A contribuição de um dicionário histórico: o dicionário histórico do Português do Brasil

This article presents the theoretical and methodological road used to construct the Historical Dictionary of Brazilian Portuguese in the XVI, XVII and XVIII centuries (sponsored by CNPq). Starting with some examples and models of historical and diachronic dictionaries we set the model that structures the Dictionary; it has the purpose of assembling in a single book the Portuguese language lexicon responsible for the construction of the Portuguese language in Brazil. Our reference basis is a data bank with many sorts of sources existing along the three centuries of the Brazilian colonial history. This data bank provides the nomenclature of the historical dictionary and allows the construction of the lexicographical definition through its lexical context that is followed by consecrated examples. This article also presents the contributions of the dictionary to future studies of the Brazilian Portuguese.

Palavras viajeiras: circulação do conhecimento pedagógico em manuais escolares (Brasil/Portugal, de meados do século XIX a meados do século XX)

Na presente publicação apresenta-se análises de um conjunto de manuais escolares que circularam na Escola Normal brasileira e portuguesa entre meados do século XIX e meados do século XX a partir de diferentes olhares, reeditando em outra chave o processo original de circulação de ideias entre Brasil e Portugal no qual esses materiais se inserem. Orientados por outros estudos que tratam do mesmo tema, os autores realizaram recolha nos dois países a fim de comprovar a circulação do corpus empírico que, ao final, foi definido como fonte. Assim, chegou-se ao seguinte conjunto de manuais didáticos: Elementos de Pedagogia de Affreixo & Freire (1870); Curso Prático de Pedagogia Destinado aos Alunos-Mestres das Escolas Normaes Primarias e aos Instituidores em Exercício de Daligault (1874); Lições de Pedagogia Geral e de História da Educação de Pimentel Filho (1875); Lições de Pedologia e Pedagogia Experimental de Faria de Vasconcelos (1910); Lições de Metodologia, de Fonseca Lage (1920); A arte da leitura, de Mário Gonçalves Viana (1949) e Lições de Pedagogia, de Aquiles Archêro Junior (1955). Os pesquisadores utilizam diferentes lentes para tecer suas análises e, cada um segundo sua especialidade de pesquisa, aprofunda aspectos que, juntos, compõem um painel interpretativo sobre o processo de escolarização e seus espaços, a normatização do trabalho docente, os princípios que nortearam a seleção cultural para a escola primária, a constituição de modos e métodos de ensino para realizar os objetivos educacionais e a especificidade que assumem os materiais e o ensino da leitura e da escrita nessa instituição. Todas as análises reiteram a importância dos impressos na consolidação da escola primária portuguesa e brasileira, notadamente no que se refere às prescrições feitas nos manuais escolares que, em trânsito, configuram-se como palavras viajeiras.

Florestan Fernandes e o caráter autocrático da burguesia brasileira: uma leitura sobre A revolução burguesa no Brasil

Pós-graduação em Ciências Sociais - FFC

Algas verdes coloniais em riachos de Unidades de Conservação do Sul do Brasil: taxonomia e aspectos ecológicos

Species of colonial green algae from 10 Conservation Units from the Southern Brazil were surveyed. The samplings were carried out in 105 stream reaches, consisting of 10 m length transects. In addition to biological data, some environmental variables were measured: depth, current velocity, water temperature, turbidity, specific conductance, pH, dissolved oxygen and nutrients (total nitrogen and orthophosphate). Three species of colonial green algae [Bohlin Ecballocystis pulvinata var. pulvinata, Tetraspora gelatinosa (Vaucher) Desvaux and T. lubrica (Roth) C Agard] were recorded and these species were described and illustrated. Based on the environmental data, it was observed some patterns of ecological distribution, including the occurrence of E. pulvinata var. pulvinata in environments with higher water temperature and current velocity values, while Tetraspora species typically occurred in environments with lower total nitrogen, orthophosphate and specific conductance values.

Medidas de controle da circulação do livro didático para o ensino de leitura e escrita em São Paulo: atuação da commissão revisora de 1918

In order to contribute to the understanding of the history of the teaching of reading and writing and the history of political movement of textbooks in Sao Paulo, Brazil, we present the results of the analysis of the documents produced by the Review Commission Textbook, established in 1918 by the General Board of Education of São Paulo State. This commission aimed to review which books among the already approved by previous committees, should continue as recommended for use in elementary schools in São Paulo. For this, the commission has prepared various reports, which are representative of the actions of the state government to control the circulation and use of textbooks in elementary schools in the early twentieth century.

Um ofício polivalente: Rodolfo Garcia e a escrita da história (1932-1945)

Pós-graduação em História - FCLAS

O Brasil entre a história narrativa e a história analítica (1840-1870): civilização, progresso e desenvolvimento

Pós-graduação em História - FCHS

Traduções e torções ou o que se quer dizer quando dizemos queer no Brasil?

Since its arrival in Brazil at the beginning of the new century, queer theory – and particularly that variant of it linked to the works of Judith Butler – has been followed, criticized, contested and yet hardly problematicized in its deeper epistemological implications. Although Brazilian scholars have employed meanings and consistent debates regarding the changes that this axis of subaltern knowledge has provoked, there are still few discussions which seek to think about these contributions in the specific Brazilian context, in which categories of gender, sexuality, race and ethnicity link and cross in unique ways, creating experiences that are quite different from those generally discussed by foreign queer theorists. In the present article, I am trying to provoke an anthropophagic reflection, seeking fruitful dialogues with feminisms and post-colonial texts, emphasizing those that focus upon Latin-American reality, in an attempt create tension in our productions – thought in terms of local realities – as these face questions and issues that are also transnational. The idea here is to go beyond translating "queer", towards thinking of a theory informed by these productions, but which also dares to invent itself through questioning our own marginalized experience. In the present article, I look at the short but intense production of Argentine anthropologist Néstor Perlongher, taking it as one of the starting points for the elaboration of a Latin American (but mainly Brazilian) "teoria cu": that which is produced outside of the phallocentric and heteronormative regimes of canonic science.

Alfabetização e letramento: a cultura escrita de alunos que iniciam o ensino fundamental II

As the Elementary School expanded quantitatively at the end of last century, a new social debate started on the quality of the education offered in public schools. Among many concerns and questions, there was the quality of literacy of the young people that finished the Basic Stage of Education. Federal documents drawn up over the last years, such as the National Pact for Literacy at the Right Age, defend that the obligatory literacy takes place until the end of the third grade of Elementary School. Based on this, it is intended that, at the end of the 5th school year of this education step, the students master the social practices of reading and writing that let them pursue their literacy process in the following school years. In this sense, the present study intended to observe and think over how the alphabetization (reading and writing technology acquisition) and literacy (using of written language in different social practices) processes happened at the end of the Elementary School I. In order to exploit to the full the meanings and conceptions involved in the presented theme, it was decided, methodologically, to elaborate a qualitative research, in where the adopted procedure was data survey and bibliographic research of authors that conceptualize, explain, relate and distinguish alphabetization from literacy. Next, it was performed a documental research based on laws and other Federal documents, from the State of São Paulo and from the municipality of Rio Claro-SP, observing the established discussion with the studied academic productions, as well as attributions given to the public school to perform the process of alphabetization and literacy. The visitation of these papers was also considered necessary for the understanding of expected knowledge, capabilities and skills of the student that finishes Elementary School I. In the last stage of the research, with the purpose of thinking about the level/kind of alphabetization...

Imaginária retabular colonial em São Paulo: estudos iconográficos

Pós-graduação em Artes - IA

Ethnobotany approach taperas of maroon communities of Alcântara, Maranhão, Brasil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Lima Barreto: O Brasil sob a ótica do Dr. Bogóloff

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)