Developmental biology, polymorphism and ecological aspects of Stiretrus decemguttatus (Hemiptera, Pentatomidae), an important predator of cassidine beetles. Stiretrus decemguttatus is an important predator of two species of cassidine beetles, Botanochara sedecimpustulata (Fabricius, 1781) and Zatrephina lineata (Fabricius, 1787) (Coleoptera, Cassidinae), on the Marajó Island, Brazil. It attacks individuals in all development stages, but preys preferentially on late-instar larvae. Its life cycle in the laboratory was 43.70 ± 1.09 days, with an egg incubation period of six days and duration from nymph and adult stages of 16.31 ± 0.11 and 22.10 ± 1.67 days, respectively. The duration of one generation (T) was 12.65 days and the intrinsic population growth rate (r) 0.25. These data reveal the adjustment of the life cycle of S. decemgutattus with those of the two preys, but suggest greater impact on Z. lineata. However, no preference over cassidine species was shown in the laboratory. Up to 17 different color patterns can be found in adults of S. decemguttatus, based on combinations of three basic sets of color markings. Some of them resemble the markings of chrysomelids associated with Ipomoea asarifolia (Convolvulaceae) and are possibly a mimetic ring. Three color patterns were identified in nymphs, none of which was associated with any specific adult color pattern.

Com as transformações pelas quais passa o conhecimento científico na atualidade, a narrativa transformou-se em tema de relevância, quando se pesquisam questões relativas à construção de significado na experiência humana. Investigada como técnica de ensino junto a alunos de 6ª série de Botucatu, São Paulo, os quais foram confrontados com o ambiente urbano de Salvaterra, Ilha de Marajó, revelou que a força das oposições binárias, previstas teoricamente, estimula a reelaboração de conceitos prévios, revisão e resignificação de valores e de condicionamentos sociais. A narrativa como técnica de ensino propicia aprendizagem efetiva, com o espectador organizando a sequência de imagens apresentada e fazendo emergir significado de acordo com as suas experiências e estrutura cognitiva.

The current scientific knowledge shift has transformed the narrative into a relevant theme when we search the significance of the human experience. Investigated as a teaching technique among sixth year students from Botucatu City, in São Paulo State, that were confronted by the urban environment of the Salvaterra Village, on Marajó Island, in Brazil, it revealed the strength of the binary oppositions, that are previewed in the conceptual sketch, stimulated the re-elaboration of the previous concepts, and re-signification of both, values and social conditioning. The narrative, used as a teaching technique, supplies an effective learning, so that the spectator sets the sequence of picture, making to emerge meaning according to his experience and cognitive structure.

Mudanças notáveis nos hábitos alimentares, acompanhadas de práticas fisioculturistas intensas, são a tônica dos dias atuais, com registros de carências nutricionais e de obesidade bastante preocupantes, do ponto de vista da saúde pública, entre crianças, jovens e adultos. Mas o que conhecem as crianças e os adolescentes sobre o processo de digestão-nutrição, os conceitos básicos envolvidos e as condutas alimentares adequadas à boa saúde humana? Como é desenvolvido esse tema nas escolas públicas e particulares de ensino? Tais questionamentos desencadearam um estudo sobre a natureza das práticas desenvolvidas por professores de ciências e biologia e o conhecimento apresentado por alunos de escolas públicas e particulares. Os resultados revelaram inadequação no tratamento metodológico de ensino do processo de digestão e conceitos envolvidos nesse tema, que levam os alunos ao desinteresse e a manterem praticamente inalterados os conhecimentos ordinários que possuem. O processo de digestão e nutrição, bem como suas implicações para a saúde, configuraram-se como fenômenos desvinculados do aluno, à semelhança do que observamos nos livros didáticos por eles utilizados. A dinâmica das inter-relações alimentares entre seres vivos são superficialmente consideradas em ecologia e passam ao largo das adaptações comportamentais, morfológicas e fisiológicas envolvidas. Considerando esses resultados, propõe-se conteúdo baseado em abordagem ecológica, voltado para determinadas atividades experimentais, jogos e interações coevolutivas de seres vivos - aspectos biológicos e sociais, para o despertar de posturas reflexivas e críticas diante das transformações sociais em curso e de nossas necessidades biológicas no que se refere à alimentação e saúde.

There have been marked changes in eating habits perceptions of body image; these are currently very important with reports of nutritional deficiency and obesity, and are a large public health concern among children, adolescents, and adults. But what do children and adolescents know about the nutritiondigestion process and the basic concepts involved, and adequate eating behaviours for good health? How is this theme developed in state and private schools? These questions led to a study of the nature of practices developed by science and biology teachers and the knowledge shown by students in schools. Results revealed inadequate teaching methodology when dealing with the digestion process and the specific concepts involved in these themes, which leads to student disinterest and practically no change in their common understanding of the subject. Digestion and nutrition processes, as well as their health implications are seen as phenomena apart from student's life similar to how they are presented in the school text books. The dynamics of eating interrelations between living creatures are superficially covered in ecology and little attention is paid to the behavioural, morphological, and physiological changes involved. Considering these results we propose content based on an ecological approach directed towards specific experimental activities, games, and the co-evolutive interactions of living beings - social and biological aspects - to start students thinking about and criticising current social trends and our biological needs in relation to eating and health.