Práticas corporais de aventura na natureza na educação infantil: um relato de experiência

INTRODUÇÃO: As práticas corporais de aventura na natureza são pouco exploradas nas aulas de Educação Física na Educação Infantil, seja pela lacuna na formação inicial dos professores, por carência de literatura sobre o tema ou infraestrutura adequada nas escolas. OBJETIVO: Apresentar desafios, limites e possibilidades de inserção das práticas corporais de aventura na natureza nas aulas de educação física na educação infantil, em um projeto transversal de Educação Ambiental, mediante uma abordagem lúdica, atraente e significativa. MÉTODOS: A experiência deu-se em 2017, em um Centro Municipal de Educação Infantil, da rede pública, do município de Viana, Espírito Santo, nas aulas de educação física na perspectiva do “se-movimentar”, como parte de projeto transversal de Educação Ambiental. O projeto envolveu 95 alunos, entre 3 e 5 anos, de turmas de maternal II, pré I e pré II. Os dados foram obtidos por meio da observação da professora de Educação Física e registrados com fotos e caderno de campo.RESULTADOS: As experiências desenvolvidas foram enriquecedoras para o aprendizado das crianças, que manifestaram autocontrole, coragem, aumento da autoestima, superação de desafios, elementos essenciais para o desenvolvimento na infância.CONCLUSÃO: O projeto foi exitoso e seu modelo foi adotado por toda a rede de ensino do município, por comprovar que é possível desenvolver um trabalho transversal nas escolas com temas que envolvem a educação física e a educação ambiental.ABSTRACT. Adventure body practices in nature in kindergarden: an experience report.BACKGROUND: The body practices of adventure in nature are few explored in Physical Education classes in Kindgarden, either due to the lack in the initial training of teachers, for few literature about the theme due to the lack of adequate infrastructure in schools.OBJECTIVE: The purpose of this report is to present the challenges, limits and possibilities of insertion of adventure body practices in nature in physical education classes in kindgarden, in a transversal project of Environmental Education, through a playful, attractive and significant approach.METHODS: The narrated experience was carried out in 2017, in a Municipal Center for Kindergarden, attending public schools, in the municipality of Viana, Espírito Santo, Brazil, in physical education classes from the perspective of “moving around” as part of a transversal project of Environmental Education. The total number of students served in the project was 95, between the ages of 3 and 5, from the respective classes of maternal II, pré I and pré II. The reported data were obtained through observation of the Physical Education teacher and recorded by photos and a field notes. RESULTS: As a result, it was found an enriching developed in the experiences for children’s learning who demonstrated self-control, courage, increase self-esteem, overcoming challenges in the classes, those are essential elements for childhood development.CONCLUSION: The experience proved to be successful and became na example that was adopted by the entire attending public city schools for demonstrating that it is possible to develop transversal work in schools based on themes involving Physical Education and Environmental Education.

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Objectively measured physical activity levels in physical education classes and body mass index (Niveles de actividad física medida objetivamente en las clases de educación física y el índice de masa grasa)

Retos ◽

10.47197/retos.v0i31.53502 ◽

2016 ◽

pp. 271-274

Author(s):

Manuela Costa ◽

Tânia Oliveira ◽

Jorge Mota ◽

Maria Paula Santos ◽

José Carlos Ribeiro

Keyword(s):

Physical Activity ◽

Body Mass Index ◽

Public Schools ◽

Physical Education ◽

Body Mass ◽

Vigorous Physical Activity ◽

The Body ◽

Activity Levels ◽

Relative Contribution ◽

Objectively Measured

Objective: The objective of this study was twofold. First, analyze physical activity (PA) levels during physical education (PE) with different durations (45 and 90 minutes) according to student’s obesity status. Secondly, we examine the relative contribution of 45 and 90 minutes PE (45PE and 90PE) for the compliance of the daily PA recommendations according to the body mass index (BMI). Methods: Four public schools were analyzed. The sample comprised 472 youngsters (266 girls) aged between 10 and 18 years old. PA was assessed using an Actigraph accelerometer. The participants were categorized as non-overweight (NOW) and overweight/obese (OW) according to the sex-adjusted BMI. Results: The proportion of Moderate and Vigorous Physical Activity (MVPA) was lower than the 50% recommended by guidelines regardless the PE duration. Our data showed that only 26% of NOW and 13% of OW in the 45PE achieved the recommended levels while 17% of NOW and 11% of OW achieved the recommendation in 90PE. Overall, the 90PE had a higher absolute contribution for daily MVPA recommendations compliance than 45PE. Conclusion: During PE classes youngsters spent a reduced amount of time in MVPA, independently of their weight status.Resumen. Objetivo: Este estudio tiene un doble objetivo. En primero lugar, analizar los niveles de la actividad física durante la educación física con diferentes duraciones (45 y 90 minutos) de acuerdo con el estado de la obesidad de los alumnos. En segundo lugar, se analiza la contribución relativa de 45 y 90 minutos de la educación física para el cumplimiento de las recomendaciones diarias de actividad física según el índice de masa grasa. Métodos: cuatro escuelas públicas fueran analizadas. La muestra fue de 472 jóvenes (266 chicas) con edades entre los 10 y 18 años. La actividad física fue medida utilizando un acelerómetro Actigraph. Los participantes fueran clasificados como sin sobrepeso y con sobrepeso/obesidad de acuerdo con el índice de masa grasa ajustado al género. Resultados: La proporción de la actividad física moderada y vigorosa fue inferior al 50% recomendado por las recomendaciones independiente de la duración de la clase de educación física. Nuestros datos muestran que solo unos 26% de los niños sin sobrepeso y unos 13% de niñoss con sobrepeso/obesidad llegaron al los niveles recomendados en las clases de 45 min, mientras el 17% de los jóvenes sin sobrepeso y el 11% con sobrepeso/obesidad han logrado las recomendaciones en las clases de 90 min. En general, las clases de 90 min tienen una mayor contribución para cumplimiento de las recomendaciones diarias de actividad física moderada a vigorosa do que las clases de 45 min. Conclusión: Durante las clases de educación física los jóvenes tuvieran una cantidad reducida de tiempo en actividad física moderada a vigorosa, independiente de su estado de peso.

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Two new species of Styela (Tunicata: Ascidiacea) from the tropical West Atlantic Ocean

Zootaxa ◽

10.11646/zootaxa.4948.2.7 ◽

2021 ◽

Vol 4948 (2) ◽

pp. 275-286

Author(s):

RODOLFO CORRÊA DE BARROS ◽

ROSANA MOREIRA DA ROCHA

Keyword(s):

New Species ◽

Atlantic Ocean ◽

Shallow Water ◽

Atlantic Coast ◽

The Body ◽

The South ◽

Bocas Del Toro ◽

Espírito Santo ◽

Two New Species ◽

Espirito Santo

Two new species of the genus Styela are described, with very rare characteristics in this genus: both are shallow-water and tropical, with more than two gonads in each side of the body. Styela panamensis sp. nov. is described from specimens collected in Bocas del Toro, Atlantic coast of Panama, and Styela multicarpa sp. nov. from specimens collected in Espírito Santo, Brazil and Margarita Island, Venezuela. They are probably native to the south Caribbean and S. multicarpa sp. nov. is introduced in Brazil.

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The tadpole of the hylid frog Scinax belloni (Anura: Hylidae)

Zootaxa ◽

10.11646/zootaxa.2727.1.6 ◽

2019 ◽

Vol 2727 (1) ◽

pp. 63 ◽

Cited By ~ 3

Author(s):

THIAGO SILVA-SOARES ◽

PAULO NOGUEIRA COSTA ◽

RODRIGO B. FERREIRA ◽

LUIZ NORBERTO WEBER

Keyword(s):

Dorsal View ◽

The Body ◽

The Other ◽

Dark Band ◽

Specific Identification ◽

Espírito Santo ◽

Lower Jaw ◽

Espirito Santo ◽

Oval Body

Scinax perpusillus group is composed by11 species. Only Scinax arduous, Scinax littoreus, Scinax. meloi, S. perpusillus, S. tupinamba, and S. v-signatus, have its tadpole described. Herein we described the tadpole of Scinax belloni and its internal oral features. Tadpoles of S. belloni were collected in bromeliads at the Parque Estadual do Forno Grande, municipality of Castelo, Espírito Santo, southeastern. Two tadpoles were reared to froglets in order to allow specific identification. The morphology of S. belloni tadpoles resemble the other known larvae in many aspects such as oval body in dorsal view, coloration, rounded snout in dorsal view, dorsolateral eyes, anteroventral mouth and labial tooth row formula 2(2)/3. In fact, at first sight, all known tadpoles are very similar from each other. Nevertheless, they do can be distinguished by some characters as the shape of lower jaw; number of row of labial papillae; the size of the fins; height of tail and the body; whether musculature of tail reaches its tip and if tail ends rounded or pointed. S. belloni tadpoles are readily differentiated from the other known Scinax gr. perpusillus species tadpoles by the presence of a dark band that goes along the dorsal and ventral fin. The internal oral morphology of S. belloni is also described.

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Physical culture

10.12737/textbook_5d36b382bede05.74469718 ◽

2019 ◽

Author(s):

Юлия Филиппова ◽

Yuliya Filippova

Keyword(s):

Physical Activity ◽

Health Promotion ◽

Physical Education ◽

Personal Experience ◽

The Body ◽

Self Control ◽

Human Anatomy ◽

Professional Activity ◽

Physical Culture ◽

Sports Activities

Educational manual is devoted to the organization of physical education with students of part-time Department. The manual provides brief information on human anatomy, physiology, theory and methodology of physical education, provides material for independent practical work aimed at mastering the methods and means of physical culture and sports activities and self-control, for the acquisition of personal experience in the use of physical culture and sports, the formation of professional and life skills. Physical culture is the key to active professional activity. It is the result of education and training in relation to a person's health, physical abilities and abilities, in the way of life and the construction of the necessary socio-cultural comfortable environment. Within the framework of classical University education, physical culture and sports are activities aimed at achieving personal maturity. The Olympic Charter says: "Olympism is a philosophy of life, exalting and combining in a harmonious whole dignity of the body, will and mind." The student after mastering the program of this discipline in accordance with the GEF VPO should: know: the basics of physical culture and a healthy lifestyle; be able to: apply methods and means of knowledge, learning and self-control to maintain their health, moral and physical self-improvement; methodically it is correct to use means and methods of physical education, health promotion for achievement of the due level of physical readiness providing full-fledged social and professional activity. Own: a system of practical skills that ensure the preservation and strengthening of health, development and improvement of psychophysical abilities and qualities (with the implementation of the established standards for General physical and sports and technical training); personal experience in the use of physical and sports activities to improve their functional and motor capabilities, to achieve personal life and professional goals. It is important to distinguish between sports activities that are built around officially organized competitive interactions of individuals and physical activity, which is based on the deliberate use of physical exercise (physical activity) to achieve certain goals (health promotion, recreation, rehabilitation, etc.) and which is also often organized in the form of competitions. Mastering this subject should change and make people's lives better.

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A ação do Espírito Santo na eucaristia. A propósito do nº 1333 do Catecismo da Igreja Católica

Revista Eclesiástica Brasileira ◽

10.29386/reb.v72i288.817 ◽

2019 ◽

Vol 72 (288) ◽

pp. 902

Author(s):

Francisco Taborda

Keyword(s):

Holy Spirit ◽

Catholic Church ◽

The Body ◽

Espírito Santo ◽

Christian Churches ◽

The Holy Spirit ◽

First Millennium ◽

Great Tradition ◽

Eucharistic Prayer ◽

Espirito Santo

Iniciando o nº 1333, o Catecismo da Igreja Católica afirma que o pão e o vinho se tornam o corpo e o sangue de Cristo “pelas palavras de Cristo e pela invocação do Espírito Santo”. Esta afirmação constitui um progresso teológico e uma volta à grande tradição, superando a tese vigente na Igreja latina da eficácia exclusiva das palavras da instituição, identificadas como “palavras da consagração”. Esse progresso foi possibilitado pela redescoberta da unidade literária e teológica da anáfora ou oração eucarística que não permite isolar as “palavras da consagração” do contexto oracional em que se inserem. A concepção presente no citado texto do Catecismo volta à tradição conservada durante todo o primeiro milênio do cristianismo, cujos resquícios se podem encontrar inclusive nos inícios da Escolástica. Documentos ecumênicos recentes mostram que a importância da ação do Espírito Santo na eucaristia é patrimônio comum das Igrejas cristãs.Abstract: At the beginning of number 1333, the Catechism of the Catholic Church affirms that the bread and wine become the body and blood of Christ “by the words of Christ and the invocation of the Holy Spirit.” This statement is a theological progress and a return to the great tradition, surpassing the thesis prevailing in the Latin Church that affirms the exclusive efficiency of the words of the institution, identified as “words of consecration”. This progress was made possible by the rediscovery of the literary and theological unity of the anaphora or Eucharistic prayer which does not allow the extraction of the “words of consecration” from the clausal context into which they are inserted. The conception prevailing in the Catechism text quoted returns to the tradition maintained throughout the first millennium of Christianity, traces of which can be found even in the beginnings of Scholasticism. Recent ecumenical documents show that the importance of the action of the Holy Spirit in the Eucharist is the common heritage of the Christian Churches.

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Educación Física y Comunidades Virtuales (Physical Education and Virtual Communities)

Retos ◽

10.47197/retos.v0i20.34619 ◽

2015 ◽

pp. 26-29

Author(s):

Milena Avelaneda Origuela ◽

Cinthia Lopes da Silva ◽

Elisângela Aparecida Macedo Fraga

Keyword(s):

Physical Education ◽

Virtual Communities ◽

Field Research ◽

The Body ◽

Pedagogical Action ◽

Social Discourses ◽

Methodological Procedures ◽

Body Practices ◽

A Current ◽

Qualitative Discussion

Las comunidades virtuales de internet son un fenómeno de la actualidad, constituyéndose en fuente de investigación y medio de acceso a los discursos sociales. Este trabajo tiene como objetivo analizar los discursos de dos comunidades virtuales «Yo amo Educación Física» y «Yo odio Educación Física», del website Orkut. El surgimiento de tales comunidades se constituye como elemento para reflexión acerca de los significados atribuidos a las clases de Educación Física escolar y a la tradición de esas clases en Brasil. Como procedimiento metodológico es realizada investigación bibliográfica e investigación de campo, con base en principios de la etnografía, caracterizando una discusión eminentemente cualitativa. En las entrevistas con los participantes de ambas comunidades fue posible observar que hay varios relatos de malas experiencias en las clases, tanto por parte de los que dicen «amar» Educación Física como de los que dicen «odiar» esa disciplina escolar. La justificativa para eso es la tradición de esas clases en Brasil, siendo predominante una visión de cuerpo y de las prácticas corporales exclusivamente biológica. Esa tradición implica un accionar pedagógico por parte de los profesores direccionado para la universalización de las expresiones de los alumnos, desconsiderando sus diferencias.Palabra clave: Cultura; Prácticas Corporales; Clases de Educación Física; Internet; Escuela; Comunidades virtuales.Abstract: Virtual communities on internet are a current phenomenon. They are sources of research and access to social discourses. The present paper has the objective to analyze discourses in two virtual communities: «I love Physical Education» and «I hate Physical Education» on Orkut website. The emergence of these communities constitutes an element for reflection about the signifiers assigned to Physical Education classes at school and the tradition of these classes in Brazil. Bibliography and field research were the methodological procedures based on ethnography principles characterizing a mainly qualitative discussion. During the interviews with participants from both communities, it was able to realized that there are many complaints of badly succeeded classes by people who say «to love» Physical Education as by the ones who say «to hate» this subject at school. The reason for that is the tradition of these classes in Brazil, which are mainly an exclusively biological view of the body and body practices. This tradition implies a pedagogical action by the teachers focused on standardizing the students and not considering their differences.Key words: Culture; Body Practices; Physical Education classes; Internet; School; Virtual communities.

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Percepciones del profesorado de Educación Física de Secundaria en Andalucía: metodología y expresión corporal (Teacher perceptions of school physical education in Andalusia: methodology and body language)

Retos ◽

10.47197/retos.v0i24.34546 ◽

2015 ◽

pp. 149-153

Author(s):

Manuel Villard Aijón ◽

Manuel Tomás Abad Robles ◽

Mar Montávez Martín ◽

Estefanía Castillo Viera

Keyword(s):

Public Schools ◽

Physical Education ◽

Teacher Perceptions ◽

Department Chairs ◽

Body Language ◽

The Body ◽

Capital Cities ◽

The Public ◽

Free Exploration ◽

Perceptions Of Teachers

En este estudio se pretende conocer las percepciones del profesorado de Educación Física de Secundaria de los centros educativos públicos de las capitales de provincia de Andalucía, con respecto a la metodología y la expresión corporal como contenido del área de Educación Física en Secundaria. Para ello se aplicó un cuestionario a los jefes de departamento, estructurado en 5 dimensiones, de las cuales se ha seleccionado una de ellas para este trabajo, la que hace referencia a la metodología. Los datos se analizaron con el programa informático SPSS 20 de un modo descriptivo. Los resultados revelaron el uso de una metodología en expresión corporal basada en la creatividad y la participación, con estilos de enseñanza como la libre exploración y la resolución de problemas. El profesorado destaca la importancia de esta etapa educativa para el trabajo de la expresión corporal, así como la necesidad de empezar en edades anteriores para conseguir alcanzar el desarrollo integral de un modo óptimo.Palabras clave: Expresión Corporal, metodología, Secundaria, percepciones del profesorado.Abstract: this study attempts to understand the perceptions of teachers in secondary physical education of the public schools in Andalusian capital cities regarding methodology and body language as content area of physical education in school. We gave a questionnaire to the department chairs - structured in 5 dimensions - of which, one has been selected for this work and it refers to methodology. Data were analyzed with SPSS 20, in a descriptive way. The results revealed the use of body language methodology, based on creativity and involvement with teaching styles as free exploration and problem solving. The faculty emphasizes the importance of this stage of education fort the work of the body language, and the need to start at earlier ages to help reach the overall development in an optimal way.Keywords: Body Language, methodology, secondary, perceptions of teachers.

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A relação dos alunos com os saberes nas aulas de Educação Física

Journal of Physical Education ◽

10.4025/jphyseduc.v27i1.2737 ◽

2016 ◽

Vol 27 (1) ◽

pp. 2737 ◽

Cited By ~ 1

Author(s):

Wagner Dos Santos ◽

Sayonara Cunha De Paula ◽

Juliana Martins Cassani Matos ◽

Matheus Lima Frossard ◽

Omar Schneider ◽

...

Keyword(s):

Physical Education ◽

Elementary Education ◽

Structured Interviews ◽

Espírito Santo ◽

9Th Grade ◽

Learning Content ◽

Espirito Santo ◽

The City

A pesquisa objetiva compreender a relação que os alunos estabelecem com os saberes aprendidos na Educação Física escolar e suas implicações para a constituição da especificidade desse componente curricular. Do tipo narrativa, define como colaboradores alunos do 6º e 9º anos do ensino fundamental de uma escola da Prefeitura Municipal de Vitória/Espírito Santo, sendo 30 discentes do 6º ano e 25 do 9º ano. Possui como instrumentos para produção das fontes: desenhos, explicações sobre os desenhos, grupos focais e entrevistas semiestruturadas. Pelo fato de a Educação Física ser uma disciplina que trabalha com as experiências e práticas corporais, os alunos tendem a associar o aprendizado dos conteúdos à ludicidade e ao prazer. Para compreender essa associação, analisam-se os processos de escolarização e a inserção da Educação Física nesse contexto. THE RELATION OF THE STUDENTS WITH KNOWLEDGES IN PHYSICAL EDUCATION CLASSES The research aims to understand the relation than students establish with the knowledges learned in school physical education and its implications for the constitution of the specificity of this curricular component. Of a narrative type, it defines students as collaborators of 6th and 9th grades of elementary education at a school of the City of Vitória/Espírito Santo, with 30 students in 6th grade and 25 in 9th grade. Features as tools for the production of sources: drawings, explanations of the drawings, focal groups and semi-structured interviews. Because physical education is a discipline that works with the experiences and bodily practices, the students tends to associate the learning content to the ludicity and pleasure. To understand this association, the processes of schooling are analyzed as well as the inclusion of physical education in this context.

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Escola e Pomitafro: uma festa como uma identidade de uma cidade

Revista Educação e Emancipação ◽

10.18764/2358-4319.v10n1p150-168 ◽

2017 ◽

Vol 10 (1) ◽

pp. 150

Author(s):

Marcos Teixeira de Souza

Keyword(s):

Public Schools ◽

Ethnic Groups ◽

African Descent ◽

Ninth Graders ◽

Espírito Santo ◽

Espirito Santo ◽

The City

A cidade de Vila Pavão, situada cerca de 276 km da capital Vitória, e localizada no noroeste espírito-santense, possui desde 1989 uma festa de cunho interétnico chamada Pomitafro. Inicialmente era a Pomitafro uma festa escolar, a partir de 1993 passa a ser uma festa municipal. Geralmente realizada no mês de Agosto de cada ano, tal festa tinha (ou tem) como propósito a integração das principais “etnias colonizadoras” do município: Pomeranos, Italianos e afrodescendentes (daí o termo Pomitafro). Este artigo pretende discutir a Festa Pomitafro, à luz de alguns dados secundários (obtidos no Questionário da Prova Brasil 2011), no que tange às perguntas 02, 26, 31 42 e 43, respondidas pelos alunos do nono ano de duas escolas públicas e importantes de Vila Pavão. Os resultados apontam que o município reúne condições socioculturais propícias para a realização e a manutenção da Pomitafro na localidade.Palavras-chave: Vila Pavão. Pomitafro. Escola.School and Pomitafro: a feast as an identity of a cityABSTRACTThe city of Vila Pavão, located some 276 km from the capital Vitória, and located in the northwest of Espírito Santo, since a 1989, has interethnic feast called Pomitafro. Initially it was the Pomitafro a school party, but since 1993 becomes a municipal feast. Usually held in August each year, this feast has (or had) as its purpose the integration of the main “colonizing ethnic groups” of the city: Pomeranians, Italian and African descent (the term Pomitafro). This paper discusses the Pomitafro Feast, concerning some data (obtained in the Questionnaire of Test Brazil 2011), with respect to questions 02, 26, 31 42 and 43, answered by ninth graders from two public schools and important of Vila Pavão. The results show that the municipality meets sociocultural conditions to the achievement and maintenance of Pomitafro in the localityKeywords: Vila Pavão. Pomitafro. School.Escuela y Pomitafro: una festividad como una identidad de uma ciudadRESUMENLa ciudad de Vila Pavão, situada a unos 276 km de la capital Vitória, y situado en el noroeste del Espírito Santo, tiene desde 1989 una fi esta interétnica llamada Pomitafro. Inicialmente fue la Pomitafro una fi esta de la escuela, pero a partir de 1993 se convierte en una fi esta municipal. En general, celebrada en agosto de cada año, com el objetivo la integración de los principales colonizadores “grupos étnicos” de la ciudad: pomeranios, las personas de ascendencia italiana y africana (de ahí la palabra Pomitafro). Este artículo aborda el Partido Pomitafro, a la luz de algunos datos secundarios (obtenidos en el Cuestionario de Prueba Brasil 2011), con respecto a las preguntas 02, 26, 31 42 y 43, respondida por noveno grado de dos escuelas públicas e importantes aldea del pavo real. Los resultados muestran que el municipio cumple con las condiciones socioculturales que conduzcan al logro y el mantenimiento de Pomitafro en la localidad.Palabras clave: Vila Pavão. Pomitafro. Escuela.

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Sexual dimorphism in Amphisbaena nigricauda (Reptilia, Squamata, Amphisbaenidae) from Southeastern Brazil

Iheringia Série Zoologia ◽

10.1590/1678-476620141043299307 ◽

2014 ◽

Vol 104 (3) ◽

pp. 299-307 ◽

Cited By ~ 5

Author(s):

Francco A. N. de Souza e Lima ◽

João Luiz Gasparini ◽

Antonio de Padua Almeida ◽

Marcos V. C. Vital ◽

Tamí Mott

Keyword(s):

Body Size ◽

Sexual Dimorphism ◽

Morphological Characters ◽

The Body ◽

Southeastern Brazil ◽

Meristic Characters ◽

Single Male ◽

Posterior Portion ◽

Espírito Santo ◽

Espirito Santo

Amphisbaena nigricauda Gans, 1966 is a small, poorly known amphisbaenid endemic to the restinga of the states of Espírito Santo and Bahia, Brazil. We analyze 178 specimens collected in Vitória municipality, state of Espírito Santo, Brazil, to investigate whether this species show sexual dimorphism in pre-cloacal pores and in morphological characters. Sex was determined by a ventral incision and direct inspection of gonads. A PCA analysis was performed to generate a general body size measurement. A T test and the non-parametric Mann-Whitney test were used to assess whether this species show sexual dimorphism on five morphometric and five meristic characters, respectively. Sex could not be determined in 36 specimens because they were mutilated in the posterior portion of their bodies. The diagnosis of the species is redefined based on this sample size: the smallest number of body annuli changes from 222 to 192, the number of dorsal and ventral segments in an annulus in the middle of the body changes to 9-11/13-16 (instead of 10/16), and the autotomic tail annulus lies between annulus 7-10 (instead of 6-9). The number of tail annuli remained within the known range of variation of the species (19-24). None of the 80 females analyzed showed pre-cloacal pores, whereas within males 59 out of 62 specimens displayed four and two specimens displayed five pre-cloacal pores. A single male did not possess pre-cloacal pores, but showed irregular scales on its cloacal region. Sex-based difference based on presence or absence of pre-cloacal pores as well as males with wider head was seen in other Neotropical amphisbaenids. However, a pattern of body size differences between males and females has not been identified so far in the few amphisbaenid species studied in this regard. Further studies on this taxonomic group are still needed to elucidate the existence of general patterns of sexual dimorphism and to identify the selective pressures driving these patterns.

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