Sessão dupla: o original e a cópia (o remake, a sátira, a paródia)

Sessão Dupla é um livro de caráter coletivo no qual os colaboradores escolheram o título de um filme de sua preferência, a partir de uma lista com 1300 filmes, e escreveram a crítica de pelo menos duas versões da obra selecionada, a original e um de seus remakes. O livro ainda conta dois ensaios: o primeiro sobre a relação entre cinema, arte e comércio; e o segundo acerca da prática de produção de continuações, remakes e reboots no mundo cinematográfico.

Sessão dupla: o original e a cópia (o remake, a sátira, a paródia)

Sessão Dupla é um livro de caráter coletivo no qual os colaboradores escolheram o título de um filme de sua preferência, a partir de uma lista com 1300 filmes, e escreveram a crítica de pelo menos duas versões da obra selecionada, a original e um de seus remakes. O livro ainda conta dois ensaios: o primeiro sobre a relação entre cinema, arte e comércio; e o segundo acerca da prática de produção de continuações, remakes e reboots no mundo cinematográfico.

Proteômica diferencial da Chromobacterium violaceum em resposta ao estresse oxidativo induzido por peróxido de hidrogênio

The β-proteobacterium Chromobacterium violaceum is a Gram-negative, free-living, saprophytic and opportunistic pathogen that inhabits tropical and subtropical ecosystems among them, in soil and water of the Amazon. It has great biotechnological potential, and because of this potential, its genome was completely sequenced in 2003. Genome analysis showed that this bacterium has several genes with functions related to the ability to survive under different kinds of environmental stresses. In order to understand the physiological response of C. violaceum under oxidative stress, we applied the tool of shotgun proteomics. Thus, colonies of C. violaceum ATCC 12472 were grown in the presence and absence of 8 mM H2O2 for two hours, total proteins were extracted from bacteria, subjected to SDS-PAGE, stained and hydrolysed. The tryptic peptides generated were subjected to a linear-liquid chromatography (LC) followed by mass spectrometer (LTQ-XL-Orbitrap) to obtain quantitative and qualitative data. A shotgun proteomics allows to compare directly in complex samples, differential expression of proteins and found that in C. Violaceum, 131 proteins are expressed exclusively in the control condition, 177 proteins began to be expressed under oxidative stress and 1175 proteins have expression in both conditions. The results showed that, under the condition of oxidative stress, this bacterium changes its metabolism by increasing the expression of proteins capable of combating oxidative stress and decreasing the expression of proteins related processes bacterial growth and catabolism (transcription, translation, carbon metabolism and fatty acids). A tool with of proteomics as an approach of integrative biology provided an overview of the metabolic pathways involved in the response of C. violaceum to oxidative stress, as well as significantly amplified understanding physiological response to environmental stress. Biochemical and "in silico" assays with the hypothetical ORF CV_0868 found that this is part of an operon. Phylogenetic analysis of superoxide dismutase, protein belonging to the operon also showed that the gene is duplicated in genome of C. violaceum and the second copy was acquired through a horizontal transfer event. Possibly, not only the SOD gene but also all genes comprising this operon were obtained in the same manner. It was concluded that C. violaceum has complex, efficient and versatile mechanisms in oxidative stress response

SAMVC sistema de autoria de museus virtuais colaborativos

The use of graphical objects three-dimensional (3D) multimedia applications is gaining more space in the media. Networks with high transmission rates, computers with large processing and graphics boost and popularize such three-dimensional applications. The areas of 3D applications ranging from military applications, entertainment applications geared up for education. Within the applications related to education, we highlight the applications that create virtual copies of cultural spaces such as museums. Through this copy, you can virtually visit a museum, see other users, communicate, exchange information on works, etc. Thereby allowing the visit museums physically distant remote users. A major problem of such virtual environments is its update. By dealing with various media (text, images, sounds, and 3D models), its subsequent handling and update on a virtual environment requires staff with specialized knowledge. Speaking of museums, they hardly have people on your team with this profile. Inside the GT-MV (Grupo de Trabalho de Museus Virtuais), funded by RNP (Rede Nacional de Ensino e Pesquisa) propose a portal for registration, amendment and seen collaborative virtual museums of Brazil. The update, be it related to work or physical space, a system with a national scale like this, would be impossible if done only by the project team. Within this scenario, we propose the modeling and implementation of a tool that allows editing of virtual spaces in an easy and intuitive as compared with available tools. Within the context of GT-MV, we apply the SAMVC (Sistema de Autoria de Museus Virtuais Colaborativos) to museums where curators build the museum from a 3D floor plan (2D). The system, from these twodimensional information, recreates the equivalent in three dimensions. With this, through little or no training, team members from each museum may be responsible for updating the system

O ritual simbólico do Ctrl+C (copiar ) e Ctrl+V (colar) no ensino médio

Nowadays, technology has a direct influence on the relationship student and teacher have with language. The internet is a powerful tool in helping work with the language and, through it, the knowledge comes to the student easily and intensely. Furthermore, this facility has enhanced and made visible what has been called, within the University community, "plagiarism generation." This work assumes that this generation has, in their written texts, symbolic movements similar to those of "copy and paste" applied to research work carried out by high school students. Taking this as starting point, this dissertation aims to analyze how high school students of the 1st year from a school in Natal (RN) construct texts, under the movements known as "Ctrl + c" and "Ctrl + v", with reference to the text of the "other". More specific issues are behind the general objective, namely: 1. how the student appropriates the source-text when he copies and pastes? 2. What are the categories of analysis that allow us to look analytically and theoretically for the "ctrl + c / ctrl + v" practice made by the student? 2. how the studies developed in the fields of "Genetic Criticism" (Grésillon, 1987), the "school manuscripts" (Calil, 2004) and "paraphrase" (Fuchs, 1982) may help in working with writing in the classroom standing as a possible way to minimize the copy and paste effects in the students texts? Thus, we observe the categories of analysis that allow us to look, theoretically and analytically, for the symbolic ritual of the "ctrl + c" (copy) and "ctrl + v" (paste) in high school. Our study shows that the student text is a "hybrid body" whose writing is a drawing entanglement because of the presence of the foreign text, verbatim, and the presence of linguistic elements to paraphrase the original text.This textual embodiment has, behind it, certain operations, namely: replacing, moving, adding and deleting statements. Given the specificity of the data and the research objectives, this study aligns with qualitative research methods (SILVERMAN, 2009) and falls within the knowledge field of Applied Linguistics, which is characterized especially by investigating problems, phenomena in which language in a real situation is taken as central (BRUMFIT, 1995).Theoretically, our work follows the approach of studies on the paraphrase (Fuchs, 1982, 1994a, 1994b; DAUNAY, 1997, 1999, 2002a, 2002b), the studies developed in the field of Genetic Criticism (Grésillon, 1987, 1994, 1992, 2008 ) and those developed by Eduardo Calil (2004) on "school manuscripts"

Mecanismos de controle do trabalho escolar em propostas de escrita narrativa em livros didáticos de português (1974-2009)

This essay aims at investigating the writing proposals of Portuguese textbooks (LDP Livros Didáticos de Português) for Middle School (EF Ensino Fundamental), from 6th to 9th grade, from the 70s to 2009. It aims to check, though the discourse reported in the Portuguese Textbook, the control directed to the practice of the teacher and the student to do in the teaching situations. Theoretically, we search for contributions that come from the Discourse Analysis of French filiation, so we can analyze the ideological constructions present in the discourse of the ―LDP‖ more specific lly the control directed to the te cher nd student the users of the book, in writing activities. It started from a corpus of 63 textbooks whereof the following steps were performed: a) mapping of the writing proposals contemplated in the ―LDP‖ of high school; b cutting in the selection of propos l ccording to the rese rch go ls intended (writing proposals of narrative texts). After mapping the writing proposals presented in the ―LDP‖ bout the criteri mentioned bove we re d the writing propos ls to ch rt the quantity of proposals of textual writing productions in each textbook (which usually follows a pattern : 12 chapters and, at the end, the writing proposal. Nevertheless, some books present 2 (two) or more writing proposals at the end of each chapter). We did a cutting in the corpus initi lly constituted 63 ―LDP‖ nd we selected 12 writing proposals of narrative texts presented in the ―LDPs‖ to present wh t we intend to n lyze. Then, we separated these proposals into two groups: 1) activities which present ―instruction guide‖ to be followed by the student; 2) writing activities that allow the student write with no need to follow a text pattern, i.e., which encourage authorship. By means of analyses, it was possible to demonstrate that, in the Basic School, generally, the writing practices concentrate, primarily, on copying activities, reproduction, rewriting and, in more advanced levels, in activities that which start from preset models, asking the students to produce text with similar themes, following the suggested structure. It is about ideals that are supposed to be followed and imitated by the students, depriving them to assume their authorship. In order to insert the student in the world of writing it s necess ry to go beyond the model of c nonic l texts pr ctice th t puts the students f r from the possibility to be ― uthors‖. In contr st to this tendency, we face, nowadays, proposals that prioritize the authorship, the creation of a style

Construções com tópico marcado em cartas pessoais brasileiras dos séculos XVIII, XIX E XX

This dissertation is a research on the marked topic construction (CT) in Brazilian personal letters from eighteenth, nineteenth and twentieth centuries. The goal of our research is to verify if CT are present in the writing of Brazilians born in the centuries in question. Our research focus is based on the assumptions of generative theory (CHOMSKY 1981; 1986), which states that grammar is internalized in the mind / brain of the writers, with the emphasis on studies of grammatical change, as pointed texts by Paixão de Sousa (2004), Carneiro (2005); Galves, Namiuti and Paixão de Sousa (2006) and Martins (2009). Our corpus was extracted from Projeto Para a História do Português Brasileiro (PHPB) and Cartas Brasileiras coletânea de fontes para o estudo do português. We selected forty-six correspondents who should be inserted into the two criteria set out in this research: to be Brazilian and be born in the centuries mentioned above, so that we could find legitimate topic constructions of PB. This work is based on researches by Pontes (1987), Mateus et al. (2003), Araujo (2006, 2009), Berlinck, Duarte and Oliveira (2009), which actively support us in the study of this linguistic phenomenon in Portuguese. The results show that the marked topic construction in our corpus appear on the writing of Brazilians since the second half of the eighteenth century, while the typical constructions in Brazilian Portuguese locative topic, subject topic and copy topic - are already reflected in the I-language of the writers born in the second half of the nineteenth century and the first of the twentieth century

O princípio metafísico da poética de Aristóteles

Aristotle's definition of tragedy indicates a metaphysical project insinuated by a notion of kátharsis. The reconstruction of Aristotle's method of definition is inspired in the concepts of enérgeia and dýnamis taken from Physics, understanding cause as substance. The Doctrine of the Four Causes is the theoretical basis of the definition of tragedy, placing tragedy in the genre of imitation and distinguishing its species: language (material cause), noble and complete action (formal cause), actors (efficient cause) and kátharsis (temporarily identified with the final cause). Nevertheless, there is no final cause in the definition of tragedy. The kátharsis of passions is experienced by the spectator when he witnesses tragedy, which is the imitation of a noble action, executed by actors and not narrated. Aristotle justifies hid proposition in favor of mimesis by assuming that imitation is natural to man since infancy and the view of objects allows whoever contemplates them to identify and learn the originals. As a metaphysical principle, kátharsis is projected to beyond definition of tragedy, where it is manifested cathartically, in the spectator. Research about the spectator brings one back to the definition of tragedy, where the imitation is an imperfect copy which evokes in the spectator the presence of the originals of the imitated sentiments, thus realizing the kátharsis of these emotions. In this way kátharsis reveals itself as selfknowledge and approach of divine truth and perfections.

A (não) assunção da responsabilidade enunciativa em livros didáticos de língua portuguesa dos 4º e 5º anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Parâmetros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), Nølke (1994; 2001; 2006; 2009; 2013), Nølke, Fløttum e Norén (2004) Rabatel (2004; 2005; 2008; 2009), Guentchéva (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability Nølke (1994; 2001; 2006; 2009; 2013), Nølke, Fløttum e Norén (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

Proteômica diferencial da Chromobacterium violaceum em resposta ao estresse oxidativo induzido por peróxido de hidrogênio

The β-proteobacterium Chromobacterium violaceum is a Gram-negative, free-living, saprophytic and opportunistic pathogen that inhabits tropical and subtropical ecosystems among them, in soil and water of the Amazon. It has great biotechnological potential, and because of this potential, its genome was completely sequenced in 2003. Genome analysis showed that this bacterium has several genes with functions related to the ability to survive under different kinds of environmental stresses. In order to understand the physiological response of C. violaceum under oxidative stress, we applied the tool of shotgun proteomics. Thus, colonies of C. violaceum ATCC 12472 were grown in the presence and absence of 8 mM H2O2 for two hours, total proteins were extracted from bacteria, subjected to SDS-PAGE, stained and hydrolysed. The tryptic peptides generated were subjected to a linear-liquid chromatography (LC) followed by mass spectrometer (LTQ-XL-Orbitrap) to obtain quantitative and qualitative data. A shotgun proteomics allows to compare directly in complex samples, differential expression of proteins and found that in C. Violaceum, 131 proteins are expressed exclusively in the control condition, 177 proteins began to be expressed under oxidative stress and 1175 proteins have expression in both conditions. The results showed that, under the condition of oxidative stress, this bacterium changes its metabolism by increasing the expression of proteins capable of combating oxidative stress and decreasing the expression of proteins related processes bacterial growth and catabolism (transcription, translation, carbon metabolism and fatty acids). A tool with of proteomics as an approach of integrative biology provided an overview of the metabolic pathways involved in the response of C. violaceum to oxidative stress, as well as significantly amplified understanding physiological response to environmental stress. Biochemical and "in silico" assays with the hypothetical ORF CV_0868 found that this is part of an operon. Phylogenetic analysis of superoxide dismutase, protein belonging to the operon also showed that the gene is duplicated in genome of C. violaceum and the second copy was acquired through a horizontal transfer event. Possibly, not only the SOD gene but also all genes comprising this operon were obtained in the same manner. It was concluded that C. violaceum has complex, efficient and versatile mechanisms in oxidative stress response