Patterns of arboreal and terrestrial space use by non-volant small mammals in an Araucaria forest of southern Brazil

Despite the advances in the techniques for researching arboreal small mammals, detailed ecological data, such as habitat use patterns, are practically nonexistent for many species. Using 150 live-traps installed on the ground, understory (1.0-5.0m) and canopy (>5.0m) we investigated patterns of arboreal and terrestrial space use by small mammals in an Araucaria Forest in southern Brazil (29°29′08″S; 50°12′26″W). We also measured 19 microhabitat variables that could potentially influence the abundance of such mammals on each trap station. The results indicated that Akodon montensis and A. serrensis were mainly terrestrial. Delomys dorsalis was also terrestrial, but it also used understory (17.24% of captures). Juliomys sp. and Gracilinanus microtarsus were the most arboreal small mammals recorded. A. montensis was associated with dense vegetation, while A. serrensis selected positively opened areas. Juliomys sp. and G. microtarsus were associated to microhabitat variables related to the access and movement within the canopy. Moreover, bromeliads on arboreal layer were an important factor for these two arboreal species. This is the first study to report microhabitat associations by Juliomys sp. and A. serrensis, and we demonstrated that vertical stratification and microhabitat use were both synergic mechanisms to determine habitat use by small mammals on the Araucaria Forest of southern Brazil

Relação teoria-prática no ensino de educação nutricional Theory-practice relationship in nutrition education teaching

OBJETIVO: Apresentar e analisar criticamente as diversas concepções que professores da disciplina educação nutricional têm de atividade prática e como entendem a relação teoria-prática. MÉTODOS: O estudo foi desenvolvido nas Instituições de Ensino Superior do Estado de São Paulo, Brasil, que apresentaram reconhecimento pelo Ministério da Educação até o ano de 1999. A partir dessa informação foram realizadas entrevistas com os docentes da disciplina Educação Nutricional de cada uma dessas Instituições, totalizando 11 sujeitos. Os resultados foram analisados qualitativamente, na perspectiva da hermenêutica-dialética, considerada como um caminho do pensamento. RESULTADOS: As docentes apresentaram pensamentos similares em relação à importância da prática, porém concepções variadas de atividade prática em educação nutricional. Algumas consideram que atividades práticas são suficientes para a formação do aluno e não buscam fundamentação teórica em ciências humanas e sociais. Observou-se ainda hipervalorização da prática em detrimento da teoria. Esses aspectos contribuem para comprometer a efetivação da relação teoria-prática. CONCLUSÃO: Cabe aos cursos de graduação e aos órgãos fiscalizadores do ensino, a discussão a respeito da formação dos docentes, da concepção de atividade prática e de formas mais eficazes para que se efetive o movimento dialético da prática com a teoria. É necessário estimular, desde o início da graduação, a articulação entre teoria e prática, a fim de possibilitar aos alunos a contextualização na construção de conhecimentos e formação de compromissos sociais e éticos.<br>OBJECTIVE: The objective of this paper is to critically identify and analyze the many concepts that professors of the subject nutrition education have of practice and how they understand the theory-practice relationship. METHODS: The study was done in universities and colleges of the State of São Paulo, Brazil, that have been registered at the Ministry of Education since 1999. With this information, professors of the subject nutrition education were interviewed in all these institutions totaling 11 individuals. The results were analyzed qualitatively, using the hermeneutic-dialectic method. RESULTS: The professors had similar opinions regarding the importance of practice; however what practice meant in nutrition education varied. Some consider that practical activities are enough for the formation of the student and do not search theoretical fundamentals in social and human sciences. We also observed that practice was overvalued in relation to theory. All these aspects contribute to compromise the effectiveness of the theory-practice relationship. CONCLUSION: It is up to the graduation courses and the government departments that surveil education to discuss the education of the professors, the concepts behind practical activities and more effective ways to work the dialectics between practice and theory. It is necessary to stimulate, from the beginning of the graduation course, the articulation between theory and practice in order to allow the students to contextualize the acquisition of knowledge and form social and ethical compromises