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Linguagem e infância : relações com o letramento
(Universidade Federal de Mato Grosso, 2012-03-16) Scalzitti, Carla Melissa Klock; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Albuquerque, Eliana Borges Correia de; 573.072.534-53; http://lattes.cnpq.br/0377713500986284
This work was developed in the Post-Graduate Program in Education of the Federal University of Mato Grosso, campus Rondonópolis, within the Research Group ALFALE. The overall objective was to analyze the "literacy events" (HEAT, 1982) and "literacy practices" (STREET, 1982) present in the activities in a class of kindergarten children of 5 years. The study takes into account the fact that fundamental education of nine years, approved on February 6th, 2006, by Law no. 11,274, brought to the fore the issue of alphabetization / literacy of children in kindergarten, a fact that raises many questions among teachers. In order to provide some answers, this research seeks to establish links between oral language, childhood and the awakening to a written culture. The universe of this research includes the study of relationships between oral language child and written culture. Note that children, from the experience of the dialogue of everyday conversation, give rise to a more elaborate kind of discourse, even if oral, a fact that makes the transition between the "primary genres" and "secondary genres" of discourse, as Bakhtinian perspective. So I tried to make the relationship between childhood, orality and literacy activities proposed in a kindergarten class that was observed in two loci, both in Rondonopolis: a) a public institution of education, specifically, a Municipal School Unit of Child Education 'Mateus Vinícius Braz' with a teacher from kindergarten Cycle II, b) Toy room Soraiha Miranda de Lima. Participating in research, by school 23 children, the classroom teacher and creator of the nursery and by Toy room coordinator, the extension girls of the courses in psychology and pedagogy and pedagogical advisor. Activities were recorded, observed in the two loci in order to verify if and how literacy events and practices contribute to children 5 years to know better, to demonstrate what they know about the written culture of the writing center society which participate. The research is guided by studies of Vygotsky (1993, 1995, 1996) and Bakhtin (1992, 2003) as the mainstays, and studies and research on language, writing culture, and playing in the kindergarten, of which we highlight Chartier (1996), Smolka (2002, 2003), Smith (2003), Brito (2007), Corsino (2002, 2003), Jobim e Souza (2000, 2009), Kishimoto (1998, 1999, 2002), Salgado (2005) Cardoso (2000, 2003, 2006), Amâncio (2007), Albuquerque (2010). The work focuses on the qualitative research approach with character participant. The results show the importance of the mediating role of the adult / teacher in interactions that make use of written language and oral language occur reflexively and copyright. It is possible to conclude that the school is another, and not the most important or unique environment in which the child has a written culture, but the one who should have as 12 main objective to provide situations in which the written culture is reflected and thus help the child become an active being of their and to their historical and social culture.
Formação do professor-gestor para o exercício da gestão escolar
(Universidade Federal de Mato Grosso, 2012-03-20) Stoffel, Tânia Maria; Rodrigues, Sílvia de Fátima Pilegi; 593.733.931-20; http://lattes.cnpq.br/4246647189370104; Rodrigues, Sílvia de Fátima Pilegi; 593.733.931-20; http://lattes.cnpq.br/4246647189370104; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Osório, Alda Maria do Nascimento; 412.867.150-91; http://lattes.cnpq.br/0312407557237521
This research, linked to the Post-Graduation Program in Education, in the Rondonopolis University Campus, Mato Grosso Federal University (PPGEdu/CUR/UFMT), Teachers Education and Educational Public Policies line, discusses the educational process a teacher goes through when s/he is in charge of the school management in the elementary level in the State of Mato Grosso public school system. The goal is to understand how the educational process of such professional takes place when s/he is at work in order to contribute to a reflection regarding the way this process has offered him/her opportunities to develop activities related to his/her position. In order to so do, it is tried to identify the main demands and challenges when it comes to school management as well as the means used by the teacher-manager when facing it; to examine the training activities offered by the public departments in charge of them and to investigate the contributions of stage 1 and continuing formation for the materialization of activities related to the position. The methodology used was a qualitative one combined with the dialectical-historical materialism approach and the use of the content analysis method recommended by L. Bardin. It makes use of research procedures such as interview, questionnaire and document analysis. The first two are applied to ten educators that were performing their first term at school (biennium 2010/2011) in regular schools in the state school network in the municipality of Rondonopolis, State of Mato Grosso, that offered, simultaneously, elementary education and high school. The third procedure (document analysis) is carried out by using the material provided by the Mato Grosso State Education Board (SEDUC-MT) at hand during the educators’ training activities, especially those involved with the management of elementary education institutions in the location previously mentioned. The categories of analysis are the educational processes carried out by the education social actors about to perform the school management, mostly the teachers-managers and the people in charge at the public agencies to offer training hours in the State - SEDUC-MT, pedagogical supporting offices in the municipalities (ASPM) and the Educational and Professional Development Center in Elementary School (CEFAPRO). The results indicate that the main challenges identified by the interviewees are the large amount of bureaucratic activities, conflicting relationships with the teachers and school supporting staff, indiscipline among students, problems with the data processing system, drop-outs and drugs, which contribute to the definition of long working shifts they are to follow. Through this research it is clear that little material is delivered during the training activities carried out by the agencies here analyzed and, in general, such material refers to educational laws or guidelines. It is also clear that the teacher-manager’s continuing education is offered in a straightforward and emergency-like way to satisfy the legal expectations, instead of following a policy that covers the professional education of every educator. This way, it is surely necessary that the public agencies offer effective education to the teachers-managers, that theory and practice may happen by means of the very use of diversified methodologies that include research about/in the educational context involving different subjects that are in action, observation of successful experiences through technical visits to the schools, workshops, case simulations, videos, among others.
Constituição de identidade docente em memoriais de licenciandos do curso de Ciências Naturais e Matemática a distância da UAB – MT
(Universidade Federal de Mato Grosso, 2012-03-21) Santana, Verondina Ferreira; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Alonso, Kátia Morosov; 654.466.741-20; http://lattes.cnpq.br/3326858103129656; Peixoto, Joana; 252.613.471-49; http://lattes.cnpq.br/5636200472384576
This paper results from research developed at the Masters Course in Education of the University Campus Rondonópolis ─ UFMT and aims to investigate reflective registers in memorial of the undergraduates in training, which narrate about their perceptions of how is the process of building its identity over the teachers training to become a teacher in distance education course. For this proposal, the research took as its subject three licenciandas Course of Natural Science and Mathematics in Distance Education mode, the Open University of Brazil, in its pole located in the municipality of Pedra Preta - MT. The memorials fall within the field of autobiography and consists of important tools to analyze trajectories of training and reflective processes of the constitution of the future teacher professional identity, since it contains the "narrative self" of the guys who build them. The research questions are found in the students of Bachelor of Natural Sciences and Mathematics in distance education realize how is the construction of their identity through teacher training? How to describe this process and what are the contents that they consider significant for your training? What to tell about the process of constitution of identity in teaching distance learning courses in training memorials? The present study intends to contribute in the investigation into the construction of teacher identity in distance education courses with a focus on bringing information about UAB undergraduates in training path. Memorials analyzed, although consisting of a narrative of undergraduates in a year and a half allowed to observe the ongoing construction and re-constructions of the students in their educational process, their expectations and projections for the future profession and also check the perceptions and records that present on the constitution of identity in teaching courses in the distance.
Desenvolvimento inicial de variedades de cana-de-açúcar em latossolo do cerrado mato-grossense submetidas a níveis de compactação do solo
(Universidade Federal de Mato Grosso, 2012-03-23) Fagundes, Eliane Aparecida Antunes; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405; Wielewski, Gladys Denise; 502.478.161-91; http://lattes.cnpq.br/4154014326253864; Palaro, Luzia Aparecida; 425.029.429-34; http://lattes.cnpq.br/8628905889561788; Silva, Aparecida Augusta da; 572.295.111-00; http://lattes.cnpq.br/6315522947587402
The replacement of manual harvesting of sugar cane (Saccharum L.) by mechanized demands researches related to the development of genotypes that develop and produce well under conditions of greater soil compaction. Thus, the aim of the present study was to evaluate the effects of compaction on the initial growth and development of sugarcane varities with compaction levels in Dystrophic Red cerrado of Mato Grosso. The experiment was conducted in the experimental area at the Federal University of Mato Grosso, campus of Rondonópolis, in a greenhouse with a randomized block design consisting of 3X5 scheme factorial and corresponding to varieties and compaction levels respectively and four replicates, from September to december/2012. It was studied the varieties RB002504, RB867515 and RB931011 into five levels of soil compaction (1.0, 1.2, 1.4, 1.6 and 1.8 Mg m-3). The variables evaluated were: number of tillers, number of leaves, leaf area, fresh and dry weight of leaves, length and diameter of culms, fresh and dry mass of culms, plant height, root fresh weight, root dry weight, stomatal conductance, chlorophyll content and comsumption of water. For qualitative variables it was used the Turkey test for comparison of means and for quantitative variables regression analyzes, both until 5% probability. The increase of soil density influenced the early development of the three varieties of sugar cane studied. The variety RB002504 produces more tillers, leaves and greater leaf area and highlighting in the density 1.8 Mg m-3 in dry and fresh leaves. The variety RB867515 features larger diameter, root dry weight and stomatal conductance and variety RB931011 showed better results in variables: fresh and dry mass of stems, plant height, length and stalk diameter and chlorophyll content.
Licenciandos em formação : os memoriais como registro do movimento de constituição da identidade profissional
(Universidade Federal de Mato Grosso, 2012-03-23) Militz, Noeli; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; 138.091.800-68; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Andre, Marli Eliza Dalmazo Afonso de; 047.108.948-68; http://lattes.cnpq.br/3046653923068225
This study aimed to investigate the memorials of training adopted with undergraduates and their possible contributions to encourage, empower and mobilize reflections on the history of formation and formation processes of teacher professional identity, based on the narratives of individuals - those who go through the process from forming. Memorials training were adopted throughout the Pedagogy of UFMT Campus Rondonopolis, from the first semester of 2009, being aided by a written script that urged future teachers to write about their experiences, experiences and learning, each phase of training, taking into account the life history and curriculum of the course. The survey pointed up specific objectives, study and understand the "self-written", the subjects in training, trying to analyze the possibilities for training memorials constitute instruments in revealing this process, examine the possibility of memorials propitiate undergraduates to understand and realize the feelings, sensations and learning experienced in the path of becoming teachers, as interconnected and constitutive of the construction of teacher identity. The purpose of this research has its origin in the approved project in the Centre of Education, in partnership and inter-institutional between UFMT and PUC-SP, which has as highlight the adoption of memorials, there are instigators issues that mobilize the research, namely: What reflections memorials training in the lead when undergraduates instigate writing about yourself? What memorials record the students in training on the contributions of the School of Education for its teacher training? The memorial adopted six months of training in research instruments consisted of propellants undergraduates reflections on their training in the School of Education, as well as to perceptions about the process of identity formation experienced in teaching? To answer the questions, we sought to support the qualitative approach, the method and the autobiographical story of life, which guided the methodological procedures requiring an initial screening, among 46 students in the class, and their four undergraduates memorials training, collected during two years and a half of training. Data collection took place biannually in the years 2009, 2010 and 2011, totaling five narratives of each subject in a longitudinal study, adding up, then a volume of 20 memorials training analysis. The criterion for the selection of four undergraduates was due to the punctuality, interest and availability to participate in the research, thus enabling to share their trajectories, advances and retreats with the researcher and also the feasibility of making it possible to analyze the data present in memorials. The data showed that only undergraduates they conducted the process of remembering, bringing to light reflecting and writing about advances and setbacks, difficulties, aspirations, interests and investments to "become teachers" from the memorials of training, and that caused instigated at the "written on them," stories of life and curriculum of the course. This procedure made it possible to perceive the movement and the process of setting up their teaching identity.
A escola como espaço de formação pedagógica permanente do professor
(Universidade Federal de Mato Grosso, 2012-03-26) Figueiredo, Aureny Gomes Coelho; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Oliveira, Ozerina Victor de; 406.219.521-68; http://lattes.cnpq.br/1863707315885015; Passos, Laurizete Ferragut; 869.775.208-68; http://lattes.cnpq.br/1852839499967790
This paper is the result of some research related to the Post-graduation Master’s Program in Education at the Human and Social Sciences Institute (ICHS), linked to the Mato Grosso Federal University (UFMT), Rondonopolis University Campus (CUR). The question that guided such study was the following one: Has the continuing education offered in the school contributed to the improvement of the teacher’s pedagogical practice? To investigate whether the Secretariat policy encouraged the school to offer a training course in its Political Pedagogical Project. Besides that, to examine which analysis the teachers make of such training carried out in their school was the main goal of this study. Reaching such answer was the main goal of this investigation. While carrying out the research, the instruments for data collection were questionnaires, semi-structured interviews with teachers, pedagogical coordinator and director; documental analysis and observation of the continuing education offered in the school. The investigation followed two phases, and, at first, 63 teachers of 21 municipal schools were the research subjects; at a later stage, a school was selected to be the locus of the research, and seven teachers became the subjects of the investigation. It is needed to say that four of them were actual teachers in the classroom, two were in the pedagogical coordination and one in the school board. The investigation was based on theoretical backgrounds provided by qualitative research, following thoughts and ideas by Minayo (2010), Lüdke and André (2007), André (2005 and 2009), Ghedin and Franco (2008), among others. Studies by Freire (2004 and 1991), Carvalho (2005, 2006 and 2010),Franco (2008), Freitas (2004), Canário (2006), Imbérnon (2009), Nóvoa (1999 and 2009) and others were taken into account as well, for the body of conceptual discussions and reflections and the comprehensive analysis of the data collected during the research. The results of the research revealed that the teachers consider their own education the cornerstone in the improvement of their practice. However, it was also clear that the teacher’s education developed in the school needs to be reconsidered and questioned regarding what is somewhat notorious, as policy, and what the school has actually been able to accomplish when it comes to the continuing education for the teachers.
Quem forma o professor para a escola do campo? : as trajetórias da formação e constituição da identidade docente de licenciandas em memoriais de formação
(Universidade Federal de Mato Grosso, 2012-04-02) Correia, Rosemeire Aparecida Cardoso; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Wolff, Eliete Ávila; 496.095.809-04; http://lattes.cnpq.br/7062675483728650
This research is linked to the Graduate Program in Education of the Federal University of Mato Grosso - Rondonópolis-PPGEDU Campus / UFMT / CUR, and presented as investigate the narratives expressed in memorials training of undergraduates from the field, if knowledge provided by the School of Education allowed them the formation of teacher identity as a teacher to work in schools located in the countryside. The development of teacher education is constantly questioned due to the new requirements demanded by today's society by providing, thus enabling higher education institutions, the increase of training projects which will provide future students acquire solid theoretical knowledge to enable them to perform with competence, his teaching profession in this new scenario that is projected. To this end, the survey indicated mobilizing questions, namely: What about the licensees reveal his life story and educational training in their memorials? As these experiences are manifested in teacher training? What perceptions and expectations about teaching undergraduates described in these memorials? What to tell about the formation of teacher professional identity throughout the School of Education? How do they perceive the possibility of training focused on the school field, a course devoid of specific curriculum for this purpose? The answers to these questions, I searched for references that deal on Rural Education and also about the formation of teacher identity in undergraduate program, specifically, of Pedagogy. The investigative locus was in a classroom at the School of Education, Federal University of Mato Grosso, University Campus of Rondonópolis, MT. The subjects are four undergraduates, whose selection criteria was to live in the country and / or have studied in school field at some point in their school life. The research was conducted on a qualitative approach, and the method adopted was the (auto) biographical and memorial training were the main tools for collecting and analyzing data. The survey results demonstrate the importance of social movements in the training of undergraduates, in addition to the experiences they had in the field environment, which, coupled with training at undergraduate level, are to constitute enabling educators to work in this space. The undergraduates also describe the School of Education allows teachers to build an identity, but not to act on the school field, in the absence of disciplines to address the issue because, for them, the field has culture, movement, presents peculiar feature, is a living environment and political education, factors not addressed in that degree. Out, so that the school teacher active in the field must face many challenges in developing its role and therefore this should enable him sound theoretical base in order to allow you to work with that reality very different from the urban area, requiring Thus, another training to work in this scenario.
Educar em valores : representações de pais e professores
(Universidade Federal de Mato Grosso, 2012-04-24) Arruda, Emerson de; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Menin, Maria Suzana de Stefano; 457.714.438-87; http://lattes.cnpq.br/8157283633787279
This present paper engage itself for human morality field, understanding family and school like fundamental social spaces of moral and ethcs values constructions. Not always this institutions have consistency in education that is given in its socio-educational space, usually establishing divergent relations and tension that need a coherent proposition of moral educattion and values. This paper assumes that moral education, not moralizing, have importante and defining role in the formation of people who will be able to analize, judgde and respect the news social models, paradigms and values. Its goals were identify the roles of parents and teachers about values in education and its relations betwen school and family in this education. In his investigative path, this paper elect the interpretive qualitative approach. The tecnique used in data colect was semistructured interviews, because this kind of interview is caracterized by tematic plot, and this make possible other questions arise in the investigative process. Were interviewed five teachers e four parents of one State public school, responsible for the fundamental teaching at Jaciara city, of Mato Grosso State, with about 300 students came from a variety social spaces. The data analyzed shows the imprecision in determine the concept and role of moral education and values, making only the family the socioeducational place responsable for moral education. Notes, too, the presence of heteronomous moral shaping, aspects of moral education like socialization that reinforce themselves in the interveiwde speech. About family-school relation, one and another recognizes the presence of tension, and that the family intitution walks distant of school setting. Nevertheless, besides all dificulties and limitation of undertanding that family and school shows about moral shaping, booth belives that educate with values is the way to build the reflectivity communion ethic, and that is necessary review its concepts, to every human been be is treated with respect and dignity.
Cartilha do Araguaia “... Estou lendo!!!” : seu circuito de comunicação (1978 -1989)
(Universidade Federal de Mato Grosso, 2012-06-22) Rodrigues, Alessandra Pereira Carneiro; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Garcia, Tânia Maria de Figueiredo Braga; 064.647.509-68; .
This ongoing study at the Post-Graduation Program in Education at UFMT/Rondonópolis, state of Mato Grosso, Brazil, ALFALE research group, is related to reading and school books history field and is based on the “communication circuit”, a model proposed by Robert Darnton (1990), so that books can be analyzed. This paper aims to: 1) analyze the life cycle of the school book “... Estou Lendo!!!” (I‟m Reading!!!), by means of a model proposed by Darnton (1990) and 2) salvage and analyze the elements that compose the set of the regional course book “...Estou Lendo!!!” (I‟m Reading!!!). Prior studies point out that the state of Mato Grosso is mostly a consumer than a producer market of school course books. Therefore, once having in hand a regional course book, organized by mato-grossense authors (that is, those ones born in the state of Mato Grosso), it highlights how worthwhile it is the source it is herein researched. From the methodological point of view, such study uses ordinary procedures in the historic driven researches, consisting in finding, meeting, organizing and analyzing the oral and documental sources, which may help to comprehend aspects of the object under investigation. It is a historical background research, which is after subsidies in both Cultural History and Book History fields. This research is based on the following writers/thinkers, related to cultural history (BURKE, 2005; LE GOFF, 2001 and CHARTIER, 1990), school culture (JULIA, 2001), Education history (LOPES; GALVÃO, 2001), book history (DARNTON, 1990; CHOPPIN, 2004 and BITTENCOURT, 2008) and to the literacy field (TFOUNI, 2010; KLEIMAN, 1995 and SOARES, 2010). Since it is about a regional course book, this very research is based on studies by mato-grossense regional historiography scholars (AMÂNCIO, 2008, CARDOSO; AMÂNCIO, 2005 and CARDOSO, 2009). The temporal demarcation of this research focuses on the years 1978 to 1989. In 1978 the “Elementary School In-Class Performance Human Resources Training Course” was offered in the region – a summer course, designed for lay teachers, fact regarded as the beginning of the course book “...Estou Lendo!!!” (I‟m Reading!). The year 1989 brings the end of the periodization, based on data collected through written sources. The analyzes show a nationwide context in which the educational failure stands out, especially when moving from the first grade to the second one in elementary school, which is faced by public policies supplied by the Education Ministry as well as the state and municipal secretariats of education. In the regional context, the municipality of São Félix do Araguaia, in the state of Mato Grosso, the performance by its Prelacy, managed by bishop Pedro Casaldáliga Pla, is on the spotlight, in a historical moment of fights for land possession. From the educational point of view, the church and the state are united in the proposition of offering a training course for in-class teachers, adopting Paulo Freire‟s perspective regarding emancipatory literacy. It is in such context that arises the course to be analyzed. The data brings evidence that the literacy teachers in the Araguaia region, inserted in a political struggle context, can be considered pioneers, back in early 1984, in developing schooling practices which involve the very act of teaching of spelling and literacy, possible to be seen in the course book/literacy book “...Estou Lendo!!!” (I‟m Reading!).
Infância e cidadania : o que dizem as crianças?
(Universidade Federal de Mato Grosso, 2012-07-26) Seganfredo, Nágila de Moura Brandão; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Souza, Solange Jobim e; 805.552.507-25; http://lattes.cnpq.br/1448154911937375; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234
This dissertation has as its main theme the intersection of phenomena "childhood" and "citizenship" in order to analyze their approaches and departures through Brazil's history, documents, legislation and studies on the subject. To this end, we seek to understand what children have to say about their experiences of citizenship and the meanings they attribute to this concept. As theoretical references, has studies the sociology of childhood about the child role in the social scene and also the concept of interpretive reproduction, coined by William Corsaro. The Field research, with eight months in duration, held in the city of Rondonopolis, Mato Grosso, Brazil, in a lower middle-class neighborhood, and with the participation of six children, between 5 and 11 years, with four girls and two boys. To conduct this research, we chose to hold press conferences in the very neighborhood where children live, recorded with digital camera for analysis of behaviors, gestures, looks, also understood as important elements in the discursive production. The themes that guided encounters with children were: family, city, consumer, media, justice, security, rights and duties. The discourses produced in the interactions established between the researcher and the kids are analyzed based on the concepts of dialogism and alterity, coined by Mikhail Bakhtin. The results point to distinctions as to gender, in relation to the ways of valuing participation in public life, highlighted when the boys disparage any merit or right of women, especially when they occupy positions of social status and power, as well as movement in the city. The survey results showed that children know their rights and duties and know the importance of education / civilization, which can be seen at times when children with regard to gender, united to defend their rights, when mean city as a space steeped in violence and therefore should not be frequented by children, and to understand that violence, assisted in the neighborhood and through the television, imposes a scenario of hopelessness and pessimism in relation to the future.
Cinza vegetal como corretivo e fertilizante para os capins marandu e xaraés
(Universidade Federal de Mato Grosso, 2012-11-20) Santos, Claudia Cardoso dos; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405; Koetz, Marcio; 892.874.600-00; http://lattes.cnpq.br/8918968565917194; Silva, Edna Maria Bonfim da; 960.432.454-34; http://lattes.cnpq.br/8660058048761423; Silva, Edna Maria Bonfim da; 960.432.454-34; http://lattes.cnpq.br/8660058048761423; Polizel, Analy Castilho; 038.896.476-69; http://lattes.cnpq.br/0565510253501855; Koetz, Marcio; 892.874.600-00; http://lattes.cnpq.br/8918968565917194; Guimarães, Geovane Lima; 684.690.805-63; http://lattes.cnpq.br/6882737457949719; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405
The vegetable ash appears as an option for owning fertilizer nutrients needed by plants that can optimize the productivity and quality of grasslands. The objective was to evaluate the production characteristics, structural and nutritional Brachiaria brizantha cultivars Marandu and Xaraés in response to doses of vegetable ash. The experiment was conducted in a greenhouse at the Federal University of Mato Grosso, Campus Rondonopolis, MT. In the period from August to December 2011. The completely randomized design, consisting of a 6x2 factorial design, plant gray doses: 0, 3, 6, 9, 12 and 15 g dm-3 and two grasses with six replications. We used pots with a capacity of 7 dm-3 of soil. Soil moisture was maintained by the gravimetric method while maintaining the ability to 60% of maximum capacity. We carried out three sections of the shoots of Brachiaria brizantha at intervals of 30 days. The SPAD readings were taken every 30 days from the seeding of Brachiaria with the use of portable meter of chlorophyll content ClorofiLOG 1030. The structural productive characteristics were evaluated and nutritional: plant height, leaf number, tiller number, leaf dry, culm dry, shoot dry, root dry, relation leaf culm relation of shoot and root dry; SPAD readings, soil pH, efficient use of vegetable ash concentrations of macro and micronutrients in shoots and roots of grasses and Marandu Xaraés. All results were submitted to ANOVA and regression Tukey mean test at 5% probability, using the statistical program Sisvar. Thus, doses of vegetable ash that provided the maximum production of shoots are between 7 and 15 g dm- 3 in the three periods. Considering the whole evaluation period, there was an increase in soil pH units from 4.36 to 6.26. There is a more efficient use of the vegetable ash to produce aerial of grasses evaluated The highest concentrations of macro and micronutrients in shoots and roots of grasses are among Marandu and Xaraés are among vegetable ash levels 4 and12 g dm-3 for evaluated in three cut. However, the vegetable ash has a positive12 influence on the yield characteristics, structural and nutritional grasses and Marandu Xaraés.
Feijão guandu adubado com fosfato natural e utilizado como adubo verde para o cultivo de milho em latossolo de Cerrado
(Universidade Federal de Mato Grosso, 2012-11-22) Farias, Lorraine do Nascimento; Silva, Edna Maria Bonfim da; 960.432.454-34; http://lattes.cnpq.br/8660058048761423; Silva, Edna Maria Bonfim da; 960.432.454-34; http://lattes.cnpq.br/8660058048761423; Souza, Alexandre Lima de; 816.861.706-10; http://lattes.cnpq.br/2182780077626286; Guimarães, Salomão Lima; 925.317.505-25; http://lattes.cnpq.br/9250168755115649; Guimarães, Geovane Lima; 684.690.805-63; http://lattes.cnpq.br/6882737457949719; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405; Polizel, Analy Castilho; 038.896.476-69; http://lattes.cnpq.br/0565510253501855
The cerrado soil has major limitations in the availability of phosphorus to plants, requiring the management of mineral fertilizers and green manure. Thus, the objective was to: a) evaluate the pigeonpea, fertilized with phosphorus sources, lime and inoculated with rhizobia, as green manure in cerrado Oxisol b) verify the relative agronomic efficiency of reactive natural phosphate with that of triple superphosphate; c) assess the availability of nutrients in the soil, after incubation of biomass of pigeonpea d) to study the residual effect of pigeonpea as green manure in SPAD index and the productive characteristics of corn grown in succession. The study was conducted in a greenhouse in a design was completely randomized in 3x2x2 factorial with six replications. Phosphorus sources were evaluated: triple superphosphate, reactive natural phosphate and treatment without phosphorus, presence and absence of lime, and the presence and absence of inoculation. The seeds of pigeonpea cv. BRS Mandarin were inoculated with mixtures of two strains of Bradyrhizobium japonicum, and cultured for a period of 107 days after sowing. The variables analyzed were: number of leave, SPAD index, nodule number, dry weight of nodule, shoot and root. The land was returned to the vessels of their respective treatments. The plant material was ground, and 5 grams were taken samples of the dry mass of shoot and root portion for the determination of macronutrient (N, P, K, Ca, Mg and S). The other samples were returned to the pots and incubated for 90 days. After this period, samples were taken from 200 g of soil to determination of macronutrient (K, Ca, Mg and S). Then, we performed the seeding of the corn hybrid AG 1051 grown for 60 days after sowing. The variables analyzed were: SPAD index, shoot dry mass and root. The pigeonpea is directly influenced by phosphorus fertilization and liming in cerrado Oxisol. The reactive rock phosphate, compared to superphosphate has good agronomic efficiency. The availability of nutrients in the soil is greater with pigeonpea fertilized with triple superphosphate in the presence of lime and inoculated with rhizobia. Best match of dry matter production of16 maize shoots is obtained with triple superphosphate in the presence and absence of lime. Best match of dry matter production of corn root is obtained with triple superphosphate and reactive phosphate in the presence of lime.
Travestilidades e escola nas narrativas de alunas travestis
(Universidade Federal de Mato Grosso, 2012-12-04) Sales, Adriana Barbosa; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Ribeiro, Cláudia Maria; 907.158.456-91; http://lattes.cnpq.br/1743633905977303
This work presents the nuances revealed by the necessity to observe educational diversity in everyday life, reflecting on new possibilities for identity construction and gender, with perspectives on travestilidades. From this perspective, interweaving knowledge about sexual diversity becomes imperative to discuss the school environment in its daily routine. The narrative analysis of transvestite students intends to bring out some elements that produce difficulties in access and permanence of these transvestite subjects in schools. These narratives, which are part of the groups in schools, are results of beliefs and values forged in social, cultural and linguistic relations. These issues permeate the intentions of these individuals in the process of human relations, and will be our object of analysis during the research. Their representations, such as presentation of the body, aesthetics, identities become references to marks meanings. However, to give voice to such subjects on the process of schooling experienced by themselves facing their different identity, and that escapes the norm, is a principle of our investigation. The intentionality expressed in the narratives can highlight patterns that the school intends to form and build on their educational interventions, because the school uses to "contemplate", maidenly, the so-called sexual minorities, camouflaging the concern with tolerance and respect, and this situation is one of our objectives of this analysis. Analyze how this process takes place by the transvestite students themselves goes beyond the superficiality of what is represented by public policies already established. The understanding of representations, beliefs and values seeks to contribute to the current discussion of gender and sexuality, understood as resulting from the influence of changing social and theoretical contexts occurred in Mato Grosso and Brazil. To analyze the contexts in which sexuality and gender identities of transvestites present will provide elements that can produce the processes of exclusion or inclusion of identity diversity in the school community. Given these dimensions, it is assumed that the reports of these groups students, a priori, provide a multiplicity of perspectives on the processes of schooling for the different, covering all possibilities of social construction.
A escola organizada por ciclos de formação humana e a formação no projeto sala de educador
(Universidade Federal de Mato Grosso, 2012-12-05) Troian, Thiélide Veronica da Silva Pavanelli; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Gentil, Heloisa Salles; 395.908.606-72; http://lattes.cnpq.br/6342334143612406
The present work is the result of a research Master‟s Degree in Graduate Program in Education at the Institute of Human and Social Science of the Federal University of the State of Mato Grosso, University Campus of Rondonópolis in which focused on study to understand the thinking of Basic Education professionals attending continuous education development, through the Educator‟s Room Project at school about the contents of Educational policy that support the deployment and implementation of the organization of basic education in cycles of human development in the State of Mato Grosso. As an expansion of this issue, the study aimed to analyze in what extend the proposed continuous education development achieved in Educator‟s Room Project enables the educators to construct a theoretical and practical approach that support their praxis from the theoretical and methodological assumptions of the Organization of Basic Education in Cycles of Human Development in the State of Mato Grosso? Thereby, to investigate what educational professionals think about the Organization of Basic Education in Cycles of Human Development in the State of Mato Grosso from their participation in continuous education development was the main aim of this work in which had extension with the specific objectives: inventory and understand the comprehension of Cycles of Human Development constructed by educators from the participation of the Educators‟ Room Project; investigate whether the subjects studied in continuous education development enable the construction of a theoretical-practical approach that is in accordance with the assumptions of the Organization of Basic Education in Cycles of Human Development. To analyze evaluation that educators think about continuous educational development experienced in the Educators‟ Room Project in the school locus. To achieve the proposed objectives were interviewed ten educators of the State School Teacher Edeli Mantovani of Sinop, in the North part of Mato Grosso, also take part as investigative source researched, the Educators‟ Room Project of the school, institutionalized through the Centre for Professional Development and Updating of Basic Education /CEFAPRO, this document shows the objectives of the continuous educational development offered in the schools and the list of contents studied throughout the period: 2008 to 2011. Thus, the theoretical contribution to continuous education development, emphasizing the bias of continuous permanent educational development of the teacher and considering school as a privileged locus of continuous development, based on the writings of Novoa (1997), Canário (2006), Marcelo (2009), among others and for comprehension of the curricular organization in Cycles of Human Development, it was opted for studies of Krug (2001), Azevedo (2000); Arroyo (2000) among others. Methodologically the research based on the theoretical assumptions of qualitative research, supporting on the thoughts of Minayo (2010), Ludke and Andre (2007), Ghedin and Franco (2008), among others. analysis of the data collected was taken as main reference the thought of Paulo Freire (1980, 1987,1996, 2001,2001). The research steps constitute through appropriation of theoretical basis, investigation locus though analyzing texts studied and the Educators‟ Room Project, interviews and questionnaires with the participants. The survey was developed, mainly, through settings of a dialogical and dialectical relationship with the interviewees, resulting understanding the possibility in which is presented, from the participation in the Educators‟ Room Project is the change in perception, understanding and considering students, school as a whole and Education in general, in which is already being experienced by research collaborators evidenced by perceptions on the Organization of Basic Education in Cycles of Human Development expressed in their testimonies, from the „deconstruction‟ of crystallized concepts in their pedagogical imagination.
Aprendiz de professora : as narrativas sobre o processo de constituição da identidade docente dos licenciandos de Matemática
(Universidade Federal de Mato Grosso, 2012-12-11) Martins, Rosana Maria; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Silva, Adelmo Carvalho da; 630.359.101-97; http://lattes.cnpq.br/9761986149148049; Fiorentini, Dario; 180.845.160-00; http://lattes.cnpq.br/9244474518505985
This research is linked to the Graduate Program in Education UFMT, Campus Rondonópolis. Consisted in a study focused on the investigation of the writings themselves - with memorials training - practical training as a teacher. Inserted in the qualitative approach works with autobiographical narratives. For its development, it has taken up as basis readings of productions that deal with memorials in the constitution of teaching, with the aim of contributing to and reflections that are being developed in Brazil in recent years, especially in the field of mathematics education. As further research in this area, this research focuses on the formation of teaching identity construction with students of Bachelor Course of Mathematics, class of 2009, UFMT, Campus Rondonópolis (CUR) and is part of a larger project approved by the Observatory for Education between the Pontifical Catholic University of São Paulo (PUC-SP) and UFMT. The teaching identity is understood in this research, as a movement of constant tension of the interaction between the subject and their individual experiences and professional, but within a continuum, since the construction of professional identity is movement, is timeless and constant. Worth reporting that this study stands out by investigating subjects without experience in teaching and expressing the memorials, perceptions of their teacher training course. The goal of research is to Analyze the evidence of teaching identity construction of undergraduates in formation in the Course of Mathematics UFMT / CUR. Adopted as research questions: Is there evidence of constitution of teaching identity in narratives (auto) biographies of Undergraduates in Mathematics? How to present themselves personal and educational trajectory of these future teachers? What undergraduates indicate as foundational aspects for its teacher training, from training experiences offered by the Mathematics Course CUR / UFMT? What experiences and practices are mobilizing more reflections on the future profession? The data, collected between 2009 to 2012, showed that subjects describe themselves forming a professional identity in teaching formal and informal spaces, which are influenced by models that marked their schooling. Explain, yet, they want to be teachers, emphasizing the importance of participating in projects oriented, value disciplines that involve practical rationality, because they believe that they allow the redefinition of pedagogical practice. Finally, I hear one of the guys from the narrative analysis, comprising diachronically its formation process, ie, the formation of identity in teaching mathematics. The research also reveals to analyze the memorial of a graduate student in degree over the four years of training, the process of becoming a math teacher occurs in alternating movements, through former teachers and models for other forms of identification, including family and friends, for reflections on practices experienced in Pibid (Institutional Scholarship program Initiation to Teaching) and especially on stage.
Aspectos da produção escrita no Centro de Educação de Jovens e Adultos (CEJA)
(Universidade Federal de Mato Grosso, 2012-12-11) Oliveira, Márcio Cândido de; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Ferreira, Norma Sandra de Almeida; 551.515.078-34; http://lattes.cnpq.br/6166901900638256
This paper discusses aspects of writing practices of students of the 1st. phase of the High School of Educação de Jovens e Adultos (EJA), to aconceptualization of the rules learned and colloquial and the perspectives of literacy. This qualitative surveys draws on procedures of action-research, embedded in studies of authors who address the issue of language and its specificities. For its development, resorted to the field work, the application of interviews with teachers and students of the Centro de Educação de Jovens e Adultos – CEJA, to achieve those goals, such as: to know studies already made on the relations between the two practical language skills: reading and writing, setting out the distinctions between them; to identify and characterize the specifics of the use of written language in the material collected from the research subjects, as well as adequacy of its kind; to know the proposed area of teaching “Language, Codes and Their Technologies”, addressed to the mother language in the CEJA.. Through a socio-educational perspective, taking into consideration the age factor, are related reading, writing and education of young and adult people as a justification for conducting a research tangent to these issues. The language, in this research, it isunderstood as a set in which means nothing by itself, but it meansin terms of the other elements. There is need to integrate our students, especially young and adults studied here, with a broader and more expressive language, taking into account the whole lexical and semantic already seized in early life at school. Considering that the formation of readers and writers students is a fulltime job, orality has the same interactional dimension that was intended for writing and reading. So, we intend with this work does not show specific solutions to the questions posed in the classroom but to question, lead to reflection – both the possible readers of this work as the research subjects themselves – about the brands that can be perceived in the writing texts and its relationship with orality, always taking as its starting point the theoretical conceptions about the subject in question. In this context, is sorry to see the school, in its new modalities that innovate only in nomenclature, walks with the same steps of its origin. Thus, this work asks us to rethink what school we want: the same as our ancestors or we are other, with other needs and desires?
Melão rendilhado em ambiente protegido submetido à doses de nitrogênio e potássio em Rondonópolis-MT
(Universidade Federal de Mato Grosso, 2012-12-11) Silva, Matheus de Carvalho; Silva, Edna Maria Bonfim da; 960.432.454-34; http://lattes.cnpq.br/8660058048761423; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405; Silva, Edna Maria Bonfim da; 960.432.454-34; http://lattes.cnpq.br/8660058048761423; Pires, Regina Célia de Matos; 068.562.138-32; http://lattes.cnpq.br/2401754546708942
The objective of the present study was to evaluate the growth, yield, quality and water use efficiency of muskmelon under the effects of nitrogen and potassium. The experiment was conducted in a greenhouse at the Federal University of Mato Grosso / University Campus Rondonópolis from April to July 2012. The soil used was from the topsoil (0-20 cm) of an Oxisol collected in an area of native vegetation. The experimental design was randomized blocks. Each plot was represented by a plastic pot with 15 dm3 of soil. Treatments consisted of five levels of nitrogen (0, 40, 80, 120 and 160 mg dm-3) and five doses of potassium (0, 80, 160, 240 and 320 mg dm-3) in 5x5 factorial design, resulting in 25 treatments with 4 replicates, totaling 100 plots. Quantitative variables were: stem diameter, number of leaves, SPAD index, leaf area, shoot dry weight. The volume of water consumed was also evaluating addition of qualitative variables: plant production, longitudinal and transverse circumference of the fruit, fruit shape, flesh thickness, titratable acidity, soluble solids and total maturation index. The of water use efficiency was also calculated. For treatments statistical program was used SISVAR with analysis of variance and regression to 5% probability. In analyzing the results it was found that the growth and development of the plant of melon interaction doses of 320 mg dm-3 of potassium and 160 mg dm-3 of nitrogen, provided the best combination of doses results and provided the highest production fresh fruit for each liter of water used was 120N 160K and 160N 160K.
Genótipos de soja resistentes à ferrugem, oriundos de germoplasma com ampla base genética
(Universidade Federal de Mato Grosso, 2012-12-13) Souza, Débora Santana de Matos; Silva, Edna Maria Bonfim da; 960.432.454-34; http://lattes.cnpq.br/8660058048761423; Polizel, Analy Castilho; 038.896.476-69; http://lattes.cnpq.br/0565510253501855; Polizel, Analy Castilho; 038.896.476-69; http://lattes.cnpq.br/0565510253501855; Guimarães, Salomão Lima; 925.317.505-25; http://lattes.cnpq.br/9250168755115649; Koetz, Marcio; 892.874.600-00; http://lattes.cnpq.br/8918968565917194; Hamawaki, Osvaldo Toshiyuki; 209.679.346-72; http://lattes.cnpq.br/9968435526825444
The objective of this study was to develop cultivars that have high grain productivity, along with other characteristics that optimize its production, as resistance to biotic and abiotic stresses. This experiment was carried out in an experimental field in the Mato Grosso Federal University (UFMT), in the municipality of Rondonópolis, State of Mato Grosso, Brazil. The tests were settled in randomized block designs having three repetitions. 57 soybean genotypes from the Uberlândia Federal University were evaluated, being 24 lineages and three witnesses of medium early/medium cycle and 25 lineages and five witnesses of medium late/late cycle. The tests were performed in duplicity, being one of them subject to treatment with fungicide and another one with no treatment. The variables analyzed were: severity and number of pustules cm2 of the Asian rust (AACPD), chlorophyll content, stomatal conductance, number of days for blooming, plant height under maturation, and insertion of the first pod, grain productivity, 100-grain weight, number of pods per plant, and grain per pod. The results were subject to analysis of variance by means of the statistics program Sisvar, developed by the Lavras Federal University. The materials that stood out in the test of medium early/medium cycle were UFUS 13 and the witness Richness, which displayed more resistance to the pathogen, while genotype UFUS 02 stood out the characters plant height, insertion into the first pod, grain percentage and productivity. As to the semi late/late cycle test lineages UFUS 006 and UFUS 023 showed better performances related to plant height under maturation, productivity, 100-seed weight, seed percentage and resistance to Asian rust.
Inseticidas químicos e extratos vegetais aquosos no controle de Sitophilus zeamais em grãos de milho sob condições de armazenamento
(Universidade Federal de Mato Grosso, 2012-12-13) Vilarinho, Marcella Karoline Cardoso; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405; Silva, Tonny José Araújo da; 781.203.064-49; http://lattes.cnpq.br/0651075688988405; Marsaro Junior, Alberto Luiz; 011.210.647-10; http://lattes.cnpq.br/2203759552840006; Caneppele, Carlos; 295.224.809-59; http://lattes.cnpq.br/7689840272452622
The Sitophilus spp. is a major pest of stored grain, which is controlled by the use of chemical insecticides, but their indiscriminate use has been causing a lot of undesirable factors to humans and to the environment. And so as a less harmful alternative, natural insecticides come as an option for combating the insects, which simultaneously decrease the risk of damage to the environment. The study was carried at the Institute of Agricultural Sciences and Technology, campus of Rondonópolis at the Federal University of Mato Grosso, in the period of March to September, 2012. The experiment was performed under three different conditions. The experiment consisted of three environments: AI-temperature and humidity, humidity control, AII, and AIII-control humidity and temperature. AIII maintained at ambient temperature was 25.1 ° C and humidity 70 % (average), the latter being also held in the environment variable AII. The aqueous extracts were obtained by addition of post-plant garlic, lemongrass and neem in distilled water at a ratio of 5 g per 100 ml, and dosages of chemical insecticides were 0.04 and 0.15 ml/100 ml water for Deltamethrin and Chlorpyrifos respectively. Treatments were added to the corn grains placed in glass containers of 2.5 L (plots) and mixed by manual agitation until a uniform, being removed the excess product to avoid higher concentration at certain points. Each experimental unit was infested with 20 adults of Sitophilus spp. not sexed. The experiment was maintained without reinfestation of insects. The grains were stored for a period of 90 days in the three storage environments. The variables analyzed were: counting insects, water content in the grains, electrical conductivity and germination test. At the end of the experiment was also evaluated the qualitative loss of grain weight and specific gravity. The variables were analyzed every 30 days of the experiment, with three periods (30, 60 and 90 days). The analyzes were obtained using Tukey at 5 % probability. On day 30 we observed high efficiency of chemical insecticides Chlorpyrifos and Deltamethrin in control of Sitophilus spp. in the three storage environments. But it was noticeable that the natural insecticide were not effective in controlling insects, which can be confirmed in the qualitative evaluation at the end of the experiment. The high number of insects caused further damage to beans and alter the values of electrical conductivity and water content in the grains. The observed relationship between lower bulk density, with the highest percentages of water content in the grains and number of insects Germination was reduced in all treatments in all three environments, and may infer that the adverse storage conditions may have influenced this fall.
Tratamento de imagens orbitais e suborbitais para caracterização ambiental da cabeceira do Rio São Lourenço-MT
(Universidade Federal de Mato Grosso, 2012-12-14) Cândido, Anny Keli Aparecida Alves; Barbosa, Domingos Sávio; 702.907.921-34; http://lattes.cnpq.br/6896725721269796; Silva, Normandes Matos da; 614.673.591-49; http://lattes.cnpq.br/2644207249389541; Silva, Normandes Matos da; 614.673.591-49; http://lattes.cnpq.br/2644207249389541; Sturza, José Adolfo Iriam; 364.728.320-72; http://lattes.cnpq.br/1160588187827811; Castelo Branco, Kalinka Regina Lucas Jaquie; 255.880.458-82; http://lattes.cnpq.br/3559042497669898
The thesis has been divided into two chapters. In the first chapter aimed to identify potential environmental changes that occurred over a period of 26 years. For this we used satellite imagery scenes of Landsat TM 5 of 1985, 1997 and 2011, for procedures supervised classification by region, with the maximum likelihood algorithm. From these images, we obtained maps of NDVI from the subtraction of wavelengths near infrared and red, divided by the sum of the ratio of wavelengths of near infrared and red spectrum. In mapping land use, it was found that over 80% of the watershed area is allocated to agriculture. The reduced class savannah and forest class increased over the years analyzed. The NDVI showed areas that were appropriately with little plant biomass, differing areas with dense vegetation cover. Regarding the detection of degraded areas in the watershed, there was a demo unit of ecological restoration (UDRE), established in 2010, in terms of spectral response, obtained via NDVI, is similar to the class agriculture. It is believed that this area of permanent preservation degraded in the recovery phase, tends to become similar areas with dense vegetation, over the next few years. The second is a chapter emphasized the treatment of aerial photographs of high spatial resolution, obtained by unmanned aerial vehicle (UAV), aiming at environmental characterization of the watershed is located where the headwaters of the St. Lawrence River. We tested several routines supervised classification and unsupervised pixel by pixel and by region, using two Geographic Information Systems. The supervised classification by region segmentation 20 and 200 of area similarity, showed statistical similarity with the conventional procedure performed by photointerpretation. The techniques presented in this research will be useful for jobs that involve monitoring of degraded areas, bringing effective contribution to setting the methodological route plan reclamation prevailing in the state of Mato Grosso.

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