scholarly journals Promovendo o consumo consciente e sustentável de energia elétrica por meio de um projeto de extensão universitária para a educação fundamental

2021 ◽  
Vol 12 (3) ◽  
pp. 297-310
Author(s):  
Luiz Fernando Freitas-Gutierres ◽  
Cristiano Corrêa Ferreira ◽  
Enoque Dutra Garcia ◽  
Larissa Mielke Leitzke
Keyword(s):  
Energy Efficiency ◽  
Elementary Education ◽  
Learning Strategies ◽  
Basic Education ◽  
Electric Energy ◽  
Rio Grande ◽  
Lifestyle Changes ◽  
Rio Grande Do Sul ◽  
The University ◽  
Energy Engineering

Este trabalho é um relato de experiências obtidas no ano de 2019 durante a execução do projeto “Eficiência Energética na Escola” com uma turma do Segundo Ano do Ensino Fundamental de uma escola localizada em Bagé, Rio Grande do Sul. As ações extensionistas foram promovidas por discentes, docentes e técnicos-administrativos em Educação, vinculados ao Curso de Graduação em Engenharia de Energia da Universidade Federal do Pampa, Campus Bagé. O projeto almejou sensibilizar educandos da Rede de Educação Básica para a concretização de uma cultura voltada ao uso eficiente de energia elétrica. Sob a colaboração dos professores responsáveis pelas turmas, as atividades propostas contemplavam apresentações, discussões, jogos e demonstrações práticas em sala de aula sobre a temática de eficiência e conservação energéticas, e sobre eletricidade aplicada. Este trabalho detalha os procedimentos realizados e as estratégias de ensino-aprendizagem adotadas, como métodos tutoriais, estudos dirigidos em pequenos grupos e práticas pedagógicas gamificadas. Os resultados são discutidos e detalham principalmente as mudanças de hábitos para um uso mais racional da energia elétrica observadas durante e após a execução das ações extensionistas. Essas ações estimulam o interesse pelo Ensino Superior no ambiente escolar; aprimoram a rede de colaboração entre Universidade e escolas; e apoiam a Rede de Educação Básica. Com isso, fomenta-se a divulgação científica e tecnológica, demonstrando o papel e a importância da Universidade para o desenvolvimento local e regional. Palavras-chave: Eficiência energética; Escola; Engenharia de Energia; Educação Básica Promoting conscious and sustainable consumption of electric energy through a university extension project for elementary education Abstract: This paper aims to report the experience from the project named “Energy Efficiency in the School” with seven-year-old students in a Second Grade classroom in a school located in Bagé, Rio Grande do Sul State, Brazil. In 2019, university extension activities were promoted by students, professors, and technical-administrative employees who work in the education field at the Undergraduate Degree in Energy Engineering at the Federal University of Pampa, Bagé Campus. The project goal is to sensitize Basic Education students to build a culture based on the efficient use of electric energy. In cooperation with the classroom teachers, the proposed activities embrace presentations, discussions, games, and in-class practical demonstrations on energy efficiency and conservation, as well as applied electricity. This paper details the procedures performed by the project team and the learning strategies used in the classroom, such as the tutorial, small-group, and game-based learning techniques. Results are discussed, emphasizing the lifestyle changes for the efficient use of electric energy verified during and after the university extension activities were carried out. This project motivates elementary school students to pursue Higher Education; enhances the collaboration between University and schools; and supports the Basic Education. Thereby, scientific and technological knowledge is disseminated, demonstrating the role played by the University in the local and regional development. Keywords: Energy efficiency; School; Energy Engineering; Basic Education

scholarly journals Center Rondon project and university extension: sharing and knowledge production

2019 ◽  
Vol 7 (4) ◽  
pp. 387-396
Author(s):  
Vaneza Cauduro Peranzoni ◽  
Alieze Nascimento da Silva ◽  
Carine Nascimento da Silva ◽  
Luana Possamai Menezes
Keyword(s):  
Health Care ◽  
Knowledge Production ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The Poor ◽  
Teachers And Students ◽  
Extension Activity ◽  
The University ◽  
Political Economic ◽  
The City

This work explores the experience of team participation the University of Cruz Alta Cruz Alta Rio Grande do Sul, Rondon Project. With goal to integrate the student to reality Brazil, and develop political, economic, and health care activities education for the poor, in January 2012, teachers and students visited the city of Aguiarnópolis, state of Tocantins in Brazil. The project is the intellectual effort of research and understanding of the process history, involving the saga of Brazilian Cândido Mariano Rondon and his legacy to the formation of anthropologists. This study proposes a reflection on Rondon Project while the university democratization of space public, considering it essential to approach institution with society. The Rondon Project is an extension activity that aims to consolidate the sense of social responsibility in university, knowledge on different Brazilian realities and production local collective projects.  It is intended, finally, contribute through this study to highlight the importance of alliance between scientific knowledge and empirical in everyone's life citizens, and the contribution of the Rondon Project to provide this exchange of knowledge between students and underserved communities.

scholarly journals Competitiveness of ALS inhibitors resistant and susceptible biotypes of Greater Beggarticks (Bidens subalternans)

2011 ◽  
Vol 29 (2) ◽  
pp. 457-464 ◽  
Author(s):  
F.P. Lamego ◽  
R.A. Vidal ◽  
N.R. Burgos
Keyword(s):  
Competitive Ability ◽  
Germination Rate ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Replacement Series ◽  
Relative Growth Rates ◽  
Temperature Conditions ◽  
Als Inhibitors ◽  
The University ◽  
Continuous Use

The continuous use of ALS-inhibiting herbicides has led to the evolution of herbicide-resistant weeds worldwide. Greater beggarticks is one of the most troublesome weeds found in the soybean production system in Brazil. Recently, a greater beggarticks biotype that is resistant (R) to ALS inhibitors due to Trp574Leu mutation in the ALS gene was identified. Also, the adaptive traits between susceptible (S) and R to ALS inhibitors biotypes of greater beggarticks were compared. Specifically, we aimed to: (1) evaluate and compare the relative growth rates (RGR) between the biotypes; (2) analyze the seed germination characteristics of R and S biotypes under different temperature conditions; and (3) evaluate their competitive ability in a replacement series study. The experiments were conducted at the University of Arkansas, USA, in 2007 and at Universidade Federal do Rio Grande do Sul (Federal University of Rio Grande do Sul), Brazil, in 2008. Plant proportions for replacement series studies were respectively 100:0, 75:25, 50:50, 25:75 and 0:100, with a total population of 150 plants m-2. There was no difference in RGR between R and S biotypes. The R-biotype germination rate was lower than that of the S biotype. However, at low temperature conditions (15 ºC), the reverse was observed. In general, there is no difference in the competitive ability between R and S greater beggarticks biotypes.

scholarly journals JOVENS INDÍGENAS NA UNIVERSIDADE: movimentos de apropriação e re-existência

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Michele Barcelos Doebber ◽  
Maria Aparecida Bergamaschi
Keyword(s):  
Indigenous People ◽  
Rio Grande ◽  
University Student ◽  
Rio Grande Do Sul ◽  
Indigenous Students ◽  
Doctoral Research ◽  
Admission Policies ◽  
The University ◽  
Collaborative Methodology ◽  
Living Being

O crescente acesso de indígenas ao ensino superior, motivados pela busca de apropriação de ferramentas das sociedades não indígenas para a defesa de seus direitos, territórios e organização social, provocou, na última década, a consolidação de políticas de ingresso nas universidades públicas brasileiras por meiode cotas e/ou de outros programas específicos de acesso. Neste trabalho, apresentamos reflexões decorrentes de pesquisa de doutorado, a qual, através de uma metodologia colaborativa de inspiração etnográfica, cartografou movimentos do estar indígena na Universidade Federal do Rio Grande do Sul (UFRGS), bem como as repercussões dessa presença na instituição. Observamos que, ao chegarem à universidade, os jovens indígenas re-criam esse espaço, apropriando-se do universo acadêmico, dos conhecimentos ocidentais e, ao mesmo tempo, re-existem através de uma presença disruptiva que se expressa na linguagem, nas diferentes temporalidades, na lógica comunal, no compromisso com a comunidade e na re-existência epistêmica. Desse modo, o estar sendo indígena universitário dá-se na fronteira entre dois universos opostos e complementares. Nesse lugar, habita a potência do pensar indígena que, atuando entre dois sistemas de pensamento (da ciência ocidental e o próprio), pode causar rupturas na episteme hegemônica.YOUNG INDIGENOUS IN FEDERAL UNIVERSITY OF RIO GRANDE DO SUL: movements of seizing and re-existingABSTRACTThe increasing access of indigenous people to higher education, motivated by the search for seize tools from non-indigenous societies to be used in the defense of their rights, territories, and social organization, led in the last decade to the consolidation of admission policies in public universities through quotas and/or other specific access programs. Here we present reflections resulting from a doctoral research, which, through a collaborative methodology of ethnographic inspiration, mapped movements of indigenous living at the Federal University of Rio Grande do Sul (UFRGS), Brazil, as well as the repercussions of this presence in the institution. We note that, upon arriving to the university, young indigenous people re-create this space, seizing the academic universe of Western knowledge and, at the same time, re-exist through a disruptive presence that is expressed in language, in different temporalities, in communal logic, in commitment to the community, and in epistemic re-existence. Thus far, living, being an indigenous university student, takes place at the border between two opposite and complementary universes. In this place lives the indigenous power of thinking, acting between two systems of thought (of western science and itself), can cause ruptures in the hegemonic episteme.Keywords: Indigenous students. Modes of re-existence. University. Interculturality.

scholarly journals Mapeamento de âncoras de carreira de professores da educação básica: possíveis repercussões na formação e atuação docente

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Noemi Boer ◽  
Suzete Necchi Benites
Keyword(s):  
Continuing Education ◽  
Basic Education ◽  
Rio Grande ◽  
Teaching Profession ◽  
The State ◽  
Rio Grande Do Sul ◽  
Career Anchors ◽  
The Third ◽  
School Partnership ◽  
Educational Workshop

Resumo: Neste artigo, analisam-se os resultados de uma oficina pedagógica voltada às âncoras de carreira. Os participantes foram 79 professores da educação básica do município de Nova Palma, RS. O trabalho foi  desenvolvido no contexto de formação continuada,  no período 2013-2014, em parceria universidade-escola. Os dados foram coletados por meio de um questionário elaborado por Schein (1996), denominado Inventário de Âncoras de Carreira e que se constitui em um mapeamento de oito âncoras ou inclinações profissionais. A âncora de carreira ‘serviço e dedicação a uma causa’ (VS) foi identificada como primeira e segunda âncora em todos os grupos e, em terceiro lugar, a âncora ‘estilo de vida’ (EV). A análise da primeira e segunda âncora indica que, na concepção desses profissionais, o magistério ainda está vinculado ao cumprimento de uma missão filantrópica, de abnegação e renúncia. Palavras-chave: Âncoras de carreira. Profissão docente. Educação Básica. MAPPING CAREER ANCHORS AMONG BASIC EDUCATION TEACHERS: POSSIBLE EFFECTS ON TRAINING AND PERFORMANCEAbstract: This paper analyzes the results of an educational workshop that focused on career anchors. The participants included 79 basic education teachers who work in the municipality of Palma Nova, which is located in the state of Rio Grande do Sul. The study was developed within the continuing education framework from 2013 to 2014 by means of a university-school partnership. Data were collected through a questionnaire developed by Schein (1996), which is known as Inventory of Career Anchors. Such a questionnaire aimed at mapping eight anchors or professional choices. Among the career anchors identified, service and dedication to a cause was the first as well as the second anchor in all groups analyzed, and lifestyle was the third one. The analysis of the first and second anchors, according to these professionals’ beliefs, shows that the profession of teaching is still associated with the idea of fulfilling a philanthropic mission, self-sacrifice and relinquishment. Keywords: Career Anchors. Teaching profession. Basic education.

scholarly journals Matemática na Comunidade: um contexto educativo para a aprendizagem social e desenvolvimento do pensamento algébricoMathematics in the Community: an educational context to the social learning and development of algebraic thinking

2021 ◽  
Vol 23 (1) ◽  
pp. 561-590
Author(s):  
Neura Maria De Rossi Giusti ◽  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Social Learning ◽  
Mathematical Knowledge ◽  
Basic Education ◽  
Mathematical Reasoning ◽  
Rio Grande ◽  
Algebraic Thinking ◽  
Mathematical Education ◽  
Educational Context ◽  
Rio Grande Do Sul ◽  
The Social

ResumoO artigo apresenta um recorte de uma pesquisa desenvolvida no município de Vacaria, no estado do Rio Grande do Sul, onde investigou-se a integração e divulgação de conhecimentos matemáticos na comunidade, a partir de um contexto educativo para a socialização de conceitos da educação básica, tendo em vista a aprendizagem social e, especificamente neste trabalho, o desenvolvimento do pensamento algébrico. Para a pesquisa qualitativa de investigação-ação foram utilizadas entrevistas dirigidas a comunidade participante e registros fotográficos com as resoluções das tarefas. As análises se apoiam sobre a Base Nacional Comum Curricular e as demandas cognitivas. As diferentes formas de aprender a aprender matemática, a mobilização, o interesse, os compartilhamentos dos conhecimentos matemáticos foram considerados, assim como as diferentes formas de resoluções e de raciocínio matemático empregado perante as tarefas apresentadas. As evidências apontam que os conhecimentos relacionados ao desenvolvimento do pensamento algébrico ofereceram empecilhos na interpretação e na compreensão da simbologia algébrica, visto que operar com letras e outros símbolos requer conhecimentos da linguagem algébrica para que se possa estabelecer generalizações, análises e resoluções. Também destacamos a importância da escola sobre o desenvolvimento de competências básicas.Palavras-chave: Educação matemática, Aprendizagem social, Aprender a aprender, Pensamento algébrico.AbstractThe article presents a snippet of a research developed in Vacaria in the state of Rio Grande do Sul, where the integration and disclosure of mathematical knowledge in the community was investigated, from an educational context to the socialisation of basic education concepts, in view of the social learning and, specifically in this study, the development of algebraic thinking. With a qualitative approach of investigation-action we verified direct interviews to the participating community and photographic records with the resolutions of the tasks. The analyses are based on the Common National Curriculum Base and the cognitive demands. The different forms of learn to learn mathematics, the mobilisation, the interest, the mathematical knowledge sharing were considered, as the different forms of resolutions and mathematical reasoning employed in front of presented tasks. The evidences indicate that knowledge related to development of algebraic thinking offered obstacles in the interpretation and understanding of algebraic simbology, since operating with letters and others symbols requires knowledge of algebraic language to establish generalisations, analyses, and resolutions. We also emphasise the importance of school for basic skills development.Keywords: Mathematical education, Social learning, Learn to learn, Algebraic thinking.ResumenEl artículo presenta un extracto de una investigación desarrollada en la ciudad de Vacaria, en el estado de Rio Grande do Sul, donde se investigó la integración y divulgación del conocimiento matemático en la comunidad, desde un contexto educativo para la socialización de conceptos de la enseãnza básica, con miras al aprendizaje social y, específicamente en este trabajo, el desarrollo del pensamiento algebraico. Con un enfoque cualitativo de la investigación-acción, se verificaron entrevistas orientadas a la comunidad participante y registros fotográficos con las resoluciones de las tareas. Los análisis se basan en la Base Curricular Nacional Común y las demandas cognitivas. Se consideraron las diferentes maneras de aprender a aprender matemáticas, la movilización, el interés, el intercambio de conocimientos matemáticos, así como las diferentes maneras de resoluciones y razonamientos matemáticos empleados en las tareas presentadas. Las evidencias apuntan que los conocimientos relacionados con el desarrollo del pensamiento algebraico ofrecieron obstáculos en la interpretación y comprensión de la simbología algebraica, ya que operar con letras y otros símbolos requiere conocimientos del lenguaje algebraico para poder establecer generalizaciones, análisis y resoluciones. También destacamos la importancia de la escuela en el desarrollo de habilidades básicas.Palabras clave: Educación matemática, Aprendizaje social, Aprender a aprender, Pensamiento algebraico.

scholarly journals The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors

2019 ◽  
Vol 21 (5) ◽  
pp. 211-230
Author(s):  
Karine Pertile ◽  
Jutta Cornelia Reuwsaat Justo
Keyword(s):  
Primary School ◽  
Basic Education ◽  
National Curriculum ◽  
Rio Grande ◽  
Discussion Group ◽  
Rio Grande Do Sul ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
The Common

This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

scholarly journals Production potential of biodiesel, methane and electricity in the largest steamed rice industry in Rio Grande do Sul, Brazil: case study

2021 ◽  
Vol 27 (2) ◽  
pp. 130-136
Author(s):  
Willian Nadaleti ◽  
Vitor Lourenço ◽  
Grzegorz Przybyła ◽  
Piotr Kardasz ◽  
Radosław Wróbel ◽  
...  
Keyword(s):  
Energy Production ◽  
Rice Bran Oil ◽  
Electric Energy ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Production Potential ◽  
Grain Processing ◽  
Self Sufficiency ◽  
General Studies

Abstract The potential for energy production from effluents and husks generated in grain processing in the rice parboiling industries in Brazil is capable of promoting energy self-sufficiency in the sector, through the production and use of syngas and biogas. However, the production of methane from residues of the rice parboiling industries is still little explored by academic studies, in general studies on the potential of methane production by this same type of effluent are found in the south of the country, however, the same is not true for the production of biodiesel from rice bran oil. The objective of this study was to determine the production potential of biodiesel, methane and electric energy of the largest parboiled rice industry in Rio Grande do Sul, located in the southern region of the country. According to this study, the rice parboiling industry located in Rio Grande do Sul, Brazil, has a production potential of 1.2∙102 m3/day of biodiesel, 2.93∙104 Nm3/day of methane and 1.89∙105 kWh/day of electricity. Despite being a significant and high potential, which may reduce the financial expenses of the industry regarding the purchase of energy from concessionaires, it is not able to promote its energy self-sufficiency. At the same time, it would be necessary to add the energy production potential of the rice husk gasification syngas highlighted in other studies

scholarly journals As perspectivas de estudantes ao final da escolarização básica sobre suas experiências nas aulas de Educação Física

2020 ◽  
Vol 23 ◽  
Author(s):  
Simone Santos Kuhn ◽  
Lisandra Oliveira e Silva ◽  
Vicente Molina Neto
Keyword(s):  
Physical Education ◽  
Interpersonal Relationships ◽  
School Environment ◽  
Basic Education ◽  
Research Question ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
School Students ◽  
Palabras Clave ◽  
Youth Perspective

A PERSPECTIVA DOS ESTUDANTES DO ENSINO MÉDIO SOBRE A EDUCAÇÃO FÍSICA ESCOLAR   Resumo A investigação procurou responder a seguinte questão de pesquisa: quais os significados atribuídos por estudantes do Terceiro Ano do Ensino Médio (EM) de uma escola Estadual do Rio Grande do Sul (RS) às suas experiências nas aulas de Educação Física (EF) durante a Educação Básica?As informações construídas foram analisadas e discutidas em três categorias: Conteúdos aprendidos nas aulas de EF na Educação Básica; Os significados da EF escolar e as relações com a vida cotidiana; As aulas de EF como espaço de relações interpessoais no ambiente escolar. Palavras-chave: Educação Física. Ensino Médio. Grupo de Discussão. Perspectiva Juvenil   THE PERSPECTIVE OF RIGH SCHOOL STUDENTS WITH REGARD TO SCHOOL PHYSICAL EDUCATION Abstract The investigation sought to answer the following research question: what significance is attributed by students in the Last Year of Righ School at a State School in Rio Grande do Sul to their experiences of Physical Education classes during Basic Education? The information obtained was analysed and discussed in three categories: Contents learned in the Physical Education classes in Basic Education; The significance of school Physical Education and its relationship to everyday life; Physical Education classes as a setting for interpersonal relationships within the school environment. Keywords: Physical Education. Righ School. Discussion Group. Youth Perspective   LA PERSPECTIVA DE LOS ESTUDIANTES DE LA ENSEÑANZA MEDIA SOBRE LA EDUCACIÓN FÍSICA ESCOLAR  Resumen La investigación intentaba responder a la siguiente cuestión de estudio: qué significados atribuyen los estudiantes del Tercer Año de Enseñanza Media de una escuela estatal de Río Grande del Sur a sus experiencias en las clases de Educación Física durante la Educación Básica? Las informaciones construidas fueron analizadas y discutidas en tres categorías: Contenidos aprendidos en las clases de Educación Física en la Educación Básica; Los significados de la Educación Física escolar y las relaciones con la vida cotidiana; Las clases de Educatión Física como espacio de relaciones interpersonales en el ambiente escolar. Palabras clave: Educación Física. Enseñanza Media. Grupo de Discusión. Perspectiva Juvenil

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