Não-extensividade no contexto da atividade magnética solar: o problema da assimetria hemisférica

Solar activity indicators, each as sunspot numbers, sunspot area and flares, over the Sun’s photosphere are not considered to be symmetric between the northern and southern hemispheres of the Sun. This behavior is also known as the North-South Asymmetry of the different solar indices. Among the different conclusions obtained by several authors, we can point that the N-S asymmetry is a real and systematic phenomenon and is not due to random variability. In the present work, the probability distributions from the Marshall Space Flight Centre (MSFC) database are investigated using a statistical tool arises from well-known Non-Extensive Statistical Mechanics proposed by C. Tsallis in 1988. We present our results and discuss their physical implications with the help of theoretical model and observations. We obtained that there is a strong dependence between the nonextensive entropic parameter q and long-term solar variability presents in the sunspot area data. Among the most important results, we highlight that the asymmetry index q reveals the dominance of the North against the South. This behavior has been discussed and confirmed by several authors, but in no time they have given such behavior to a statistical model property. Thus, we conclude that this parameter can be considered as an effective measure for diagnosing long-term variations of solar dynamo. Finally, our dissertation opens a new approach for investigating time series in astrophysics from the perspective of non-extensivity.

O cinema como educação do olhar

The knowledge is only possible due to we exist bodily. However, during the educational experience, the epistemic potency of the body is neglected, declining the registers of the intelligibility. The current thesis approaches that problem obliquely: from a body and image philosophy which has revealed other ways of doing those registers in the modernity – understood not as period itself, but as a qualification for the negotiations between the real and the intelligible. The referred ways are explored through Merleau- Ponty’s and Michel Foucault’s works, which offer a spectrum about that new negotiation of the real. In order to approach the studied problem, the visibility and the human body motricity in the cinema are taken as analysis object. The mentioned objects have been analyzed through a corpus of movies of which plots are centered at the formal education and they require from the characters and the spectators engagement into a visual performance. Aiming to approach the object, it is questioned how the Education phenomenon is represented by the cinema; how the body is exposed and how spectators can see it. Analyzing the corpus and articulating Merleau- Ponty’s and Michel Foucault’s theories, it has been possible to state the following thesis: the cinema as an education of the gaze. The general objective of this study is to reveal the educational potency of the filmic experience, which provides a new path of intelligibility for Education. In that sense, the body as a visual operator widens the capacity of understanding the real. The current work is divided in three chapters. The first one brings the methodological approach: it is pointed how the theoretical articulation is properly arranged; it explains the method of using the images as indirect language as part of the reality description; the filmic corpus is presented, as well the criteria for the films choices and for the construction of instrument adopted during the object analysis are described. In the second chapter, it is problematized the incapacity of the western society of formulating the real discursively by debating Merleau-Ponty’s and Foucault’s theoretical contributions about the visual performance displayed on the images while the films are watched and analyzed. In the third chapter, the implications of the education of the gaze provided by the cinema are developed, mainly concerning about the place attributed to the visibility during the formulation of the real. Finally, paths are designed for the construction of another approach for the visibility in Education. Assuming the gaze as an experience of knowledge, this study aims to present other ways of being, seeing, thinking and feeling the world. Therefore, it is a proposal to reset the epistemic and subjectification patterns at the educational context.