Lateraliza����o cerebral de fun����es e sua implica����o para a cogni����o humana: do paradigma do duplo sistema funcional de processamento a um enfoque de sistema complexo

Este trabalho examina a lateraliza����o cerebral de fun����es e sua implica����o para a cogni����o humana ao n��vel da intersec����o entre a neuropsicologia clinica e a psicologia cognitiva de base informacional. A primeira parte do trabalho e dedicada a descri����o e an��lise critica da conforma����o contempor��nea desta ��rea de investiga����o neuropsicol��gica, com a ��nfase posta na metateoria e teorias predominantes, a par do sistema conceitual utilizado nas atividades de pesquisa desenvolvidas na ��rea. Inicialmente, a abordagem neuropsicol��gica do problema da lateraliza����o cerebral examinada no que concerne ��s suas articula����es com os m��todos e t��cnicas que se mostraram mais importantes para a configura����o atual desta ��rea de investiga����o, sob um enfoque hist��rico. Em continuidade, a an��lise dirigida ��s quest��es mais fundamentais nas quais se tem desdobrado o problema da assimetria funcional inter-hemisf��rica, representadas pelas especializa����es funcionais dos hemisf��rios cerebrais, pela atividade conjunta dos hemisf��rios e pelas rela����es entre diferen��as individuais na lateraliza����o cerebral e desempenho cognitivo. Neste contexto s��o sublinhadas as dificuldades e inconsist��ncias relacionadas �� restritividade do enfoque prevalente, avaliado como express��o de uma concep����o neuropsicol��gica excessivamente simplificadora do problema compreendido pelas rela����es entre o c��rebro e a cogni����o humanos. O trabalho apresenta, em sua segunda parte, uma tentativa de desenvolvimento de um enfoque sist��mico, na dire����o da complexidade, para o problema da lateraliza����o cerebral de fun����es. Trata-se de um desenvolvimento que parte de uma descentra����o da dimens��o lateral do sistema nervoso e resulta em uma subsun����o deste problema �� uma perspectiva mais global concernente �� organiza����o cerebral de fun����es e aos fundamentos para a constru����o te��rica na neuropsicologia. Segue-se um exame das implica����es deste enfoque para a quest��o das rela����es entre varia����es inter-individuais na lateraliza����o cerebral de fun����es e habilidades cognitivas que se direciona para uma minimiza����o do significado que tem sido atribu��do a lateralizar��o para o funcionamento cerebral e a cogni����o humanos. O trabalho apresenta, finalmente, um estudo emp��rico referente ��s rela����es entre varia����es inter-individuais normais de lateralizar��o cerebral ,prefer��ncia manipulat��ria e sua história familiar e desempenho cognitivo, onde s��o comparados os desempenhos de destros com história familiar de sinistralidade negativa e de canhotos com esta história positiva no Teste WAIS. Os resultados obtidos mostram uma inequ��voca semelhan��a nos desempenhos dos dois grupos em todas as escalas do WAIS. Estes resultados s��o discutidos principalmente no que tange �� exist��ncia ou n��o de correspond��ncias diretas entre varia����es normais nas representa����es das fun����es ao longo da dimens��o lateral do sistema nervoso, prefer��ncia manipulat��ria e habilidades cognitivas. A conclus��o final conforma-se como um sum��rio integrativo dos principais aspectos das conclus��es atingidas no curso do trabalho.

O teatro de Viriato Corr��a: uma escrita da História para o povo brasileiro

O presente trabalho tem como objetivo analisar a atua����o de intelectuais entendidos como mediadores culturais, ou seja, aqueles que t��m como objetivo a divulga����o de conhecimento hist��rico para o grande p��blico. Para tanto, escolhemos como objeto de estudo o intelectual Viriato Corr��a (1884-1967), que entendemos ser exemplar nesse tipo de atua����o intelectual. Mais especificamente, buscaremos nos ater ��s suas pe��as teatrais, escritas entre as d��cadas de 1910 e 1940, que, como todo o resto de sua obra, s��o marcadas por um intenso discurso de valoriza����o do nacional. �� preciso lembrar que o per��odo em quest��o �� estrat��gico no que concerne �� constru����o de uma identidade nacional republicana. Assim, buscaremos demonstrar como o escritor contribuiu e esteve engajado no projeto de constru����o de uma história e mem��ria nacionais atrav��s de suas produ����es teatrais, utilizando-as como vetores culturais de difus��o de uma história de cunho c��vico-patri��tico.

Desenvolviment(ism)o, descolonialidade e a geo-história da administra����o no Brasil: a atua����o da CEPAL e do ISEB como institui����es de ensino e pesquisa em n��vel de p��s-gradua����o

O objetivo desta tese �� investigar a atua����o da Comiss��o Econ��mica para a Am��rica Latina (CEPAL) e do Instituto Superior de Estudos Brasileiros (ISEB) na história da educa����o em administra����o no Brasil. Esta tese partiu de uma metodologia historiogr��fica consolidada na ��rea, mas utilizou a abordagem descolonial para problematizar o termo história e, assim, propor uma nova agenda de pesquisa. A importa����o de temas de pesquisa historiogr��fica como americaniza����o e Guerra Fria provoca um mimetismo de agendas de investiga����o e termina por subalternizar outros eventos locais que contribu��ram para a historiografia da administra����o. A investiga����o geo-hist��rica desta tese �� feita a partir da intera����o entre dois conceitos de desenvolviment(ism)o ��� o que emerge a partir da realidade da Am��rica Latina e o que �� recebido de fora via americaniza����o ��� que ora se aproximam, ora se afastam, e que est��o inseridos na long dur��e da modernidade/colonialidade da Am��rica Latina. A busca pela ci��ncia da administra����o se iniciou, no Brasil, vinculada ao processo de moderniza����o e desenvolvimento do pa��s, que levou �� cria����o, durante a d��cada de 1950, das primeiras escolas de ensino de gradua����o em administra����o e dos cursos objetos desta tese, que formaram 1.316 profissionais em n��vel de p��s-gradua����o. Neste per��odo deve ser minimizado o papel da americaniza����o e relativizada a atua����o destas escolas de ensino de gradua����o na geo-história da administra����o. Devemos, portanto, descolonizar a atua����o da CEPAL e do ISEB como institui����es de ensino e pesquisa para trazer �� tona conhecimentos da tradi����o do pensamento social cr��tico latino-americano que foram subalternizados na literatura de administra����o, para que possam informar a ��rea no Brasil e no exterior. Este �� um caminho para descolonizar a agenda de pesquisa historiogr��fica e escapar da tend��ncia de reproduzir acriticamente conhecimento recebido do exterior.

História em cat��logos: um estudo da pol��tica editorial Zahar de 2001 a 2014

O presente trabalho versa sobre as pol��ticas editoriais da Jorge Zahar Editor, em especial de 2001 a 2014, discutindo os desafios enfrentados por uma editora que construiu sua marca atrav��s do ideal de publicar livros que se mantivessem no mercado editorial ao longo do tempo. Foi apresentado um hist��rico da editora, desde sua funda����o, como Zahar Editores, nos anos 1950, descrevendo as propostas editoriais situadas em conjunturas sociais e mercadol��gicas espec��ficas. Detectaram-se alguns momentos cr��ticos, em que tanto as pol��ticas editoriais quanto a estrutura de gest��o da empresa foram reavaliados, redimensionados e sofreram mudan��as importantes. Analisaram-se diferentes cat��logos da Zahar: o de 1985, per��odo em que a editora passou a ser gerida por Jorge Zahar e filhos, e os de 2001 a 2014, observando o que neles permaneceu dos anos 1980 e tamb��m as transforma����es e perman��ncias do fundo editorial entre os anos 2001 e 2014. As categorias ���independ��ncia��� e ���livros cl��ssicos��� foram identificadas como elementos discursivos estrat��gicos na auto-concep����o e identifica����o p��blica da editora, apontando sua percep����o dos livros como bens culturais, bem como da fun����o do editor como agente cultural. A performance da Zahar tem desafiado dois tipos de diagn��sticos difundidos no senso comum e mesmo na literatura acad��mica. O primeiro �� que as editoras precisam publicar livros que alcan��am alta vendagem rapidamente, mesmo que eles tenham uma sobreviv��ncia ef��mera, como forma de garantir sua lucratividade e sobreviv��ncia no mercado. O segundo �� que as editoras, em geral, pequenas e m��dias, ainda aut��nomas, tendem a precisar vender seus direitos para empresas maiores e mais capitalizadas, pois n��o ter��o como enfrentar as pol��ticas mercadol��gicas agressivas dessas organiza����es. As conclus��es da pesquisa sugerem que a Zahar tem insistido na manuten����o de sua auto-identifica����o como editora de cl��ssicos, direcionando suas pol��ticas editoriais para a publica����o de livros que tenham longa dura����o, demonstrando que �� poss��vel seguir um caminho pr��prio, em termos de exerc��cio da fun����o pr��pria do editor, marcada pela independ��ncia na escolha do que, como, quando e quanto publicar ��� e conservar seu espa��o no mercado.

Entre a Anta e a Cruz: história e mem��ria da cidade de Nova Cruz - RN

Dans ce travail, nous ��tudions la construction narrative du pass�� de la ville de Nova Cruz, dans l��agreste potiguar. Les r��cits soulignent l��existence d��un corpus narratif homog��ne qui fait r��f��rence �� l��occupation du lieu et �� l����vangelisation de ses habitants. Ainsi, les images des saints et des missionaires civilisateurs de l��espace qui domestiquent les manifestations d��un esprit autochtone sauvage, habitants du milieu naturel, sont recurrentes dans la description des personnages du pass��. Observant la continuit�� s��mantique des diff��rentes versions de l��histoire de la ville, nous nous proposons d��analyser d��une mani��re conjointe les textes de l��historiographie locale et les t��moignages oraux collect��s. Comme il a ��t�� possible de le constater, les chemins de l����crit et de l��oral se croisent en plusieurs occasions, ob��issant �� des logiques locales de repr��sentations du pass��. Ainsi, notre ��tude porte sur des champs communs �� l��Anthropologie, �� l��Histoire e �� la Litt��rature. Les reconstructions narratives du pass�� local sont aussi activ��es par des faits plus r��cents, des "marques de la m��moire" comme le march��, le train, la croix et le r��servoir, symboles d��une ��poque d��abondance qui suit l��action civilisatrice des personnages ancestraux

O ensino da história e o pensamento reflexivo-cr��tico da professora no 3�� ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caic�� / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

A leitura de literatura na escola: por uma educa����o emocional de crian��as na educa����o infantil

This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Dam��sio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment

O cuidador familiar de pessoa com doen��a de Alzheimer: história oral de vida

The aim of the present study was to understand the feelings and the difficulties faced by the family caregiver in the care of the person affected by Alzheimer`s Disease (AD). It is a descriptive, exploratory study with a qualitative approach, using the oral life history proposed by Bom Meihy as the method. Data collection was conducted in the Basic Health Unit of Candelaria, located in Natal -RN, with five collaborators that carry out the role of family caregivers for people affected by Alzheimer`s disease (AD) and are members of the Group "Caring for those who Care". Caregi vers who resided with the affected family member for at least one year were selected for the study, and as a collection tool, it was opted to use semi-structured interviews via a script of open questions, recorded by permission of the collaborators, then t ranscribed and subsequently returned to respondents for checking the contents described. To analyze the results, the collaborators narrative technique was used in conjuction with the specific literature on the subject.The discussions were organized around five themes inherent to the guiding questions, and defined as follows: the incorporation of the role of the family caregiver; life before and after assuming the role of caregiver, the caregiver`s feelings and attitudes after assuming the care, difficulti es in caring, participation of the group as a foundation for caregivers. The stories showed many difficulties in the daily routine of the caregivers, and also that their participation in the group "Caring for those who Care" helps them in maintaining the q uality of their lives. The results open possibilities for the construction of new forms of approach and care for the people who fulfill the role of family caregiver contributing to strengthening of subsidies that help them better face the daily difficulti es.This study helped shed light on the fact that being a family caregiver of a person affected by AD is a suffered, exhausting and stressful condition involving much self-denial in one��s life. The situation experienced by these collaborators is considered a public health issue, and thus highlights the urgency for governmental political -social actions, besides the programs of care and health promotion for this target group.

An��lise de onda completa de superf��cie seletiva em freq����ncia do tipo anteparo duplo

This work presents a theoretical analysis and numerical and experimental results of the scattering characteristics of frequency selective surfaces, using elements of type patch perfectly conductor. The structures are composed of two frequency selective surfaces on isotropic dielectric substrates cascaded, separated by a layer of air. The analysis is performed using the method of equivalent transmission line in combination with the Galerkin method, to determine the transmission and reflection characteristics of the structures analyzed. Specifically, the analysis uses the impedance method, which models the structure by an equivalent circuit, and applies the theory of transmission lines to determine the dyadic Green's function for the cascade structure. This function relates the incident field and surface current densities. These fields are determined algebraically by means of potential incidents and the imposition of the continuity of the fields in the dielectric interfaces. The Galerkin method is applied to the numerical determination of the unknown weight coefficients and hence the unknown densities of surface currents, which are expanded in terms of known basis functions multiplied by these weight coefficients. From the determination of these functions, it becomes possible to obtain numerical scattered fields at the top and bottom of the structures and characteristics of transmission and reflection of these structures. At work, we present numerical and experimental results for the characteristics of transmission and reflection. Comparisons were made with other results presented in literature, and it was observed a good agreement in the cases presented suggestions continuity of the work are presented

Ensinando sobre a natureza da ci��ncia: uma abordagem expl��cita e contextualizada a partir da história do v��cuo

In last decades, the importance of including the contents of the Nature of Science (NOS) in Science Education has been emphasized. Several studies have focused on investigating the conceptions of NOS, supported by students and teachers, as well as design, implement and evaluate proposals that aim to provide a reflection on this theme in the educational context. Considering the complexity of such content, studies indicate the need for explicit and contextualized approaches and the History of Science (HS) is one of the possible paths to this inclusion. We started from the premise that, through a historical study, that aims to discuss the meaning and the basis of our "beliefs", we can know the process of building on what we "believe" and better understand its meaning. This thesis is part of this perspective, proposing to explore the History of the Vacuum, a themed high didactic potential still little used, in order to collaborate with the teaching content of NOS. We present actions on different fronts that originated three products in the context of this research. On the first front, we insert the research and production of instructional materials (three historical texts) to subsidize people interested in the implementation of HPS for educational context through this material. The relevance of this front is justified by the existence of gaps with regard to the production of such material for the context of teacher training. However, we consider that the preparation of instructional material of good quality and accessible does not guarantee that these resources will be used, if they will not be accompanied by discussions in teacher training, on how to use them, contexts and obstacles to be faced. The second part presented refers to the organization and implementation of a workshop for undergraduate students in physics and physics teachers, considering the instrumentalization of these individuals to the preparation and use of teaching strategies to approach aspects of NOS through episodes of History of the Vacuum, as well as the preparation of the text orientation for people interested in implementing the instructional material for secondary education. This guidance text contemplates the difficulties anticipated by the literature of the area and the main challenges faced by the participants about the didactic transposition of HPS for the educational context they were noted during the workshop. The relevance of this second front, in particular, is justified by the existence of gaps with regard to the inclusion of the theme of NOS and the HPS teacher training

Fontes prim��rias da história do v��cuo e da press��o atmosf��rica na sala de aula: cartas e jornais hist��ricos em articula����o com o livro-texto do ensino m��dio

The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice

Uma história de vida e uma vida de histórias: mem��ria e oralidade no Romanceiro de Dona Militana

Este estudio trata de establecer relaciones sobre la importancia del fen��meno sociocultural que emerge de Do��a Militana para la cultura potiguar. Para tanto tomamos sus recuerdos de los romances como parte de un contexto social, relacionados con el tiempo y el espacio, que afecten a la vida material y moral de su grupo social. Resaltamos, por lo tanto, el fen��meno de la memoria individual en su relaci��n con la memoria colectiva. Proponemos, en este sentido, suponer que el mantenimiento y permanencia de estos romances en la memoria de la romancera revelan una din��mica de su grupo social para la formaci��n de su identidad. En este sentido, nos servimos como referencial te��rico de los estudios de Maurice Halbwachs, en lo que respecta a los debates sobre la memoria colectiva, en paralelo a los estudios de Paul Zunthor cuando se trata de las funciones de la oralidad para la formaci��n de la identidad. Para llevar a cabo los trabajos es de fundamental importancia, por supuesto, el relato de vida de la propia Do��a Militana en confronto con los simbolismo culturales contenidos en los romances, con el objetivo que flagremos las (co)incidencias que demarquen la identidad de sus v��nculos de identidad con el universo cultural en que est�� insertado. Como resultado, se tom�� como objeto de an��lisis desde la deposici��n presentadas en las entrevistas, hasta los romances en sus aspectos po��ticos, ling����sticos y mitol��gicos, incluyendo los significados que el desempe��o de la romancera muestra. Objetivamos, por lo tanto, una comprensi��n dial��gica de la relaci��n entre la memoria individual (el caso de Do��a Militana) con la memoria colectiva, sobre la base de un hipot��tico concepto que subyace a la aparente singularidad de este fen��meno - un hecho aislado en cierta medida - una raz��n intr��nseca y compleja que se revela como la punta de un iceberg, al que convergen motivos hist��ricos inconscientes de un patrimonio cultural

A letra escarlate como romance hist��rico: uma história de fragilidade humana e tristeza

The objective of this paper is to analyze the work of the American writer Nathaniel Hawthorne (1804 - 1864), The Scarlet Letter (1850), in the light of the contributions of Literature and History of the American people in the context of New England. Accordingly, we highlight aspects that justify the inclusion of the work as a historical novel, especially based on the reading of The Historical Novel (1936-37) written by Georg Luk��cs. The diversity of voices and social interrelationships that come out of the main characters of the plot of the novel, as well as their contextual buildings, constituted as important traces to understanding the novel as being of historical value. During our study, we found out that it is in the plots of the novels that the characters reflect, at the same time, the specific conditions of their singularities, the general trends of the historical process and the social conditions from which they arise. We also could see that it is in their singularities that lie special tendencies of human beings. Our references to this study came from scholars as Howard (1964), Bakhtin (1998), Eagleton (2006), Todorov (2009), Zabel (1947), Sellers (1985), Cunlife (1986), Candido (1993) and Schwarz (1981)

A História entre Tempos e Contratempos: Fontes Ibiapina e a obscura inven����o do Piau��

Dans ce texte, nous prenons avec probleme le d��partment bresilien de Piau�� comme espacialit�� de la R��gion �� Nordeste ��, suivant les instants de son insertion politique et discursif dans l'identit�� r��gionale, qui s'est donn��e entre la fin des ann��es 1950 et d��buts des ann��es 1970. Pour ceci, nous proposons une analyse de discours identitaires de Piau�� comme la litt��rature et le folklore produits alors, cherchant �� rapporter telles discours avec les pratiques et int��r��ts politiques qui ont concouru pour la �� nordestinization �� de Piau��. Parmi ces discours et dans dialogue avec eux, nous prenons centralement l'oeuvre du juge et ecrivain Jo��o Nonon de Moura Fontes Ibiapina, emisseur de signes qui appara��t en ce moment. Notre objectif est discuter les images ��labor��es sur Piau�� et son inclusion dans les st��r��otypes cristallis��s de Nordeste, comme la pauvret�� et la n��cessit��, la vie dans le champs et la pr��dominance d'une �� culture populaire �� r��gionale. Dans une p��riode d'importantes mutations dans la soci��t�� br��silienne, dans la production culturelle, dans heurtes r��gionalistes Nordeste et dans les formes de penser et pratiquer les espaces, les intellectuels de Piau�� que nous ��tudions ont essay�� de recouvrir de mots et de sens la noirceur et l'incommode silence concernant le Piau�� dans la Nation bresilienne, quand le d��parment s'int��grait, au moyen de la R��gion, au Br��sil urbain et industrialis��