3 resultados para Thomson, Tommy (1895-1971)
em Universidade Federal do Rio Grande do Norte(UFRN)
Resumo:
This employment has the function the utilization of mango seeds Tommy Atkins, like starch source to obtain biopolymers and fibers source and nanowhiskers cellulose also, that will be use like reinforcing fillers in micro and nanobiocomposites polymeric. The fibers in natura removed from tegument mango seed were characterized, as weel as the treated fibers and nanowhiskers of cellulose extracted from them. The starch extracted from seed s almond showed a good performance (32%) and a high purity. The chemicals analyzes, of crystallinity and morphological of the fibers in natura, treated fibers and nanowhiskers of cellulose confirmed the efficacy of the chemical treatement performed to remove amorphous constituents (hemicellulose and lignina). The thermoplastic starch (TPS) obtained from two sources, corn starch and starchy material mango, was produced in a twin screw extruder with compositon mass of 62,5% of starch, 9,4% of water and 28,1% of glycerol. The starch material mango was the main objective of this work for the production of biodegradable materials, and the starch corn was utilized during the production stage to evaluate the processability of the starch and use as parameter for comparison, according of being a conventional source for obtaining conventional comercial starch. The incorporation of fibers (6% in mass) and nanowhiskers cellulose (1% in mass) in matrix of TPS to obtain composite and nanocomposite, respectively, it was performed in single screw extruder. The biocomposites and bionanocomposites polymeric were obtained and the TPS from starchy material mango presented better results of thermal and mechanicals properties when compared to TPS corn starch. Concludes that the sediment generated of the agroindustrial processing mango used presents potencial to producing of biodegradables materials
Resumo:
The aim of this research is the analysis of the history of the Normal Course in the 1st period in Assu, Rio Grande do Norte, since its foundation by the state law no. 621, de 06 December 1951 until its demise, with the implementation of the Course of the Magisterium, by Federal Law 5692 from August 11, 1971. The goal is to answer how it was constituted the operation and the educational practices of this institution, teacher trainers, throughout its existence. For this, we analyze the institution's documents in focus interviews, legislation, of the education, newspapers and books of the season, guiding itself by the studies of Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalhães (2005) and Julia (2001). When dealing with an educational institution, the central category of analysis is the school culture, in which supported the cutting of specific categories of study: the entrance into the Normal Course, the conferring of a degree, the "Normalista Week‖ in Assu and formative elements. The Normal Course from 1st cycle formed teachers in a basic level, differing themselves from schools of teacher education of 2nd Cycle. It was founded in Assu as Regional Training Course and called Ginásio Normal in 1961.In the temporal cut studied, 279 women and 07 men were graduated as Regents of Elementary School, demonstrating a school attended virtually by women. In the narrative, it is restored to the inclusion of female students in the Normal Course, focusing on the processes of registration and the admission exams, graduation events, imbued with discourses on the social role of the teacher and the Party Normalista Week, which valued the sense of belonging with of students to the profession. Through theater plays in the school, of practices forming behaviors and stages of female students in elementary school, training elements are reassembled, demonstrating the discourse of modern education intermingled with the Christian Catholic values of the culture for female education. The reconstruction of the historical identity of this institution sometimes close, sometimes unique, when confronted with other schools of teacher training brings a contribution to the setting of the history of schooling in the state of Rio Grande do Norte
Resumo:
The research aims to analyze Professor Education in Natal, Rio Grande do Norte-Brazil in the period of 1908 to 1971. The work falls under the theme History of Scholar Institutions as well as Professor Education. The research investigates the evolution of the so called Normal School, a school that aimed professor education. It was based on assumptions by works of Chartier (1990), Chervel (1990), Elias (1994), Nóvoa (1987), Schriewer (2000), amongst others. The research dealt with a great array of documents in different institutions such as Minutes, Public Instruction Management Reports, Laws, newspaper articles (from the newspaper A Capital, A Ordem e A República), magazines such as Pedagogium (1921-1940); all of which present in the Geographical and Historical Institute of Rio Grande do Norte in Brazil. In the State´s public archive it was possible to find a book called Livro de Honra (1914-1919) as well as class diaries and books that contained details related to Scholar group Inscriptions. In the Atheneu Memorial the Atheneu Congregation of Normal School (1897) document was analyzed. In the Kennedy Superior Institute the researcher analyzed the Professor Nominal Graduation Registry Book. The work proposes a comparative study regarding the genesis present in the Lisbon Primary Normal School and the ones situated in Natal. The analysis dealt with institutional meanings attributed by educators. Documents from The Portuguese National Library as well as the Lisbon Superior Education School were analyzed. In this in environment, it was possible to analyze documents such as Minutes, Books, Manuals, Internal Regiments related to Pedagogy. The study allowed acknowledging that these Normal Schools emerged from the same historical substrate and present consonance between the two countries regarding once both were associated with politicians, professors, doctors, hygienists and professionals evolved with education. It was also possible to acknowledge that there is a presence of a pedagogical discourse attached to the primary school universe and professor education. The Natal Normal School was present in different contexts and was consolidated as an institution that was responsible for the education and preparation of primary school teachers. The school was considered a locus where it was possible to produce and work with specific knowledge in a peculiar fashion. This knowledge provided the necessary support for professor education and was in accordance with the world´s professional pedagogical movement as well as ideas, discussions and reflections. This school was considered a space for pedagogical activities, professional affirmation allowing action reflection enabling professor representation as knowledge producers legitimating professor instruction