (BQV); two-term local quadrat variance (TTLQV) and paired quadrat variance (PQV), for both all individuals and all woody individuals over 130 cm in height. The total number of individuals was 138 for C. brasiliense ,3 4 forP. pubescens ,8 2 forS. paniculatum ,e ight forS. comosa and 36 forS. flexuosa. All species showed a group in at least one of the methods. The time spent in collection of data was comparable to that for other studies of spatial distribuition and three of the five species had similar results in all methods. The pattern for C. brasiliense was similar to that found in another study using the same methodology, with a distance of approximately 350 m between groups. RESUMO - (Comparacao do padrao da distribuicao espacial em escalas diferentes de especies nativas do cerrado, em Brasilia, DF). O padrao de agrupamento espacial de tres especies arboreas, Caryocar brasiliense, Pterodon pubescens e Sclerolobium paniculatum, e duas especies de palmeiras, Syagrus comosa e S. flexuosa, nativas do cerrado, foi investigado usando tres metodos de variância entre parcelas. Os dados foram coletados em uma area de cerrado sensu strictu da Fazenda Agua Limpa da Universidade de Brasilia, em Brasilia, DF, em 128 parcelas contiguas de 5x8mc ada. Em cada parcela, foram procurados todos os individuos das especies, anotando o numero encontrado e suas alturas. Os dados foram tabelados e analisados usando as tecnicas de variância entre blocos de parcelas (BQV), variância movel entre blocos de parcelas (TTLQV) e variância entre parcelas pareadas (PQV), tanto para todos os individuos encontrados quanto para somente os individuos lenhosos maiores do que 130 cm em altura. O numero total de individuos encontrado foi 138 para C. brasiliense ,3 4 paraP. pubescens ,8 2para S. paniculatum, oito para S. comosa e3 6 paraS. flexuosa. Todas as especies apresentaram um padrao agrupado de distribuicao espacial em pelo menos uma das metodologias e tres das cinco especies tiveram resultados semelhantes em todos os metodos. O padrao para C. brasiliense foi semelhante ao encontrado para esta mesma especie em outra regiao do cerrado, utilizando a mesma metodologia, com uma distância de aproximadamente 350 m entre grupos.

Saber da experiência e narrativas autobiográficas na formação inicial de professores de biologia

This paper deals with the production of narratives by students on the biology education teachers’ undergraduate program at Universidade de Brasilia, in the light of the ideas of Larrosa about the wisdom of experience as well as the methodological and empirical framework of autobiographical narratives. The narratives were produced in two undergraduate courses and show how the students could make a self-reflection about their journey to become a teacher, from their past as students of basic education to their experience in the supervised training courses. The elements that guide the reflections highlight the role of subjectivity in teacher education, the act of narration as a facilitator of self-understanding and the role of autobiographical narratives as a research methodology and as an instrument of teacher training.

An experience of confluence between scientific and autobiographical narratives in biology teaching for young and adult students

This is an action-research developed among young and adult students of a public school in Dis-trito Federal, Brazil. The articulation between school-knowledge and experience-knowledge occurred during a workshop in which zoology contents were addressed from the standpoint of the relationship between students and other animals. Stories were shared in a circle and the texts produced were exhib-ited on a literary string at the school yard. Our proposal is based on Paulo Freire’s assumptions and on their links to other authors, according to which every teacher is a reading and writing teacher; the school is a legitimate instance for the construction of knowledge; every learning process is an exercise of re-reading one’s own experience. This research shows that it is possible to organize activities that value the personal life paths of subjects without failing to teach natural sciences, with the benefit of helping the construction of a personal and collective memory.This is an action-research developed among young and adult students of a public school in Dis-trito Federal, Brazil. The articulation between school-knowledge and experience-knowledge occurred during a workshop in which zoology contents were addressed from the standpoint of the relationship between students and other animals. Stories were shared in a circle and the texts produced were exhib-ited on a literary string at the school yard. Our proposal is based on Paulo Freire’s assumptions and on their links to other authors, according to which every teacher is a reading and writing teacher; the school is a legitimate instance for the construction of knowledge; every learning process is an exercise of re-reading one’s own experience. This research shows that it is possible to organize activities that value the personal life paths of subjects without failing to teach natural sciences, with the benefit of helping the construction of a personal and collective memory.

Uma experiência de encontro entre narrativas autobiográficas e narrativas científicas no en-sino de biologia para jovens e adultos

This is an action-research developed among young and adult students of a public school in Dis-trito Federal, Brazil. The articulation between school-knowledge and experience-knowledge occurred during a workshop in which zoology contents were addressed from the standpoint of the relationship between students and other animals. Stories were shared in a circle and the texts produced were exhib-ited on a literary string at the school yard. Our proposal is based on Paulo Freire’s assumptions and on their links to other authors, according to which every teacher is a reading and writing teacher; the school is a legitimate instance for the construction of knowledge; every learning process is an exercise of re-reading one’s own experience. This research shows that it is possible to organize activities that value the personal life paths of subjects without failing to teach natural sciences, with the benefit of helping the construction of a personal and collective memory.This is an action-research developed among young and adult students of a public school in Dis-trito Federal, Brazil. The articulation between school-knowledge and experience-knowledge occurred during a workshop in which zoology contents were addressed from the standpoint of the relationship between students and other animals. Stories were shared in a circle and the texts produced were exhib-ited on a literary string at the school yard. Our proposal is based on Paulo Freire’s assumptions and on their links to other authors, according to which every teacher is a reading and writing teacher; the school is a legitimate instance for the construction of knowledge; every learning process is an exercise of re-reading one’s own experience. This research shows that it is possible to organize activities that value the personal life paths of subjects without failing to teach natural sciences, with the benefit of helping the construction of a personal and collective memory.

Una experiencia de encuentro entre narrativas autobiográficas y narrativas científicas en la enseñanza de la Biología para jóvenes y adultos

This is an action-research developed among young and adult students of a public school in Dis-trito Federal, Brazil. The articulation between school-knowledge and experience-knowledge occurred during a workshop in which zoology contents were addressed from the standpoint of the relationship between students and other animals. Stories were shared in a circle and the texts produced were exhib-ited on a literary string at the school yard. Our proposal is based on Paulo Freire’s assumptions and on their links to other authors, according to which every teacher is a reading and writing teacher; the school is a legitimate instance for the construction of knowledge; every learning process is an exercise of re-reading one’s own experience. This research shows that it is possible to organize activities that value the personal life paths of subjects without failing to teach natural sciences, with the benefit of helping the construction of a personal and collective memory.This is an action-research developed among young and adult students of a public school in Dis-trito Federal, Brazil. The articulation between school-knowledge and experience-knowledge occurred during a workshop in which zoology contents were addressed from the standpoint of the relationship between students and other animals. Stories were shared in a circle and the texts produced were exhib-ited on a literary string at the school yard. Our proposal is based on Paulo Freire’s assumptions and on their links to other authors, according to which every teacher is a reading and writing teacher; the school is a legitimate instance for the construction of knowledge; every learning process is an exercise of re-reading one’s own experience. This research shows that it is possible to organize activities that value the personal life paths of subjects without failing to teach natural sciences, with the benefit of helping the construction of a personal and collective memory.