A poesia de Harryette Mullen e a (des)construção da mulher e de suas fronteiras

Harryette Mullen is a contemporary African-American poet whose work has been increasingly analyzed and commented upon in American literary circles. Along her poetic career, one can identify the development of a complex relationship with the construction of the (black) female identity. Early in her career such construction involved the affirmation of a safer, if not “truthful” locus that could encompass the meaning of the female existence, which has ultimately come to develop a deconstruction, in her current poetry, of any centrality or essentiality in the search for a an authentic female identity. Translations of her poems will be presented in order to investigate their implication for understanding the fragmented body of the contemporary woman.

O passado no presente: João Gilberto Noll, leitor de Álvares de Azevedo

In the mid-nineteenth century, in his fruitful years of the perhaps best-known shortest literary career, Álvares de Azevedo wrote this verse “As ondas são anjos que dormem no mar” (“The waves are angels who sleep in the sea”). In the presentation of João Gilberto Noll’s young adult novel Anjo das ondas (Angel of the waves) in 2010, Ivan Marques states that the character in the novel, Gustavo, “with his adolescent passion, and torn spirit with overflowing lyrics, could even be compared to our tropical Byron”. João Gilberto Noll establishes a connection between him and Álvares de Azevedo that invites the reader to go beyond a first reading level of his work, seeking evidence of dialogue ratification between two apparently distant writers. The subtle intertextuality exceeds the initial clue and can be detected on Noll’s theme development from the history of Gustavo, a troubled teenager in search of his identity. Noll’s affinity to Álvares de Azevedo can still be captured in his narrative texture, in voices coming from his text; however, they also reveal to be unique and original features of his literary production. An apparent exercise in style shows that each author fulfills his mission by expressing, in his own way, the feeling of his time. In addition, it shows that through aesthetic emotion, literature allows us to transcend time and space.

Algumas considerações sobre homotopia e homologia

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

The cohomological invariant E'(G,W) and some properties

Let G be a group, W a nonempty G-set and M a Z2G-module. Consider the restriction map resG W : H1(G,M) → Pi wi∈E H1(Gwi,M), [f] → (resGG wi [f])i∈I , where E = {wi, i ∈ I} is a set of orbit representatives in W and Gwi = {g ∈ G | gwi = wi} is the G-stabilizer subgroup (or isotropy subgroup) of wi, for each wi ∈ E. In this work we analyze some results presented in Andrade et al [5] about splittings and duality of groups, using the point of view of Dicks and Dunwoody [10] and the invariant E'(G,W) := 1+dimkerresG W, defined when Gwi is a subgroup of infinite index in G for all wi in E, andM = Z2 (where dim = dimZ2). We observe that the theory of splittings of groups (amalgamated free product and HNN-groups) is inserted in the combinatory theory of groups which has many applications in graph theory (see, for example, Serre [12] and Dicks and Dunwoody [10]).

A note about splittings of groups and commensurability under a cohomological point of view

Let G be a group, let S be a subgroup with infinite index in G and let FSG be a certain Z2G-module. In this paper, using the cohomological invariant E(G, S, FSG) or simply E˜(G, S) (defined in [2]), we analyze some results about splittings of group G over a commensurable with S subgroup which are related with the algebraic obstruction “singG(S)" defined by Kropholler and Roller ([8]. We conclude that E˜(G, S) can substitute the obstruction “singG(S)" in more general way. We also analyze splittings of groups in the case, when G and S satisfy certain duality conditions.

Some considerations about cohomology of finite groups

In this work we present some considerations about cohomology of finite groups. In the first part we use the restriction map in cohomology to obtain some results about subgroups of finite index in a group. In the second part, we use Tate cohomology to present an application of the theory of groups with periodic cohomology in topology.

A dual homological invariant and some properties

Based on the cohomology theory of groups, Andrade and Fanti defined in [1] an algebraic invariant, denoted by E(G,S, M), where G is a group, S is a family of subgroups of G with infinite index and M is a Z2G-module. In this work, by using the homology theory of groups instead of cohomology theory, we define an invariant ``dual'' to E(G, S, M), which we denote by E*(G, S, M). The purpose of this paper is, through the invariant E*(G, S, M), to obtain some results and applications in the theory of duality groups and group pairs, similar to those shown in Andrade and Fanti [2], and thus, providing an alternative way to get applications and properties of this theory.

Candido Lima da Silva Dias: da Politécnica aos primórdios da FFCL da USP

Pós-graduação em Educação Matemática - IGCE

O craque, o sex symbol e o homem de sucesso: a construção da imagem de Neymar no mercado brasileiro de revistas (2010/2011/2012)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O processo de aprender a dialogar por futuros professores de matemática com seus alunos no estágio supervisionado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

Os estilos cognitivos na educação escolar e sua dimensão conceitual como aporte teórico para a orientação do ensino e da aprendizagem

The contributions of studies on Cognitive Styles are presented and discussed in this text, introductory and conceptually, in order to clarify and facilitate the discussion within the school education. With the theoretical origin in the cognitive psychology, more specifically, in studies of human cognition in differential perspective, the Cognitive Styles, are constructs developed to describe perceptual characteristics of the individual called "Dependence and Independence Field." In the course of this conceptual construction it is evidenced that individual perceptions are part of a broad set of interrelated factors that reflect the level of psychological differentiation of individuals. The studies show subjects with different Cognitive Styles, that are distributed in a "continuum" in order to set up a statistical normality. Therein some educational implications related to the Cognitive Styles are evident in relation to how the students learn, how the teachers teach, to the formal education in itself and to the career plan. The Cognitive Styles has a broad spectrum of influence on the relationship established in the teaching-learning process. So, these concepts need urgently to be better understood in the context of education.

A gênese do habitus e a construção da hexis corporal de bailarinos e jogadoras de futebol e suas implicações nos diferentes campos de atuação

This paper aims to show the beginning of habitus and the bodily hexis construction of male ballet dancer and female player soccer. Firstly, the habitus and the bodily hexis are established by the cultural inheritance of families (advices, likes, choices, prohibitions, and work divisions). After, they are restructured by the most diverse fields where this people act, mainly in the school, specifically at Physical Education classes (in the specialized places where these classes occur). Thus, it is possible to verify the success or the failure of their path lives and the possibility of a social ascent by the choice of these practices as professional career.

O pagamento por desempenho no contexto das reformas educacionais paulistas

This article presents the results of a research that has as its analysis focus the payment by performance, represented in the public educational system of the São Paulo State by the bonus-merit. The bonus, such as other measures implemented in the last decade, is part of neoliberal reforms that were predominant in the public educational system of the State. The article intends to debate the implications of this mechanism for the teaching from a bibliographic review about the topic as well as from the interpretation of data originated from a qualitative empirical investigation based on semi-structured interviews with second cycle teachers of high and middle schools of three regional departments of education. The results revealed an influence of performative and managerial elements in the organizational work of schools and teachers. Moreover, they showed that the payment by performance has not contributed for the improvement of the work conditions and for the career of the teachers, has a very limited impact to change the quality of education and thus represent a teacher accountability mechanism.