Alameda Glette, 463, sede do Curso de Química da Universidade de São Paulo no período 1939-1965

As the foundation of the University of São Paulo completes 75 years, this article describes the history of a mansion at 463 Glette Boulevard, in São Paulo city, where several undergraduate courses of the University's Philosophy, Sciences and Letters Faculty operated until 1969. The first building of the school of Chemistry was erected there, 70 years ago. A brief retrospective of the Department of Chemistry at that place is given. The mansion was torn down by the middle of the 1970s, but it remained as a symbol of the school identity in the memory of all those who studied there.

A new species of Euprognatha Stimpson, 1871 (Crustacea, Brachyura, Inachoididae) from off coast of northeastern Brazil

A new species of Euprognatha Stimpson, 1871 from off coast of Brazil (Canopus Bank, 02º15.3'00"S - 38º16.0'00"W) is described and illustrated, namely Euprognatha limatula n. sp. The new species is compared to its congeners. Lectotypes are designated for E. acuta A. Milne-Edwards, 1880 and E. granulata Faxon, 1893. A key to the species of Euprognatha is provided.

Georges Perec: o anti-proust?

This article presents and analyses the points of view of literary critics that have studied Marcel Proust's role in the work of Georges Perec with the intention of showing the workings of their approaches. The article also points towards a direction that can be followed when analyzing these two writers' relations.

The production of school numbers (1871-1931): contributions to a critical approach to statistical sources in History of Education

This article intends to contribute to the reflection on the Educational Statistics as being source for the researches on History of Education. The main concern was to reveal the way Educational Statistics related to the period from 1871 to 1931 were produced, in central government. Official reports - from the General Statistics Directory - and Statistics yearbooks released by that department were analyzed and, on this analysis, recommendations and definitions to perform the works were sought. By rending problematic to the documental issues on Educational Statistics and their usual interpretations, the intention was to reduce the ignorance about the origin of the school numbers, which are occasionally used in current researches without the convenient critical exam.