Three families of New World monkeys, the Pitheciidae, Atelidae, and Cebidae, are currently recognized. The monophyly of the Cebidae is supported unequivocally by the presence of ten unique Alu elements, which are absent from the other two families. In this paper, the five genomic regions containing these Alu elements were sequenced in specimens representing nine capuchin (Cebus, Sapajus) species in order to identify mutations that may help elucidate the taxonomy and phylogenetic relationships of the cebids. The results confirmed the presence of previously described Alu elements in the capuchins. An Alu insertion present in the Cebidae2 genomic region belonging to the AluSc subfamily was amplified and sequenced only in Sapajus. No amplified or unspecific product was obtained for all other species studied here. An AluSc insertion present in the CeSa1 region was found only in Cebus, Sapajus, and Saimiri. Cebidae4 was characterized by two insertions, an AluSz6 shared by all cebids, and a complete SINE (AluSx3) found only in the capuchins (Cebus and Sapajus). The genomic region Cebidae5 revealed two insertion events, one of the AluSx subfamily, which was shared by all cebids, and another (AluSc8), that was unique to Cebus, offering a straightforward criterion for the differentiation of the two genera, Cebus and Sapajus. The Cebidae6 region showed four distinct insertion events: a 52-bp simple repeat ((TATG) n), two very ancient repeats (MIRc) and a TcMar-Tigger shared by all New World monkeys studied so far, and an Alu insertion of the AluSx subfamily present exclusively in the cebids. The phylogenetic tree confirmed the division of the capuchins into two genera, Cebus and Sapajus, and suggested the southern species Sapajus nigritus robustus and S. cay as the earliest and second earliest offshoots in this genus, respectively. This supports a southern origin for the Sapajus radiation.
RESUMOO objetivo deste trabalho foi analisar qualitativamente, sob o ponto de vista epistemológico, das duas experiências pedagógicas à luz da teoria da zona de desenvolvimento proximal (ZDP) e da filosofia do movimento CTSA, tendo como foco a alfabetização científica (AC). Foram realizados dois projetos de extensão escolar orientados por temas sociocientíficos locais e regionais do Estado do Espírito Santo: Cineclube Escolar da Ciência e Jornal Escolar da Ciência. Esses projetos tiveram a participação de professores, alunos monitores da graduação e pesquisadores no campo da educação científica. Os resultados apontam para superação dos desafios da educação brasileira, sobretudo no estado do Espírito Santo, potencializando a alfabetização científica com enfoque CTSA a partir do uso de temas sociocientíficos e pedagogia de projeto.Palavras-chave: cineclube, jornal escolar, ZDP, iniciação científica júnior, CTSA. ABSTRACTThe objective of this study was to analyze qualitatively, under the epistemological point of view, two pedagogical experiments in the light of theory of zone of proximal development (ZPD) and of the Science, Technology, Society and Environment movement, with a focus on scientific literacy (SL). Cineclub School of Science and School of Science Journal: Two school outreach projects targeted by local and regional socio-scientific issues in the State of Espírito Santo were performed. The results pointed to overcome the challenges of Brazilian education, especially in the state of Espírito Santo, enhancing science literacy focusing STSE from the use of socio-scientific issues and pedagogy project.
O objetivo desse trabalho foi analisar os aspectos pedagógicos e sociofilosóficos de um cineclube desenvolvido em uma escola de ensino médio, tendo como olhar principal o potencial interdisciplinar e a perspectiva sociocultural dessa atividade pedagógica. Esse projeto de extensão escolar envolveu alunos do ensino médio, aluno de graduação como monitor, professores da educação básica e pesquisadores da área de Educação em Ciências. A pesquisa qualitativa, teórica-empírica, foi desenvolvida na perspectiva de um estudo de caso, a partir de observações, aplicação de entrevistas semiestruturadas e análise de documentos oficiais. Os aspectos pedagógicos e sociofilosóficos foram discutidos a partir da exibição do filme Erin Brockovich: uma mulher de talentos. Os resultados evidenciaram a promoção de debates sobre ciência articulados à temas socioambientais e interdisciplinares, se constituindo como sendo um espaço interdisciplinar de alfabetização científica.
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