Navegando por Assunto "Bom Jesus do Tocantins (PA)"

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Afecções podais em vacas da bacia leiteira de Rondon do Pará
(2009-11) SILVEIRA, José Alcides Sarmento da; ALBERNAZ, Tatiane Teles; OLIVEIRA, Carlos Magno Chaves; DUARTE, Marcos Dutra; BARBOSA NETO, José Diomedes
Foot diseases are some of the main causes of low performance in dairy cows. In order to determine the prevalence, clinical classification and to establish the epidemio-logical factors of foot diseases in cows from basin milk of Rondon do Pará, 1,236 cows were evaluated and 275 had at least one type of foot injury. A total of 655 lesions was showed which a prevalence of 22.25%. Most frequent lesions were interdigital hyperplasia (80.92%), claw overgrowth (6.42%), and interdigital necrobacillosis (6.11%). Hind limbs were most frequently affected (61.83%), and lesions affecting the interdigital space were the most common in both the thoracic (36.34%) and hind limbs (48.09%). Epidemiological study showed that the environmental characteristics such as mountainous areas, newly formed grassland (with trunks and branches of trees), irregular ground, and mud and gravel in the floor of the pens may promote the development of foot lesions. In 95.5% of the farms, no measures had been taken for the control and prophylaxis of foot diseases. The specific clinical examination of the feet was efficient for the diagnosis.
Acesso aberto (Open Access)
Assinaturas geoquímicas dos perfis de solo do sítio arqueológico do município Bom Jesus do Tocantins – Pará
(Universidade Federal do Pará, 2010-12-07) SILVA, Any Kelly Terra da; KERN, Dirse Clara; http://lattes.cnpq.br/8351785832221386; LEMOS, Vanda Porpino; http://lattes.cnpq.br/1829861620854008
The integration of morphological, mineralogical and chemical data of a soil with Archeological Black Earth (ABE) and surrounding Argissolos allowed to indentify the main process acting on the ABE formation from Bom Jesus do Tocantins, southeast Pará State. The similarity between these data in the subsurface horizon of ABE and surrounding soils indicate that ABE was probably developed from Argissolos with subsequent pedogenetic transformation through the input of organic and inorganic materials (kitchenware, foods and other materials of animal and vegetable origin) by ancient human settlements that promoted the thickness of the surface horizon and higher concentrations of CaO, P2O5, Zn, available P and Zn, and exchangeable Ca and Mg in relation to surrounding Argissolos. Furthermore, this anthropic influence also resulted in changes of subsurface horizon of Argissolos with ABE, such as high concentrations of P2O5 and available P. The Soil Taxonomy and Brazilian System of Soil Classification (BSSC) are suitable to identify ABE, since they prioritize in the soil orders the main pedogenetic process acting on soil formation and development, related to the subsurface horizon, and subsequent pedogenetic transformations in the surface horizon. Moreover, this study propose the addition of diagnostic properties such as ceramic and lithic artifacts, P2O5 and available P and Zn, organic carbon, Ca2++ Mg2+, CEC and base saturation index in the surface horizon of Soil Taxonomy and BSSC to group and differentiate several types of anthropic soils of Amazon region.
Acesso aberto (Open Access)
Educação escolar Kyikatêjê: novos caminhos para aprender e ensinar
(Universidade Federal do Pará, 2010-05-19) FERNANDES, Rosani de Fatima; BENATTI, José Heder; http://lattes.cnpq.br/6884704999022918; BELTRÃO, Jane Felipe; http://lattes.cnpq.br/6647582671406048
Traditional formal education for Indigenous people historically serve colonial interests of integration and assimilation of a hegemonic society. Thanks to Indigenous leadership protagonism and legal achievements based on 1998 Federal Constitution, the National Education Law (LDB – Lei 9.394/96) and the International Labour Organisation (ILO) 169 Convention, the Indigenous School became a priveleged and strategic intercultural dialogue arena where traditional knowledge and other types of knowledge come together for the training of tecnhical and political members of the movement. In the dissertation, presents the historical trajectory of Kyikatêjê people, since the current state of Maranhão until the Indigenous Mãe Maria Reserve, in the Southeast region of the State of Pará. In this thesis, research takes into consideration the appropriation of school education rights by the Kyikatêjê People who in the exercise of their selfdetermination build in the school arena their school education as instrument of a sttrugle against the denial of their rights. The study contextualizes the strategy of the leadership and their associates in facing a daily sttrugle to garantee their rights to education at all levels according to their needs to train individuals to defend and promote Indigenous Peoples rights to land, education, health and economic sustainability. Such strategies relate to their effort to implement and maintain Kyikatêjê identity.
Acesso aberto (Open Access)
A tradição oral no ensino de línguas indígenas: uma proposta para o povo Parkatêjê
(Universidade Federal do Pará, 2014-02-26) SILVA, Maria de Nazaré Moraes da; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091
The aim of this study is to “present a teaching proposal for parkatêjê language which is supported in the oral tradition of the people of the same name. It has a view to its implementation in Indigenous School Pẽmptykre Parkatêjê” from the village Parkatêjê. This village is located in Mãe Maria, kilometer 30 of BR 222 in Bom Jesus do Tocantins County. For comprehend the everyday process of teaching and learning in the school, this is an ethnographic research, and it’s also bibliographic considering the nature of the sources used to write it (SEVERINO, 2007). According to Moita-Lopes (2006), the research is related to Applied Linguistics which is characterized as an indisciplinary or a transdisciplinary. Besides it is based on cognitive democracy for a liberating education (PETRAGLIA, 2013). This study is divided into four chapters with introduction and conclusion. The first chapter presents general considerations about Parkatêjê. The second one deals with a historical approach on the development of Indigenous language in the Brazilian educational context. This approach is based on observed events from 1540 to the present days. The third chapter brings some features from ruled society by oral tradition, or specially through this tradition. Moreover, this chapter brings a definition of culture and presents reflections about oral and written culture. The last one deals with the history of formal education in Parkatêjê village. This section also discusses pieces of information about the role of the people of the same name at the Indigenous School Pẽmptykre Parkatêjê nowadays. In addition to this, “The oral tradition into Parkatêjê language teaching”, the teaching proposal, is presented in this chapter. This proposal is based on Queiroz and Pereira (2013), Belintane (2007; 2008), Calvet (2011), and it is carried out by other researchers who are in favor of the oral language teaching. This research highlights the eldest people of the village, the first-generation Indians, as important actors in the teaching and learning of traditional language in formal education process.