185 resultados para Art Built In


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Glauber Rocha’s arrival at Rio de Janeiro can be considered a milestone for the Brazilian Cinema Novo movement in the early 1960s. In 1959, Glauber starts his collaborations in the Suplemento Dominical do Jornal do Brasil. This paper examines Rocha’s major contributions in this newspaper for the purpose of pointing out the strategies and formulations of the young intellectual from Bahia to promote a debate on the forms of modern Brazilian cinema and its relationship to other art forms in the 1960s.

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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Based in aesthetic relationship between concepts of content and form intends to establish an relationship of analogy between ornaments and crystals. With the objective of building an theoretical investigation of relating the dynamics that happens in the crystals´ atoms to the symmetrical intervals of the ornamental patterns, it tries to draw a reasoning line that is going from the ‘Idea’ of Plato and ‘poiésis’ of Aristotle, until Hegel's philosophical enlargement, that admits the aesthetics as a science of the art integrated in a metaphysical process. Inherent to this question intends, in interrelation terms between aesthetics and metaphysics, content as being intelligent beginning, energy, and form as primitive element, matter, in order to evidence the possibility to calculate the same present symmetries in the ornamental arts like in the nature.

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This paper presents the work of the MutantVirus. A group which belongs to a subject extension called Public Art Projects in Bauru City from FaacUnesp. It exposes its designs, structures, approaches, procedures, results and reflections, as well as it discusses the point of a Public Art group being associated to the Public University.

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This study investigated the effect of slope and antecedent soil moisture on the water depth stored and percolated on extensive green roofs built in pilot scale. For this purpose, slopes of 10, 20 and 30% were investigated. Moisture was measured before and after each test in order to determine the differential moisture (∆U). The experimental runoff and percolated flow were analyzed by varying moisture and slope. Apparent color and turbidity were measured on runoff and percolated flow for each one of the modules. The results yielded that for the slopes of 10% the smaller values of runoff was obtained (average of 1,01% ± 0,7%). For the others slopes (20% and 30%), the runoffs were around 35% ± 15%. The sum of runoff and percolated water results in 77% (average) for slope of 10% and 80% for 20% and 30%. The slope and moisture have explained 87% of data for retained water and 81% for runoff. For percolated flow the inverse trend was observed. The retained water was 11,6±1,4mm for the module with 10% of slope, around 10,0±1,2 mm for the module with 20% of slope, and about 9,5±1,1 mm for the module with 30%. The results pointed out that both slope and antecedent moisture are crucial for runoff reduction and for material transportation.

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Over the past four decades it occurred a great expansion of science education research in Brazil (TEIXEIRA, 2008). Considering the scientific production in the area, descriptive studies, called state of the art are necessary, but little found in Brazilian scientific literature, especially in the field of science education. In this context, this paper identifies and describes the main features and trends of Brazilian research in the field of education in science museums, released in the form of dissertations and thesis, in the period 1970 to 2010. It is a qualitative and quantitative research, which performs a document analysis, in a bibliographical review. We mapped 153 academic researches, mainly in the Rio-São Paulo axis, mostly in the last decade, showing that the area can be characterized as an emerging field in science education.

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Pós-graduação em Educação Escolar - FCLAR

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Artes - IA

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Educação para a Ciência - FC

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Educação - IBRC