No abstract

The anatomy of appendicular bones has been demonstrated to be informative for taxonomic, paleontological, and functional studies of bats. Its use in such studies, however, is limited by the small number of skeletons available for this taxonomic group in scientific collections. Here we describe a protocol for the extraction of the femur from fluid-preserved bats. This protocol was successfully tested on a large sample, including 58 species in 43 genera and 9 families (a total of 183 specimens), and is minimally invasive, requiring only two incisions in the leg at disarticulation points (knee and coxofemoral joints). This method provides material for appendicular anatomical research with minimal damage to external morphology.

Este estudo teve como objetivo analisar o trabalho docente de professores indígenas, na diversidade linguística da cidade de Macapá. Entrevistas foram meio de interlocução com cinco professores de indígenas sobre suas práticas pedagógicas, tendo como pano de fundo uma região multilinguista. A pesquisa adotou como referencial a teoria das representações sociais. Para a análise dos dados, adotamos como metodologia a técnica do modelo da estratégia argumentativa, que tem por objetivo a análise de discursos, identificando acordos e controvérsias para o acesso às representações. Os professores reconhecem o papel da escola como agente cultural cuja força provém do seu estatuto de instituição, esperando que as diversas culturas não sejam "diluídas" na cultura dos karaikõ (dos não índios). Os alunos, no entanto, querem participar da cultura não índia, pois a sua vida individual autônoma depende dessa integração.Palavras-chave: Trabalho docente. Professores indígenas. Multilinguismo. INDIGENOUS EDUCATION: WHEN LANGUAGE DETERMINES DIFFERENTIATED TEACHING PRACTICES _________________________________________________ ABSTRACTThis study aimed to analyze the teacher's work of indigenous teachers, linguistic diversity in the city of Macapa. Interviews were means of dialogue with five teachers of Indians about their teaching practices, with the backdrop of a multilinguistic region. The research adopted as theoretical framework the theory of social representations. For data analysis, we adopted the methodology of the argumentative strategy model, which aims analyzing speeches, identifying agreements and disputes to accessing social representations. Teachers recognize the role of the school as a cultural agent, whose strength comes from its institutional status, hoping that the various 2 cultures are not "diluted" in the culture of karaikõ (non-Indians). Students, however, want to participate in nor indian culture because its autonomous individual life depends on this integration.