Universidade Federal De Santa Catarina Research Articles

Experimental Geometry, Pythagorean Theorem and Montessori

Background: Some 19th and 20th-century geometry textbooks show methodological innovations in relation to the traditional books that followed Euclid's logical-deductive proposal. Objective: To analyse in the book Psico Geometria: el estúdio de la geometria basado en la psicologia infantil by Maria Montessori (1934) as the didactic approach of the Pythagorean theorem, proposed by her, fits into an experimental geometry perspective. Design: Using documentary analysis, we analysed the books of the following authors: Hoüel (1867), Méray (1874), Laisant (1898, 1906), Calkins (1861), Bert (1886), Prestes (1895), Lyra da Silva (1923), Wentworth and Hill (1901) and Montessori (1916, 1934) to understand the approach to teaching geometry.Environment and participants:The research sources collected in the National Library of France (BNF) and in the Universidade Federal de Santa Catarina (UFSC) Digital Repository refer to the geographic environment of authors from four countries Data collection and analysis: The selected and analysed documents can be found at BNF – Gallica in a digitized version, as well as at the UFSC Digital Repository. Based on the documentary analysis of these books, we found that the methodological proposals seek to escape from a deductive presentation of elementary geometry and include in their texts experiences for the introduction of concepts and visual demonstrations of elementary geometry. Results: The authors of the analysed works, from different countries, criticized the elementary teaching of geometry, especially the authors of textbooks, for the fact that they approach deductive geometry in the initial classes, favouring a deductive presentation of mathematics. Montessori's book shows an experimental geometry proposal for the Pythagorean theorem. Conclusion: We found that Montessori's proposal, besides presenting characteristics of an experimental geometry, also inserts some deductive reasoning.

Integration between university and startups in light of the singularity and limited rationality

Action learning and inductive thinking are teaching methods that are gaining ground in university entrepreneurship. This article explores this phenomenon from two points of analysis: singularity and limited rationality. The singularity is related to the entrepreneurship, subjectivity, and path-dependence, so that a startup is in a temporary window of opportunity. The limited rationality is the absence of historical basis and uncertain decision criteria. To this end, a qualitative approach is used through participant observation in three case studies of companies participating in an interdisciplinary project developed at one of the best Brazilian federal university. From the cases, it is possible to perceive points such as: Prevalence of fear of failure by students; Initial research for an optimal and generic solution, from the scientific literature or similar examples, typical of traditional teaching methods; Students' understanding that internal organization and learning management are more important than the technical solutions; The singularity of the startup problem, coupled with the limitation of facts and data, led the group to decide more on studies in a startup in loco than generic bibliographic research on the problem or the benchmarking; and The solution validation process was carried out by the legitimacy of the entrepreneur, and not by statistical or economic validation. =================================== DOI: 10.18226/23190639.v9n2.02 Rogerio Tadeu de Oliveira Lacerda*, Universidade Federal de Santa Catarina (UFSC), Brasil. E-mail: rogerlacerda@gmail.com Mayara Lucia Bernardes, Universidade Federal de Santa Catarina (UFSC), Brasil. E-mail: mayaralbernardes@gmail.com Ana Maria Simões Ribeiro, Universidade Federal de Santa Catarina (UFSC), Brasil. E-mail: anasimoesribeiro@gmail.com Anelise Stangarlin de Camargo, Universidade Federal de Santa Catarina (UFSC), Brasil. E-mail: stangarlin.anelise@gmail.com Submetido: Setembro 2020 Aceito: Janeiro 2021 *Contato para Correspondência

Pramipexole, a dopamine D3/D2 receptor-preferring agonist, attenuates reserpine-induced fibromyalgia-like model in mice.

Fibromyalgia (FM) is a complex pathology described as persistent hyperalgesia including somatic and mood dysfunctions, depression and anxiety. Although the etiology of FM is still unknown, a significant decrease in biogenic amines is a common characteristic in its pathogenesis. Here, our main objective was to investigate the role of dopamine D3/D2 receptor during the reserpine-induced pain in mice. Our results showed that pramipexole (PPX) - a dopaminergic D3/D2 receptor agonist - inhibited mechanical allodynia and thermal sensitivity induced by reserpine. Relevantly, PPX treatment decreased immobility time and increased the number of grooming in the forced swimming test and splash test, respectively. Animals that received PPX remained longer in the open arms than the reserpine group using elevated plus-maze apparatus. The repeated PPX administration, given daily for 4 days, significantly blocked the mechanical and thermal allodynia during FM model, similarly to pregabalin, although it failed to affect the reserpine-induced thermal nociception. Reserpine administration induced significant downregulation of dopamine concentration in the central nervous system, and repeated treatment with PPX restored dopamine levels in the frontal cortex and spinal cord tissues. Moreover, PPX treatment inhibited oxidants production such as DCFH (2',7'-dichlorodihydrofluorescein) and nitrite, also decreased oxidative damage (carbonyl), and upregulated the activity of superoxide dismutase in the spinal cord. Together, our findings demonstrated the ability of dopamine D3/D2 receptor-preferring agonist in reducing pain and mood dysfunction allied to FM in mice. All experimental protocols were approved by the Universidade Federal de Santa Catarina (UFSC) Ethics Committee (approval No. 2572210218) on May 10, 2018.

O ensino da metalinguagem para aprendizes de tradução como forma de promoção da autorregulação

This research aims to link the teaching of the metalanguage proper to translation in an introductory translation discipline to the promotion of self-regulatory learning behavior. The general objective is to discuss not only the role of metalanguage in promoting self-regulation in translation learners, but also how the systematized translation metalanguage teaching can contribute to the transition of other-regulation to self-regulation throughout the student's learning process. This paper explores the specific metalanguage linked to the notion of Translation Competence (TC) and its Acquisition (TCA) and to the concept of self-regulation. I start from the understanding that the teaching of metalanguage allows increasing the metacognitive processes, more specifically, the student's self-regulatory learning behavior. The theoretical basis is informed by the translation concept presented by Hurtado Albir (1999, 2005, 2015); as a methodological foundation, this work uses the concepts of other-regulation and self-regulation (Wertsch, 1979, 1985) and the notions of spontaneous and scientific concept (Vigotski, 2018). The teaching materials are based on cognitive-constructivist premises (Hurtado Albir, 2015), drawing methodologically upon the translation task-based learning, and the tasks being organized into Teaching Units (TU). This methodological approach was chosen because the tasks provide students with the necessary instruments for the acquisition of Translation Competence and are permeated by the specific metalanguage of translation. The present work highlights some of the results obtained after investigations carried out in one of the courses taught at the ‘Curso de Letras’- Universidade Federal de Santa Catarina (UFSC) dedicated to the teaching of translation. Those results suggest a relationship between the teaching of metalanguage and the development of the learners' metacognitive processes, particularly the promotion of self-regulation. The metalanguage teaching helped learners to reflect autonomously on the translation process they performed.

Fragmentação e entrelaçamento em sala de aula: a crítica de uma experiência no estágio de ensino de língua portuguesa

Destinamo-nos, neste artigo, a expor, ainda que minimamente, o tensionamento entre duas práticas de ensino de Língua Portuguesa que permearam a nossa experiência de Estágio de Ensino de Língua Portuguesa e Literatura II, obrigatório para o Curso de Letras-Português, da Universidade Federal de Santa Catarina (UFSC). Nele, defrontamo-nos com um ensino fragmentado e normativo, e, para nossa prática, voltamo-nos ao ensino integral e reflexivo, ancorado à concepção dialógica e sociointeracionista da linguagem e à concepção pedagógica histórico-crítica, presente nas políticas públicas atuais voltadas para educação. Para isso, antes de expormos (crítica e reflexivamente) essa confrontação, revisitamos, brevemente, a história das teorias educacionais e os documentos pedagógicos parametrizadores e as propostas pedagógicas que estão em vigência. Em seguida, sintetizamos concepções com as quais nossa atuação se ancorou: de língua sociointeracionista – gêneros do discurso – (BAKHTIN [VOLOSHINOV], 1995 [1929]; BAKHTIN, 2011 [1979]) e instrumento de mediação simbólica (VIGOTSKY, 1991); de prática pedagógica do ensino de Língua Portuguesa sob quatro eixos – escrita, leitura, gramática e oralidade – (ANTUNES, 2003); e de sujeito ativo no processo de aprendizagem (VIGOTSKY, 1991). Com o tensionamento exposto, concluímos que a reflexão feita, mesmo em sua limitação no que tange ao curto tempo de realização, colabora para as discussões no campo da Linguística Aplicada (LA) que dizem respeito às diferentes práticas de ensino de Língua Portuguesa que concorrem e coocorrem em sala de aula e, por vezes, algumas delas distanciam-se das tendências atuais de ensino, associando-se a aspectos da concepção tradicional e tecnicista.

Internationalization aimed at global social justice

The increased immersion of global higher education in a competitive, economy-oriented paradigm calls for perspectives on international interaction that are explicitly aimed at shaping cooperative, sustainable, and alternative futures. In Brazil, higher education internationalization efforts driven by the Brazilian government have historically been attached to the State’s development interests. As they have consolidated in a hegemonic way (mainly focused on Brazil’s integration in the capitalist global market), initiatives pursued by individual higher education institutions themselves gain relevance in that context. In this article, we explore the projects developed by two Brazilian federal universities – the Universidade Federal de Santa Catarina (UFSC) and the Universidade Federal do Paraná (UFPR) – seeking to integrate refugees and displaced populations into higher education and the Brazilian society more generally. Our approach combines bibliographic and document analysis with interviews of key actors. Based on the results, we emphasize: 1. The role of Brazilian higher education institutions’ autonomy in order to develop internationalization strategies that are both contextually relevant and aimed at promoting global social justice; 2. The importance of linking existing university outreach activities aimed at marginalized groups to institutional policy for internationalization, so that internationalization efforts do not end up suppressing the more direct social role of those institutions.

Apresentando o copa-trad versão 2.0 um sistema com base em corpus paralelo para pesquisa, ensino e prática da tradução

This paper describes COPA-TRAD Version 2.0, a parallel corpus-based system developed at the Universidade Federal de Santa Catarina (UFSC) for translation research, teaching and practice. COPA-TRAD enables the user to investigate the practices of professional translators by identifying translational patterns related to a particular element or linguistic pattern. In addition, the system allows for the comparison between human translation and automatic translation provided by three well-known machine translation systems available on the Internet (Google Translate, Microsoft Translator and Yandex). Currently, COPA-TRAD incorporates five subcorpora (Children's Literature, Literary Texts, Meta-Discourse in Translation, Subtitles and Legal Texts) and provides the following tools: parallel concordancer, monolingual concordancer, wordlist and a DIY Tool that enables the user to create his own parallel disposable corpus. The system also provides a POS-tagging tool interface to analyze and classify the parts of speech of a text.

Intralingual subtitles, interlingual subtitles, and video comprehension: insights from an exploratory study

*Legendas intralinguais, legendas interlinguais e compreensão de vídeo: percepções a partir de um estudo exploratório*Este estudo explora os efeitos de legendas intralinguais e interlinguais no processamento e compreensão de um sitcom norte-americano por brasileiros aprendizes de Inglês como Língua Estrangeira (ILE). Mais especificamente, este trabalho investiga os efeitos de legendas intralinguais e interlinguais na compreensão geral e específica do vídeo por parte dos aprendizes. Trinta e seis aprendizes de ILE, matriculados nos Cursos Extracurriculares de Língua da Universidade Federal de Santa Catarina (UFSC), foram igualmente divididos em dois grupos experimentais (legendas intralingual e legendas interlinguais) e um grupo controle (sem legendas). O desempenho dos participantes foi medido com base em um teste de compreensão geral e específica do vídeo. Os dados foram analisados quantitativa e qualitativamente. Em relação aos efeitos das legendas na compreensão do video, os testes estatísticos e as análises revelaram que as legendas intralinguais foram mais benéficas para a compreensão geral e específica dos aprendizes do que as legendas interlinguais. Estas, por sua vez, foram mais benéficas do que a condição controle. Contudo, o desempenho dos participantes nas condições experimentais não mostrou diferenças estatísticas. Os resultados são discutidos à luz de diferentes possíveis mecanismos de processamento e potenciais que os tipos de legendas podem oferecer para a aprendizagem/instrução em L2.

<b>Intralingual subtitles, interlingual subtitles, and L2 vocabulary: developments from an exploratory study

This paper examines the effects of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners’ L2 vocabulary learning as a result of their processing and comprehension of a North-American sitcom. Thirty-six intermediate-level EFL learners, enrolled in the Extracurricular Language Courses at Universidade Federal de Santa Catarina (UFSC), were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 vocabulary test (pre-test, test, and post-test), considering factors influencing word learnability (Laufer, 1997). Regarding the effects of subtitling availability, statistical tests and analyses performed revealed that experimental conditions were not found to substantially foster L2 vocabulary learning, and no statistically significant differences among the experimental groups and the control group were found. Across time, the results obtained point out to more positive growth in performance by the intralingual subtitles group, followed by the interlingual subtitles group, and then the control group. These results are discussed in light of the possible different processing mechanisms employed as well as some of the potentials and drawbacks that both intralingual and interlingual subtitles may offer for L2 learning/instructional purposes.

O ensino de Geografia na perspectiva do modelo social da deficiência

Os discursos de classificação de normalidade do sujeito com deficiência na perspectiva do Modelo médico e do Modelo social são peças centrais deste artigo. Nesse viés, buscou-se refletir sobre a deficiência visual com base na referência conceitual dos estudos de Vygotsky, nomeadamente no que diz respeito à mediação, compensação, conceitos e funções psicológicas superiores. À luz desse contexto, destaca-se uma experiência que procurou investigar quais as potencialidades da oficina pedagógica no ensino de Geografia. No perscrutar dessa abordagem, optou-se pela metodologia do estudo de caso com base na participação e colaboração de 27 estudantes com idades entre 11 e 14 anos, de uma turma do Ensino Fundamental II do Colégio de Aplicação da Universidade Federal de Santa Catarina (UFSC). Os resultados da investigação evidenciaram, em linhas gerais, que os estudantes com deficiência constroem sua aprendizagem por meio de tarefas diferenciadas que promovem e valorizam seu potencial, seu modo de aprender, seu ritmo, suas habilidades e seus talentos. A partir do momento em que a escola e seus agentes proporcionam condições de acessibilidade para o estudante com deficiência, ele consegue vivenciar e apreender os conhecimentos geográficos.

A produção textual na esfera acadêmica: desafios concernentes ao ato de dizer materializados em gêneros do discurso secundários

Este artigo discute desafios atinentes aos usos da escrita materializados em gêneros do discurso da esfera acadêmica, considerando a participação de graduandos do curso de Letras Português da Universidade Federal de Santa Catarina na disciplina de Produção Textual. A fundamentação teórica articula concepções de língua, sujeito e texto ancoradas na ótica bakhtiniana, vigotskiana e do letramento (CERUTTI-RIZZATTI; MOSSMANN, IRIGOITE, 2013). Quanto à metodologia, caracteriza-se como estudo de caso tipo etnográfico (ANDRÉ, 2008). Sobre inteligibilidades, enfatiza-se a tensão da constituição dos participantes em relação às demandas acadêmicas para a produção textual, especialmente, quanto às especificidades intersubjetivas/intrassubjetivas do dizer acadêmico.Palavras-chave: Produção Textual Acadêmica. Esfera Acadêmica. Eventos e Práticas de Letramento. Simpósio Conceitual.

Tradução intermodal, intersemiótica e interlinguística de textos escritos em Português para a Libras oral

http://dx.doi.org/10.5007/2175-7968.2015v35nesp2p354Neste artigo apresentamos alguns tipos de tradução envolvidos na tradução de textos em português para a língua brasileira de sinais (Libras). Discutimos esses diferentes tipos e destacamos a tradução intermodal, específica das traduções que envolvem uma língua de sinais. A tradução intermodal trata de aspectos visuais e operacionais implicados na tradução para Libras em forma de vídeo e aspectos linguísticos essencialmente visuais-espaciais que envolvem o uso do espaço em línguas de modalidade visual-espacial, ou seja, línguas de sinais. Neste artigo, apresentamos uma análise das implicações da modalidade a partir de exemplos de tradução realizados no contexto do Curso de Letras Libras da Universidade Federal de Santa Catarina (UFSC).

O ESTÁGIO NA LICENCIATURA EM GEOGRAFIA COMO UM ESPAÇO DE FORMAÇÃO COMPARTILHADA

Through this article, we intend to present results of a survey that is part of a movement of research studies that have been developed within the research project “The Role of Practicum in the Context of Geography Teacher Education”, inserted in the research line of Geography Teaching and Teacher Education by the research group called “Geography Teaching, Teacher Education, and Different Languages” institutionalized at Universidade Estadual de Santa Catarina (UDESC), as part of its undergraduate teaching program in Geography in collaboration with the Graduate Program in Geography at Universidade Federal de Santa Catarina (UFSC). Our concern lies in investigating the process of teacher education, with focus on Geography teaching. The objective of this article is to understand the role of the classroom teacher in basic education when advising Practicum students and future Geography teachers studying at UDESC.Key words: practicum, Geography teaching, classroom teachers, basic education.

Excesso de peso, obesidade abdominal e fatores associados em servidores de uma Universidade Federal Brasileira

The objectives of this study were to determine the prevalence rates of excess weight and abdominal obesity among technical and administrative staff at the Universidade Federal de Santa Catarina (UFSC) using a range of different anthropometric indicators and to identify sociodemographic factors associated with these rates. This was a cross-sectional study of 615 members of staff at UFSC (283 men and 332 women). The following anthropometric indicators were analyzed: body mass index (BMI), waist circumference (WC) and waist to height ratio (WHtR). The following sociodemographic variables were also analyzed: age, sex, skin color, marital status, socioeconomic status, educational level and employment grade. Statistical analysis was conducted using Student’s t test, the Mann-Whitney U test and Poisson regression (with a 95% confidence interval). Prevalence rates for men and women respectively were as follows; excess weight: 63.6% and 49.7% (BMI); abdominal obesity (WC): 33.5% and 42.4%; and abdominal obesity (WHtR): 61 .8% and 40.6%. Age greater than 40 years was associated with a higher probability of excess weight and abdominal obesity in men (by BMI and WHtR) and women (by BMI, WC and WHtR). Women who had spent 8 years or fewer in education had lower probabilities of excess weight (PR=0.67; 95%Cl=0.49; 0.94) and abdominal obesity, by both WC (PR=0.62; 95%Cl=0.44; 0.90) and WHtR (PR=0.49; 95%Cl=0.39; 0.64). These results indicate an elevated prevalence of excess weight and abdominal obesity and show that the factors associated with these outcomes vary by sex and depending on the anthropometric indicator analyzed.

Natureza: um ecossistema vivo do qual brota toda a vida

The world needs the Universal Declaration of the Rights of Mother Earth and all humans need to internalize its principles for the Planet, and we can survive.Translation into Portuguese by Luiz Fernando Scheibe, Doctor of Sciences, Institute of Geosciences, University of Sao Paulo (USP) Center retired Professor of Philosophy and Human Sciences, Universidade Federal de Santa Catarina (UFSC). Chapter translated: Nature: A Living Ecosystem From Which All Life Springs from the book The Rights of Nature - The case for the Universal Declaration of the Rights of Mother Earth, written by: Evo Morales Ayma, Maude Barlow, Nnimmo Bassey, Shannon Biggs; Cormac Cullinan, Eduardo Galeano, Tom BK Goldtooth, Pat Mooney, Vandana Shiva, Pablo Solon, and others. San Francisco (USA): Council of Canadians, Fundacion Pachamama, Global Exchange, 2011, p. 20-27.

About the Authors

About the Authors

Atualizando a Hidra? O estágio supervisionado e a formação docente inicial em História

Este artigo tem por objetivo pensar o currículo e a formação docente inicial em História, sobretudo a partir do lugar construído para a prática de ensino e estágio supervisionado. As novas diretrizes aumentaram a carga horária das práticas e do estágio, o que, em teoria, exigiu amplas reformas, a partir de 2001, nos programas curriculares dos cursos de licenciatura. Para além dessas mudanças e reformas, o que se observa na formação docente são algumas permanências que seguem atualizando velhos problemas. A presente discussão retoma esses problemas a partir de elementos da trajetória histórica da disciplina nos últimos 30 anos, utilizando também alguns dados empíricos - como narrativas de professores egressos dos cursos de História da Universidade Federal de Santa Catarina (UFSC) e da Universidade do Estado de Santa Catarina (UDESC), formados entre o final da década de 1970 e a década de 1990, com a intenção de contribuir para o debate sobre a formação docente em História nos dias atuais.

MODELAGEM COM ALUNOS SURDOS: MÃOS QUE FAZEM, MÃOS QUE FALAM

This article aims to describe the activities developed during the extension project of the Universidade Federal de Santa Catarina (UFSC), entitled Modeling for Deaf Students', carried out from July to December 2006. The project has the support of Pro-Reitoria de Pesquisa e Extensao da UFSC (PRPE-UFSC) and was executed with the intent to conduct free workshops for deaf students from various institutions of the region of Florianopolis (SC), covering techniques of modeling (on paper and clay) to instigate and develop the creativity, manual skills and concentration of the students. Moreover, it was also sought explore these activities as a form of recreation and also of providing a new source of income for the students.

O CORPO NA MÚSICA, A MÚSICA NO CORPO: A COMUNIDADE EM UM PROCESSO DE INTEGRAÇÃO

This article is the result of the Artistic and Culture Department extension project “The Body in Music, The Music in Body: a community integration project” that took music to community on Universidade Federal de Santa Catarina (UFSC) in two different ways: buy choir singing group and the music therapy activities on Parkinson Disease Patients Group. The objectives of this project were to integrate choir singing to dance, develop music perception and body expression. Broadcast choir singing, improve facial expression and body movements. To reach these objectives were done body expression workshops, music and vocal technique rehearsals, rhythm exercises and some auditions among UFSC an other public places in Florianopolis.

SERVIÇO DE ORIENTAÇÃO PROFISSIONAL DO LIOP – UFSC À COMUNIDADE: TRAÇANDO NOVOS CAMINHOS

This paper is about a Professional guidance that took place in a public state school, in Coqueiros, located in Florianópolis,during the year 2007, as a extension project from Psychology Departament with support of Extension Projects Departament from Universidade Federal de Santa Catarina (UFSC). This project had the purpose to offer professional guidance to community.