Ideal Mariano e docência: a identidade feminina da Proposta Educativa Marista

In the teaching history course it s found the female teacher entering, reflecting significantly in the continuous process of her identity redefinitions and reconstruction. This entering brings, even in a silent and not explicit way, the confluence of gender identity to professional identity, in which are present the relations of the proper to female. In the mastership case, these relations are found imbricated in the teaching identity construction and in the translation of this profession as female, based in Virgin Mary, through Mariano ideal diffused by the catholic church. Therefore there is a lanck in educational historiography towards the register of female teachers presence, mainly in male religious institute, the reason of this study, in which we seek to investigate: how to explain that a female identity can give support to a highly male educational project? What relations can we establish between this female identity and the entering of female teachers in Maristas Province Schools of North Brazil? We performed a bibliographic research in Maristas Schools Libraries, of Marista historial, in Recife, of Pontificia Universidade Católica do Paraná (Catholic University), in Curitiba-PR. We searched for support in studies about pedagogy history, of Marista Institute, Catholic Church, Brasilian Education and of Women; Mariologic studies, the referring to Marista Educational Proposal, to feminization and to teaching identity; and feminist theology productions. The empirical research included 10 schools from referred province and Marista Schools from Lisbon Portugal. Through semi-estructured interviews, we interviewed pioneer female teachers, Marista former Brothers and Brothers from those schools, due to their presence and action within the study period and for the concern to save their memories about the theme. The study reveals the particularities of Mariano ideal as female model and teaching, and her presence in Marista Educational Proposal. This study, in a historical approach, aims to contribute to give visibility to the woman in history and teaching construction in Brazil, mainly in religious institutions from male origin

A prisão sem muros da Queer Theory nos contos dama da noite e o rapaz mais triste do mundo de Caio Fernando Abreu

In this dissertation, we analyze, in a comparative perspective, the link between the short stories: Dama da Noite‟ and O Rapaz mais triste do mundo‟, of Caio Fernando Abreu. In order to reveal, analyze and establish relevant dialogues with Queer Theory, it‟s important, above all, make a misreading guided in the discursive contextuality of postmodern literature. In order to justify and clarify the many issues that arises in the emblematic relationships of characters that are present in the text and in the cultural context, historically and socially. It also highlights the utterance comparative value identified in the works, given the peculiarities of each one of them, not being possible to classify them as `figures of language` with which the comparison can be cited as an example. In this case, they serve to inspire the ways that may lead us to a better understanding of the parallels created between a world of the binary value and adjectives suggested by society and so well portrayed in the ideas and writings of Caio Fernando Abreu

Caetano Veloso e o lugar mestiço da canção

Este trabajo busca demostrar cómo la figura intelectual de Caetano Veloso es importante en el escenario de la cultura brasileña, presentando el análisis de algunas canciones de su producción musical, desde el momento heroico del Tropicalismo hasta las composiciones más recientes. Busca también, resaltar lo que el cancionista refleja en sus ensayos, referente a temas esenciales para la interpretación de Brasil en cuanto a la constitución de su identidad cultural. El pensamiento del mestizo de Caetano Veloso se investiga en su proyecto de canciones, para evidenciar su intervención en el mundo de la cultura, posibilitando una discusión que refleja las relaciones significativas entre la literatura y la música, además de favorecer un diálogo evidente con otros discursos estéticos

O gênero blog: ação social e multimodalidade.

Studies about discursive genres peak at a necessity to understand how these genres work in a society that is more and more submissive to the technology of informatics such as ours. In acknowledging that the virtual context of the Internet provides the manifestation and development of new genres of the discourse, we perceived that the online journal, or blog, as commonly known, is responsible for a variety of linguistic phenomena that would normally take severaI years to consolidate. Since its appearance in 1997 blogs rush as a virtual version of the personal diary and in a short time due to communicative demands suffers several changes, making new categories of blog genres emerge. Facing such phenomena, this work intends at first to characterize blogs as a genre that exercises a social action, evidencing its formal, structural and pragmatic characteristics from the notion of recurrence and rhetoric in a discursive-semiotic perspective. The methodological postulates adopted by this research are considered of qualitative basis in the sense that they are not restricted to looking at the discursive events as a product, but mainly they take into consideration a group of situational, cultural and ideologic factors that are present in the constitution of genre.

Consumo c(l)iente: abordagem do gênero anúncio publicitário em livros didáticos de língua portuguesa do ensino médio

Portuguese language textbooks, according to what has been preconized on the official document to education, have been configured on discursive genres imported from diverse spheres of human activity. Adverts, genre of ample social circulation, spread from the Advertising sphere to the schools and started being approached by these collectaneas as an object and a tool for teaching. Therefore, this research deals with the approach of ads in Portugese textbooks. These discursive practices matter for the impact or appeal they exert over the (new) consumers, among which High School students; for their representation in the capitalist system, which guides us on our relationships and social practices; and for the mix of languages that end up at their composition, once they encapsulate the spirit of our time, par excellence, the one from the verbal-visual genres. To understand the treatment given to these advertising pieces, from questions/commentaries related to them, two collections were selected by the Programa Nacional do Livro Didático – Textbook National Program (PNLD 2012) among the ones more used by public High Schools in Natal/RN. From Applied Linguistics, from mestizo, nomadic and inter/transdisciplinary identity (MOITA LOPES, 2009), this study falls within the discursive chain of the interpretive tradition of historical-cultural approach (FREITAS, 2010) and names the Bakhtin Circle and its language‟s dialogical conception as inescapable partners. The data of the colletaneas show that the genre approach can happen as concrete utterance, as linguistic artifact and as hybrid, at work with questions and without questions, with the predominance of its occurrence in the portion of the volume devoted to the study of grammar. In the literature chapters and production/interpretation of compositions, it insert is incipient or it doesn‟t happen in the volume. Such a provision has implications for multiliteracies (ROJO, 2012) of the citizen student, once the lack or the abundance of critical reading proposals for this genre, that demand from the student the exercise of knowledge that is necessary to the construction of linguistic and social meanings, can be responsible for guide to a more conscious consumerism (material and cultural) by the chief customers of the work under review. The approaches of the genres seems to indicate a gradual transition that such material have undergone, which means, from the focus on clauses to the focus on utterances, or even the approach as linguistic artifact to hybrid and the concrete utterance, in search of overcoming the traditional tendency of taking advantage of formal aspects of the language, to the detriment of enunciative ones, and for coming into harmony with the guidelines and parameters of teaching in contemporary times, bringing the school duties close to the rights in life.

Literatura: o espaço da criação e transformação identitária na sala de aula

Este trabajo pretende señalar maneras de cambiar el concepto de que los estudiantes de una clase de noveno grado de la escuela primaria en la Escuela de Estado Dr. José Gonçalves de Medeiros, en la ciudad de Acari-RN, tienen de sí mismos, de su entorno cultural y su capacidad de producción poética. Además, las referencias a las desigualdades sociales en Brasil utilizando como eje motivador de leer la poesía de Conceição Evaristo relacionada con la memoria, la lucha y la apreciación de ascendencia africana. Las aportaciones teóricas sobre la situación socio-interaccionismo, la poesía, la poesía en la escuela y la secuencia didáctica colaboran para afirmar que el estudiante de escuela pública en su discurso revela influencia del entorno familiar, social y cultural, sino también el entorno educativo, así como los primeros signos de sentimiento nacional: una mayoría excluida. Su poesía haciendo tiene sus raíces en el entorno socio-cultural y geográfica, lo que denota un principio revuelta, sin embargo, con el reconocimiento de las contribuciones de las clases desfavorecidas para la construcción de nuestro país, el estudiante tiene otras cuestiones, como el mestizo, la identificación África y el orgullo de su origen, la memoria y la cultura. Por lo tanto, se confirmam la relación rizomáticas entre las dos realidades. La elección de la investigación de intervención, en la confluencia con la investigación-acción y la investigación participativa se debe al hecho de que el intercambio de experiencias en la investigación científica es rica y significativa. Con el uso de una secuencia didáctica, cuyo eje sentir la poesía, analizar textos y hacer poesía, el estudiante es llevado a la percepción de las ventanas del universo contenida en este género literario, que es una herramienta comunicativa que ofrece numerosas posibilidades expresión, conocimiento del otro y reconocer mutuamente.

Viver e esperar viver: corpo e identidade na transição de gênero de homens trans

This work seeks to understand how trans men build their identities and live the transsexual experience in the relationships they establish daily onto “man” category. It could be observed that for it they engenders a specific gender transition in the midst of male transsexuality. Despite being under a complex amalgam of relations of exploitation and disciplinary domination, ways of being man are brokered for a living and entry into spaces where they are expelled for not conform the bodies that gender norms require. It is understood that gender transition is a process at the same time of organic and prosthetic body management and the assumption of your own identity. Thus, they build a politic of identity that creatively fixes a person's category as rights holder. The "transition" is therefore to transact from nonexistence to a place of humanity. This dissertation describes how this process takes place in the experiences of the speakers, observing the practices that bring out the male, front of class positions on the labor market, access to health, hormonization and own identity. Thereby, theories that fix them as expressing female masculinities or marginal to the hegemony do not find exactitude in their lives. The research methodologically started performing "multilocated ethnographies" that gave possibilities to in-depth interviews with 15 stakeholders from the Northeast, Midwest, Southeast and South of Brazil. Between 2014 and 2015, from the applying of network technique to the first dialogues in research, it was possible to build a participant observation by the trans men’s everyday life. Wherewith I was capable to behold their own private activities, as well as their public agency amid a trans activism collective in northeast, and the follow-up actions in which they were involved during the XII Encontro Nacional em Universidades de Diversidade Sexual e de Gênero (ENUDSG) held in Mossoró/RN. Therefore, the thesis engages to describe and understand the different ways of constructing trans male gender transitions in access to transsexuality and therefore a way of explaining their own trajectories in terms of people that exist as such, even though in the midst of narratives marked by emotions linked to "not live", to suffering and dehumanization.

Taxonomia e filogenia das serpentes do gênero Typhlops Oppel, 1811 (Squamata: Typhlopidae) ocorrentes na Mata Atlântica brasileira

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Gênero ou sexualidade?: (re) produção das identidades homoeróticas masculinas no cinema de massa

Homosexuality has been gaining strength in Cinema from the late twentieth century, when there is a dissemination of freedoms around the peripheral or marginal sexualities. Based on this assumption, it was formulated in the dissertation work, an analysis of the relationship between Cinema and Sexuality in order to understand, describe, reflect and analyze possible changes around the performative behaviors of male homosexual from the introduction of them in film production, arising from the mass culture industry. These productions are located in three different decades. In this case, the Cinema has not only the reproductive character of realities, but also a producing agent and consolidating them. The methodology applied was discourse analysis of three film works, namely La Cage aux Folles (1978), In & Out (1997) and Boat Trip (2002). The image, research object of this work, is developed by a mass culture that will produce mass identities which is characterized by crystallization of clichés around the gay world

Literatura e educação :ação argumentativa na discussão de histórias

The focus of this thesis is the discussion of stories from the fairy tales genre in reading classes of Children´s Literature. Its main purpose is to investigate the argumentative action in the mediation pedagogic process.The evidence from this study is that the argumentative action is a fundamental component of teacher´s mediation as far as story discussion is concerned. The concept of mediation in this thesis comes from principles of interacionist Psychology articulated with THE theory of argumentation. It is understood that argumentative action is a process that objectives to obtain and to intensify the interlocuter´s adhesion through speech. The analysis of the story discussion activity is based on Psycholinguistic, particularly on the study of prevision ability; on the Theory of reception with special reference to the theory of the aesthetic effect, which considers the reader´s reactions and reader´s replies to the text; and on sociocognitive conflict study highlighting conflicts modalities brought up by the discussion of texts. The corpus analysed is composed by discussion episodes of stories from reading classes of Children´s Literature realized through participative observation.The subjects were children aged five-six years old from a public pre-school located in Natal-RN, Brazil. The study highlights mediation acts of argumentative nature such as direct question; illustrations from the book; rereading that were used by the teacher-researcher in story discussion. Among its conclusions it is revealed that argumentative action in stories discussion favors and intensifies the agreement of children´s to the activity. It increases the interaction between text and reader; it favours children´s organization and explicitation of their thoughts. The analysed material shows children´s exposing their ability to argue when having adequade scaffolding by an argumentative mediator the teacher

A literatura na sala de aula: uma alternativa de ensino transdisciplinar

The present thesis studies the appropriate education of the literary gender based in an approach of trans-disciplinary teaching. The main objectives will be to survey the degree of trans-disciplinarity of the literary reading in classrooms and to propose the literary reading as an alternative of trans-disciplinary teaching. The theoretical contributions, which sustain the lines of central argument of this thesis, are related to the critical theories on the epistemological and methodological crisis in the speech of the modernity; the emergency of an emerging paradigm under the optics of the speech of the post-modernity; the theories concerned to curriculums and their interrelations with the school teaching; the theories of the complexity and of the inter and trans-disciplinarity; theories of the reading and of the literature, more precisely the literary semiology and the aesthetics of the acceptance; theories about the pedagogic mediation starting from presupposed and trans-disciplinary principles. The methodological foundations, of the type inter and trans-disciplinary, which anchor the approach of the study is related to a line of qualitative analyses applied the teaching-learning situation accomplished during the data collection during the empiric stage of the research. The analyzed corpus is composed of episodes originated from the classes with literary texts accomplished in the months of June and December of 2005, under the orientation of a complex and trans-disciplinary didacticism. The involved subjects are students in the age group of 9 and 13 years of age from a public school in the county of Cabo de Santo Agostinho, in the State of Pernambuco. Starting from the discoveries found during the research, so much bibliographical, as that of the field, it is possible to conclude, among other things, that the literary reading, when mediated accordingly in the classroom, is a trans-disciplinary object of high degree, because the literary reading can allow and make it possible to the real reader, through a necessary process of speculation on life and its unfolding, solid reflection around the individual and collective occurrences so much in simpler instances as in more complex ones

Anayde Beiriz e a escrita de si: (Educação, história e relações de gênero)

Le thème de cette dissertation est l Histoire de l éducation de la femme. Une analyse des pratiques culturelles de la professeur Anayde da Costa Beiriz (1905-1930), dans le contexte paraibanais du début du XXe siècle, est proposée. Le référentiel théoricométhodologique de l Histoire Culturelle est utilisé, pour aller contre l histoire passée sous silence dans le canon traditionnel. Basée sur le concept de représentation (Chartier, 1990), rompant avec les anciennes idées de sens intrinsèque, absolu, unique, liée aux pratiques complexes, multiples et différenciées, qui construisent le monde comme représentation. Basée aussi sur le concept de configuration (Elias, 1980), en comprenant que apparemment individu et société sont deux objets qui existent indépendamment, mais en vérité, se rapportent à deux niveaux inséparables du monde social, sont unis par des liens d interdépendance. Un dialogue est recherché entre le passé et le présent et les différentes dimensions: historique, sociale, politique et culturelle vécues par la professeur Anayde Beiriz. Pour obtenir des informations sur ses pratiques culturelles, une recherche des marques de cette histoire dans de multiples sources est effectuée: dans la bibliographie disponible parmi les domaines de la littérature, de l histoire, dês sciences sociales et de l éducation; dans des archives de l Institut Historique et Géographique de la Paraiba et de Natal; dans les Bibliothèques de l Université Fédérale de la Paraiba et du Rio Grande do Norte et chez des bouquinistes. L inventaire comprend: des périodiques, la législation en vigueur, des écrits de contemporains, dês témoignages oraux de parents, des lettres et des photos. On comprend de cette façon, que l idée d éplucher au travers de cette étude, des aspects qui n ont pas encore été vus et rappelés, peut non seulement répondre à nos doutes, mais, peut à partir de la réflexion qui se fait, se traduire par une nouvelle compréhension de cette histoire. En conclusion, des significations multiples sont contenues dans le processus d insertion de la femme dans l éducation à partir des Écoles Normales, qui englobent les relations de genre, l histoire du pouvoir, de la morale, de surpassement, des luttes et insatisfactions. On perçoit l héritage de résistances et de conquêtes. Cela a été sous l inspiration des airs de la modernité avec la Belle Époque, en répercutant dans le monde et aussi dans la Parahyba du Nord, que s est concrétisée la formation sociale de la professeur Anayde Beiriz et des femmes de son temps. L analyse de l écriture de soi confirme le discours normatif du contrôle moral social, le joug et les préjugés soufferts par Anayde Beiriz et l éducation différencié de genre qui ont déterminé ses habitudes et coutumes. C est-àdire, pour la femme, la permanence dans l espace privé, la retenue, l anoblissement des tâches ménagères et de la maternité comme sa plus haute aspiration, le support moral de la famille, la préservation de la tradition et la perpétuation des règles religieuses

Avaliação, identificação e atividade enzimática de bactérias psicotróficas presentes no leite cru refrigerado

Extended storage of refrigerated milk can lead to reduced quality of raw and processed milk, which is a consequence of the growth and metabolic activities of psychrotrophic bacteria, able to grow under 7oC or lower temperatures. Although most of these microorganisms are destroyed by heat treatment, some have the potential to produce termoresistant proteolytic and lipolytic enzymes that can survive even UHT processing and reduce the processed products quality. Recently, the IN 51 determineds that milk should be refrigerated and stored at the farm what increased the importance of this group of microorganisms. In this work, psychrotrophic bacteria were isolated from 20 communitarian bulk tanks and 23 individual bulk tanks from dairy farms located at Zona da Mata region of Minas Gerais State and from southeastern Rio de Janeiro. Selected milk dilutions were plated on standard agar and after incubation for 10 days at 7oC, five colonies were isolated, firstly using nutrient agar and after using McConkey agar for 24 hours at 21oC. The isolates were identified by morphology, Gram stain method, catalase production, fermentative/oxidative metabolism and by API 20E, API 20NE, API Staph, API Coryne or API 50 CH (BioMerieux). In order to ensure reproductibility, API was repeated for 50% of the isolates. Species identification was considered when APILAB indexes reached 75% or higher. 309 strains were isolated, 250 Gram negative and 59 Gram positive. 250 Gram negative isolates were identified as: Acinetobacter spp. (39), Aeromonas spp. (07), A. Hydrophila (16), A. sobria (1), A. caviae (1), Alcaligenes feacalis (1), Burkholderia cepacia (12), Chryseomonas luteola (3), Enterobacter sp. (1), Ewingella americana(6), Hafnia alvei (7), Klebsiella sp. (1), Klebsiella oxytoca (10), Yersinia spp. (2), Methylobacterium mesophilicum (1), Moraxella spp. (4), Pantoea spp. (16), Pasteurella sp. (1), Pseudomonas spp. (10), P. fluorescens (94), P. putida (3), Serratia spp. (3), Sphigomonas paucomobilis (1). Five isolates kept unidentified. Pseudomonas was the predominant bacteria found (43%) and P. fluorescens the predominant species (37.6%), in accordance with previous reports. Qualitative analysis of proteolytic and lipolytic activity was based on halo formation using caseinate agar and tributirina agar during 72 hours at 21oC and during 10 days at 4°C, 10oC and 7°C. Among 250 Gram negative bacteria found, 104 were identified as Pseudomonas spp. and 60,57% of this group showed proteolytic and lipolytic acitivities over all four studied temperatures. 20% of Acinetobacter, Aeromonas, Alcaligenes, Burkholderia, Chryseomonas, Methylobacterium, Moraxella presented only lipolytic activity. Some isolates presented enzymatic activity in one or more studied temperatures. Among Gram positive bacteria, 30.51% were proteolytic and lipolytic at 10oC, 8.47% were proteolytic at 7oC, 10oC, and 21oC, 8.47% were proteolytic at all studied temperatures (4oC, 7oC, 10oC and 21oC) and 3.38% were proteolytic only at 21oC. At 4oC, only one isolate showed proteolytic activity and six isolates were lipolytic. In relation to Gram negative microorganisms, 4% were proteolytic and lipolytic at 7oC, 10oC and 21oC, 10% were proteolytic at 10oC and 4.4% were lipolytic at 4oC, 7oC, 10oC and 21oC, while 6.4% of all isolates were proteolytic and lipolytic at 10oC and 21oC as well as lipolytic at 4oC and 7oC. These findings are in accordance with previous researches that pointed out Pseudomonas as the predominant psycrotrophic flora in stored refrigerated raw milk

Formas e função do discurso do outro no gênero monográfico

The present work investigates related discourse in rewriting discursive practices, at monographic works specifically at the theoretical foundation section. Focalizing some discursive strategies of voice management (direct and indirect discourse and modalization voice) we detach the introduction way and function of cited discourse. To do so, it were analyzed eighteen monographic works: nine of them final graduation works and other nine specialization works seeing that each works belonging to the same student, in two different stages, in the period from 2003 in graduation conclusion to 2005 in the end of specialization course. The data reveal that the monographic writer/student emphasizes the use of direct discourse in graduation works while in specialization works there was an emphasis at indirect speech. The analysis the way they introduce cited discourse pointed out that writer/student in graduation course such as specialization student make meaningless constructions when they do not use discendi verbs, they demonstrate difficulties inarticulate citing discourse with cited discourse. In what is related to functions of cited discourse we verify that the student/writer, in both stages or levels give emphasis to the function maintain an assertion, indicating that other s discourse serve mainly as a resource of authority just because that this function reveals the absence of a dialog between student writing and cited discourse. In a general way, the forms of other s discourse claim a form of writing that is found starting from a sequence of cited discourse in what student/writer voice in graduation and specialization comes to text surface just few times, but most of the times, the student takes other s words as they were themselves, every time there is an overlap of author/source

Referência ao discurso do outro: uma análise de problemas de relações de sentido entre discurso citado direto e indireto citante no gênero monográfico

In this study we investigate the reference to other s discourse done it through the resource of direct cited discourse at background section in monographic texts produced by university students at the last phase of final work in their graduate Letras course. This work is guided in cited/related discourse studies in Bakhtin (2004), Authier-Revuz (1990, 1998, 2004), Maingueneau (1996, 2002), Charaudeau and Maingueneau (2004); in genre approaches developed by Bakhtin (2000); Maingueneau (1996, 2002); socio-discursive interaction (BRONCKART, 1999, 2003; SCHNEUWLY, 2004; DOLZ e SCHNEUWLY, 2004) and Bazerman (2005); and also in presuppositions of Textual Linguistics presented by Charrolles (1988), Van Dijk (1997), Beaugrande and Dressier (1981), Koch and Travaglia (1993, 1995), Koch (2002, 2004) and Val (2000, 2004). We have established as aims to analyze and interpret meaning relations problems in how to articulate direct cited discourse with citing discourse and at the same time explain semantic implications that comes from that articulation that compromise text meaning, at background section in that monographic genre. The analysis, by qualitative and quantitative basis in eleven monographic works that form our corpus, gave us the opportunity to achieve and see that meaning relationships in the articulation of direct cited discourse with citing discourse show problems that may be categorized into three different groups: problems related to meaning relationships with citing discourse that comes before it, problems of meaning relationships with citing discourse that comes after it, and problems with of meaning relationships with citing discourse that come before it and at the same time with citing discourse that comes after it (i.e. in relation to both). These analysis also allow us assert that, these problems, just because they occur frequently, they affect the micro level text coherence, and they also compromise the text global meaning. The results show that students at Letras Course, even in the ending process of their course do not show the real domain in relation to some ways of direct cited discourse organization and working, and also how the ideas articulation work in the construction of relations between direct cited discourse and the citing discourse that can turn those students able to produce a text that enhance acceptable patterns