CAMAR - Campus Universitário de Marabá
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/9384
Navegar
Navegando CAMAR - Campus Universitário de Marabá por Título
Agora exibindo 1 - 2 de 2
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) Caracterização do dna ribossômico do isolado de Scleroderma UFSMSc1 de Eucalyptus grandis W. Hill ex-maiden(Universidade Federal do Pará, 2008-12) LUPATINI, Manoeli; MELLO, Andréa Hentz de; ANTONIOLLI, Zaida InêsThe ribossomal deoxyribonucleic acid (rDNA) represents an important tool in the characterization of fungi polymorphism. There are many copies of rDNA arranged in non encoded spaces. These copies are highly preserved in fungus species. The purpose of this study was to investigate the Internal Transcribed Spacer (ITS) region and to analyze the differences in the sequence polymorphism of the ITS region in the fungus Scleroderma UFSMSc1 with sequences of Scleroderma and Pisolithus isolates from the GenBank database. The DNA of the Scleroderma UFSMSc1 isolate was extracted with CTAB solution. PCR reactions were carried out with the universal primers ITS1 and ITS4. The amplified products were purified and sequenced. A simple band with a fragment of approximately 650 base pairs was observed in the ITS region of the fungus. The formation of grouping with Scleroderma species was observed in the sequence analysis of this region in comparison with entries of the GenBank database. The results confirmed this technique for Scleroderma species identification, since these fungi are not easily identified by morphological characters.Item Acesso aberto (Open Access) A inclusão escolar do ponto de vista dos professores: o processo de constituição de um discurso(Universidade Federal do Pará, 2009-04) ANJOS, Hildete Pereira dos; PEREIRA, Mirian Rosa; ANDRADE, Emmanuele Pereira deThis article analyses references to the inclusion of disabled students in the discourse of teachers from the public network, which were collected by means of non-structured interviews. These were then interpreted following the principles of discourse analysis and organized in three groups of meaning: basic conceptions, the place of oneself and the place of the other. Some kind of naturalization of the themes of disability and normality appear in the discourse. The speaker describes himself as part of the process of inclusion, even though he relates feelings of impotence, frustration and lack of preparation. This participation is limited to the classroom, and reveals certain passivity with relation to the failings of education. This differs from the world in which the teacher has a directing function (the classroom). The relations between government, parents, specialized care and pedagogical action seem to be fragmented. The facts which are indicated as unfavourable to inclusion are naturalized. This distinction between the pedagogical world and the rest strengthens a conception of inclusion as a finished product, naturalizing it and separating the process of inclusion from the relations between inclusion and exclusion.