A educação da mulher em Lima Barreto

Lima Barreto has built an educational conception of women in his fictional productions despite nuances inciting scholars to debate his writings and label him as misogynist and philogynist. Thus, the objective of this study is to comprehend, through signs present in his literary works, how women used to be educated in early twentieth century to accomplish the historical differences in gender relations. The main reason for this extract is the periodicity of his publications that started in 1900 by means of chronicles in newspapers and ended in 1922 after his death. For this, we identified codes and rules forged in the social processes to be assimilated by children through diverse institutions, aiming to incite the production of behaviors and social practices represented by the existence men and women in an ever changing society. Gender relations are analyzed within a society for their configuration concept by Nobert Elias (1970) as interdependence bonds among individuals. An investigative method proposed by Ginzburg (1989) was the most adequate to conduct the research on the work of Lima Barreto because it enables us to reconstruct the education concept for women. The dramas and novels analyzed point out the construction of categories such as women education, family, love and seduction revealing the engagement of Lima Barreto with the social problems of the period investigated. It was concluded that gender differentiation has come from family education which kept men and women in opposing sides giving them a marriage perspective that, after consummated, would bring frustration to women causing them to adopt confronting practices against domination strategies through celibacy or adultery. This research constitutes a reflection based on determined representations like justice, respect and duties that were the ideas defended by Lima Barreto in his writings, concerning both broader situations in social life and particular gender relations

Cidade e sociabilidades (Principe, Rio Grande do Norte seculo XIX)

Dans ce travail qui a comme thématique ville et éducabilité et comme objet les pédagogies de la ville de Príncipe au XIXème siècle, nous avons pour objectif de problématiser comment la relation entre la ville et les sociabilités constituent les éducabilités dans cette ville de Príncipe au XIXème siècle, à partir d'espaces de propagation d énoncés pédagogiques. Ainsi, nous proposons la thèse qu il existe une pédagogie de la ville de Príncipe au XIXème siècle, vu que le modus vivendi de celle-ci est lié à des sociabilités de diverses instances, la constituant comme investie d'une orientation pédagogique et l'habitant de la cité comme formé dans et par des sociabilités. Le corpus de documents de l'étude de la pédagogie de la ville se compose de sources distinctes et suffisantes. Elles sont: ecclésiastiques, politico-administratives, notariales et judiciaires. Pour l'analyse et l'interprétation de ces sources, l'étude s'est basée sur la méthode indiciaire, permettant de considérer les détails et la conciliation entre la rationalité et la sensibilité. Ce travail s'inscrit dans la dimension de l'histoire culturelle ici entreprise, de conformité avec Roger Chartier et Peter Burke en tant qu étude des processus avec lesquels se construisent des sens, il faut donc la rapprocher à des configurations sociales et conceptuelles d'un temps et d'un espace propres. De cette manière, nous localisons et focalisons le modus vivendi de Príncipe à partir de pratiques sociales et de valeurs de la vie matérielle et des élaborations symboliques qui constituent un ensemble d'apprentissages liés à la relation entre les espaces et les sociabilités, celles-ci étant constituées et constituantes de pédagogies à la ville. Visant les espaces et ses écrits, sociabilités et éducabilités nous comprenons que nous constituons une histoire d éducabilités dans la ville de Principe au XIXème siècle, celle-ci a comme plus grand constructeur la ville et ses composants d'éducation socialisatrice et instructive. En termes conclusifs, penser à la ville et l éducabilité met en valeur que la pédagogie de et dans la ville se laisse lire par les pratiques et les actions propagées aux sociabilités qui, dans l'intersection de la pédagogie de la ville et des éducabilités, se sont (con)figurées comme formatives

Ensino de matemática pelo rádio (1950 1970): uma história falada e um documentário didático

This study aimed to describe and analyze aspects of the historical course of teaching Mathematics by Radio Experiences in Rio Grande do Norte, between the decades from 1950 to 1970 in order to organize a documentary (CD-ROM) containing information about Mathematics studied by Radio who have experienced it. In this, we use qualitative research. We seek support in the theoretical framework of cultural history and memory researchers as Certeau (1998), Chartier (1990), Le Goff (2008), Thompson (2002) and Peter Burke (2004). Moreover, we take the elements of oral history. We focus on the teaching of literacy and the primary of the Radio schools in two rural communities - Logradouro and Catolé - who are currently part of the city of Lagoa Salgada (RN) and, with respect to the Junior High School, we stopped in the Course of Madureza at Radio. We used as written sources, especially the documents found in the General Archives of the Archdiocese of Natal (RN) and the employees assigned by the participants of the survey. Our sources come from the oral testimonies of pupils and monitors Lagoa Salgada City, teachers, broadcasters and technicians of Rural Support Service (SAR) Natal (RN). In this study, we identify the geometry Cubação social practices of Lagoa Salgada students. Also identified in the research material, the Global Method with the pedagogy of Paulo Freire, that guided the production of lessons in literacy and primary courses. Content in Mathematics, we find traces of the trend-Empirical activist. In the course of Madureza, there was a tendency formal technique Fiorentini (1995). Finally, as a result of this study, organize and present a documentary (CD-ROM), along with the analysis of this study, containing the history of Mathematics teaching by Radio, from the speech of those who experienced Radio, emphasizing the methodology teaching developed in class, that serves as a reference material for students, professors and researchers.

Natal também civiliza-se: sociabilidade, lazer e esporte na Belle Époque Natalense (1900-1930)

Les initiatives du gouvernement ayant pour finalité une réorganisation de la structure urbaine de la ville au début du XXème siècle reflètent le désir vécu par les membres de l'élite locale d'encadrer Natal dans les moules des grands centres urbains de la même période. Les élites désiraient transformer Natal dans une ville moderne. Dans ce but, le gouvernement s'est engagé dans la reformulation de quelques espaces physiques de la ville. Néanmoins, il fallait aussi d autres que les transformations urbaines, la ville devrait passer par des réformes sociales. De cette façon, ces groupes ont créées des nouvelles institutions et espaces de sociabilité qui affirmeraient la capitale de l'État comme une ville moderne. Les institutions formelles avaient un rôle imortant dans la construction de cette nouvelle ville convoitée par l'élite locale. Ainsi, à travers celles-ci, se diffusaient des nouvelles pratiques sociales qui seraient reflétées dans les espaces urbains. Dans des places tels, des cafés, des clubs et associations sportives, l'élite se distinguait du populaire. Dans ces places, leurs pratiques étaient légitimées, en contrepoint avec les pratiques populaires. C était dans les clubs et par les activités pratiquées par leurs membres que les idéals de l'élite circulaient, c était par là que l'élite se formait et se transformait. De cette façon, les aspirations d'un groupe social reflétaient dans l'organisation sociale des espaces de la ville

Corpo e fronteira: o diário de Samuel Fritz e a conquista do espaço amazônico

Considering that the Jesuitical tradition which Father Samuel Fritz belonged, has a clear political and institutional dimension that reveals itself in the missionary initiative placed since the Trento Council, his journal is a experience story as missionary at Maynás region during the period from 1686 until 1725. In his narrative, a series of data related to the conquer of Amazonia, conflicts among the Iberic Kingdoms and french, dutches and british, transformation of culture and space close the period of the Madrid Deal. I´ll explore the men and space relationship, in this case, the missionary in his special practice, therefore an effective and geometrical politic for border control was only applied at 1750 with reformist governments and that Amazônia was, until now, an object of autonomous initiatives, not being until now a priority focused state politics action like the ones in the central regions (silver mines) and that the missionary action of Samuel Fritz represented ant that moment represented the most important border advance to the Spanish Kingdom, coinciding with the end of the borders previously set in Madrid and Santo Idelfonso, I´ll put the question of how and with which politics the experience of Fritz in Maynás could represent an advance about Amazônia space. Then I´ll approach the problem about three aspects that are chapters: The first one was focused to the Iberic Kingdoms atlantic politics and the internal geopolitical relationships they created as the centre and the border emerging a new order; in the second chapter I studied the special transformation cause by the encounter and conflicts between the Indian and European order generating a new organization; in the third chapter I´ll examined the political border of the state and the emergency of the missionary body as an institution, with the tradition and missionary action as support, or not, to the exploration of the east border of Spanish America influencing the delimitation process of the border between Portugal and Spain

Identidade, espaço e tempo: negociações de sentido sobre a "gente de rua"

This research examines the street children s identity construction processes. Recently, the research about this population has focused on the socialization processes that organize their everyday, their situations of interaction, the meanings of their social practices, their street experience. The concept of identitary forms gives coherence to the set of these phenomena, articulating them theoretically, in order to describe their life conditions and details of their trajectories. This research utilized an ethnographic approach with a group of 11 street people, 9 of them boys and girls 16-18 years old, during 3 months. It included participant observation, informal and formal interviews, that resulted in young s narratives of lifestory. These narratives were interpreted according to the principles of positioning analysis and the Labovian Analysis model of oral narratives of personal experience. The observation of interaction among the studied group and other groups has showed that their social practices, supported on many particular bodily technologies, recreate space and time of these interactions semantically, as mediation of meaning negotiations among groups. Such meanings transform again the environment of these interactions, disclosing interpretative systems by means of which the groups apprehend this interaction in a particular way. These street children s bodily technologies imply identitary forms based on scarcity and abandonment, paradoxicalally related to their self-concept. The analysis of narratives revealed diversity and complexity in the meanings assembly for their street experience; it showed that the semantic arrangements reconstruct the temporal experience, creating a moral climate for each lifestory, and determining more or less aperture of identitary forms to change. The study concludes that space and time, builders of interaction regimes, produce identitary forms; that the narratives and the social practices of the studied group are sustained upon a master discourse that opposes the meanings of the home and the life in the streets

Quilombolas e desenvolvimento sustentável: análise a partir da comunidade Capoeira dos Negros (Macaíba/RN)

Quilombo communities remaining are groups marked by insufficient public assistance and characterized by living in rural and conducting economic activities such as agriculture. The development on a sustainable basis is important to ensure strategies for economic growth and environmental preservation. This work aims to study the remaining Quilombo Capoeira Black community, located in the municipality of Macaíba, Rio Grande do Norte, considering the principles of sustainable development. Attempt to respond to what level such community can be considered sustainable from an analysis of their social practices. The methodological procedures used consisted of a literature review and documentary, questionnaires, conducting semi-structured interviews and direct observation. The final results show that the family farm has characteristics that approximate the principles of sustainable development, including the diversification of labor, food production with less environmental damage and strengthening the rural environment, and indicate that the main economic activities practiced in Capoeira dos Negros community are agriculture, manufacturing of cassava flour and brick manufacturing, which, in turn, are linked to negative environmental impacts, such as sedimentation pond, groundwater contamination, air pollution and soil erosion. What lead to the conclusion that the social practices of the community are not in line with the dimensions of sustainable development. It is hoped that the survey results provide subsidies for development and implementation of public policies

A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte

The aim of this study was to investigate the social representation of technological education teachers at the Federal Technological Education Network. The survey was conducted from 2007 to 2010, and the respondents were 275 teachers, 135 of the Federal Center for Technological Education (CEFET in portuguese) in the state of Amazonas, in Manaus unit headquarters; 140 of the CEFET in the state of Rio Grande do Norte, a unit based in Natal. We adopt the concept of technological education as the top level of professional education, that is to say, the undergraduate programs of short duration called technological courses. The Federal Technological Education Network gathers hundreds of related institutions, coordinated and supervised by the Office of Vocational and Technological Education of the Ministry of Education. Although many of these institutions offer courses in technology education, no research addressing this subject from the perspective of Social Representations Theory (SRT) was found in the literature. We seek to unravel the social representation of technological education of the teachers by adopting the procedural approach of SRT. This is a qualitative approach, focusing on significant aspects of the representative activity and the formation mechanisms of the representation. Therefore, we search the socio-genesis of the representation in the articulations between discourses, social institutions and practices. We initiated the research through applying critical reading and an analytical perspective on the historical and regulatory documents of technological education in Brazil, from the early twentieth century to the present day. We adopt the Procedure for Multiple Classifications (PMC) from the Free Words Association Technique (FWAT) to access the elements of representational content. For the analysis of the data obtained with FWAT and selection of major words / phrases pertinent to the semantic field of education technology, we used Hamlet II software. For the data analysis of PMC and Free Classification (FC) we used the SPSS ® (Statistical Package for the Social Sciences) version 17.0 and used the method of multidimensional scaling - Multidimensional scaling - (MDS). The output from the central MDS takes the form of a set of scatterplots - "perceptual maps" - of which the points are the elements of the representational content. For the FC data analysis we used the Scalogram Multidimensional Analysis (SMA) - which makes use of the original data in its raw form and allows categorical data to be interpreted in the map as measures of (di)similarity. In order to help with the understanding of the settings of the perceptual maps of FC, we used the Content Analysis of the discourse fragments of the teachers interviewed. The results confirm our initial hypothesis regarding the presence of a single plot among the socio-cognitive study subjects, which is the basis for a social representation of technological education in line with the historic assumption of the dichotomy between mental and manual labor. In spite of the three merging representational elements of the representational content, the perceptual maps compiled from the MSA statistics corroborates the dichotomy, with the exception of the map relating to the subgroup of teachers belonging to the humanities

A produção de conhecimento e verdade no contemporâneo

O presente artigo procura refletir sobre a produção de conhecimento e verdade no contemporâneo articuladas com o conceito de biopoder e a imersão do sujeito na construção desse conhecimento. Mediante tais reflexões, chega-se à conclusão que as ciências humanas precisam rever o lugar cômodo do cientificismo acadêmico para repensar e relativizar a verdade visando a transformação das práticas sociais objetivantes e historicamente construídas para uma outra forma de conhecimento capaz de questionar as instâncias instituídas nos campos do saber e do poder a fim de propor novos paradigmas científicos e uma subjetividade mais autêntica e com novas significações

A vocação construtiva na Arte Sul-Americana: os cinéticos venezuelanos e os concretos paulistas

Pós-graduação em Artes - IA

O linchamento de Edson Neris da Silva: reelaborações identitárias dos skinheads carecas do Brasil na sociedade paulista contemporânea

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

As margens e as águas do rio Corumbataí: uma perspectiva de antigos moradores

Pós-graduação em Educação - IBRC

As singularidades dos saberes de professores de LE: que luzes estão sendo lançadas no ensino?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A produção de texto e a prática docente em questão: uma sala de aula da 4ª série

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Redes de transformação do processo de inovação: o caminho entre a descoberta e a comercialização

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)