A leitura de literatura na escola: por uma educação emocional de crianças na educação 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), Damásio (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

A construção da imagem de leitor em memórias de leitura

In this work, we analyzed reading memories of mother language teachers in continuing education context. Our objective was to understand how each individual has built his/her reader image. Our theoretical approach to the construction of selfimage was based on the concept of discursive ethos, understanding it with Charaudeau (2006) as something constructed in the intersection of glances (of the self and the other). To understand how each teacher has built his/her reader image in that intertwining of glances (of the self and the other) we are on the contributions of Bakhtin (2003, 2010b) on exotopic glance or distant/external glance. Therefore, in the analysis, we tried to capture the exotopic glance of the teachers about themselves in the various stages of their reader formation and from our exotopic look of researcher; we gave provisional finish of the reader image that teachers built of themselves. For the analysis, we adopted other theoretical assumptions: about genres, theme, composition and style, statement and social voices we based on Bakhtin (1997, 2003, 2010a, 2010b); on the notion of the discursive ethos we anchored in studies conducted by Maingueneau (2008a, 2008b); about reading, we adopted the theoretical references of Rojo (2005, 2008, 2009a, 2009b, 2009c, 2009d), Garcez (2002), Freire (2008) and Silva Neto (2007). For the discursive genre reading memories makes reference to the theme memory as well as is related to the context of teacher training, the study was supported in Aragão (1992) and Nóvoa`s (2007) theory. Situated in the area of Applied Linguistics, the research aligns with qualitative-interpretative approach of socio-historical basis. Finally, from the analysis of the corpus, data that emerged from the findings, we conclude by stating that readers have created images of themselves as active readers, readers interested in both readings, the ones respected and the ones unappreciated by the official culture

A literatura infantil como meio para a formação da criança leitora

Pós-graduação em Educação - FFC

O Programa Nacional Biblioteca da Escola e o seu impacto na sala de aula: a circulação e o acesso do livro de literatura no interior de uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

Literatura infantil no ensino fundamental: análise da recepção na articulação de textos imagéticos e escritos por crianças de 4. série

Pós-graduação em Educação - FFC

Biblioteca escolar e políticas públicas de incentivo à leitura: de museu de livro a espaço de saber e leitura

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Mediadores e espaços de leitura: a prática em escolas municipais de presidente prudente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Construindo histórias de leitura: a leitura dialógica enquanto elemento de articulação no interior de uma "biblioteca vivida"

Pós-graduação em Letras - FCLAS

Pisa 2000 e letramento literário: um estudo comparativo entre Brasil e Alemanha

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação Literária e formação de leitores: da leitura 'em si' para leitura 'para si'

This article deals with the relationship between the reader formation and the teaching of strategies of reading. We based our discussion in reading and childhood literature researchers as: Arena (2007a, 2007b, 2008 and 2010), Bajard (2002), Chiappini (1997), Coelho (2000), Cosson (2007), Foucambert (1994), Harvey & Goudivs (2007), Perroti (1986), Smith (1999), Soares (1999), Solé (2009), Zilberman (2005), and others. We dialogue with some points from the historical-cultural perspective, having a strong focus on a humanitarian literary education in elementary schools.

Formação do leitor: projeto educativo e constituição humana

The discussion about reading as a cultural practice is a requirement that points to the school relevance to take itself as a social space of meanings construction and the need to use methodologies that focus on the knowledge construction process and the individual development in considering the teaching dynamics that encourage the strategies discovery for individual and collective work, facilitating that human culture object appropriation . The focus is on the relationships in the classroom and school context mediated by language to written language acquisition, with emphasis on reading. This study intends to contribute for the refl ection on the pedagogical implications derived from the organization of a teaching context, intentionally aimed at the teaching organization of reading strategies in the written language acquisition process. The hypothesis is that the reading strategies contribute to the contexts organization with pedagogical coherent and to the competent reader formation during the education act. The studies are based on Brazilian educators Girotto; SOUZA, 2010) and on North American educators (HAMPTON & Resnick, 2008; OWOCKI, 2003; WEDWICH & Wutz, 2008; HARVEY AND GOUDVINS, 2007), with the action research methodology.

Era uma vez...literatura na escola?: memórias recentes do ensino da literatura na educação básica paulista

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

Conserver ou restaurer? La dialectique de l’œuvre architecturale : histoire d'un débat qui a contribué à la formation de la culture de la conservation du patrimoine bâti

La question de recherche « Conserver ou restaurer ? » est le point de départ d’une aventure invitant le lecteur à répondre à qu’est-ce qui oriente nos interventions en matière de conservation du patrimoine bâti. Sachant que ces positions rivales ont toutes une prétention à la vérité, cette thèse fait l’hypothèse d’une médiation entre les deux approches en clarifiant ses différentes interprétations. À partir d'un regard critique de la théorie de Cesare Brandi fondée sur la dialectique historique-artistique de l’œuvre d’art ainsi que d'une réflexion sur la nature fonctionnelle de l’œuvre architecturale, cette thèse démontre qu’il n’y a pas lieu a priori de donner une prédominance à l’une des deux options, ni à établir une échelle de valeurs prédéterminées, mais dévoile un dénominateur commun qui est le temps. Ce dernier ne se restreint pas au passé et au présent, mais implique la puissance destructrice du temps de la nature et le temps historique fondé sur un présent durable riche du passé et ouvert sur l'avenir. Les résultats de la recherche révèlent enfin un dialogue possible entre nos deux alternatives, en proposant une éthique disciplinaire axée sur la dialectique du temps. Savoir « quand conserver ou quand restaurer » demande la reconnaissance de ce que l’on retient de plus significatif à travers l’existence de l’œuvre. Situer cette signification dans un passé révolu désigne l’œuvre comme témoignage d’un temps passé, en lui reconnaissant sa fonction mémorielle ou remémorative ; d’où l’approche à prédominance conservative visant à faire reculer la puissance destructrice du temps de la nature et à préserver le témoignage matériel de la dégradation. Au contraire, situer cette signification dans un présent vivant, c’est reconnaître sa vocation identitaire destinée à la représentation d’une culture ; d’où l’approche à prédominance restaurative (ré-intégrative) fondée sur le temps historique, d’un présent durable riche du passé et ouvert sur l'avenir visant à en révéler le sens. En bref, en ce qui concerne tout le patrimoine bâti, on ne peut parler que d’une dialectique fondamentale issue de la nature même de ces œuvres, à interpréter sous leur fonction mémorielle et leur vocation identitaire. Par conséquent, conserver ou restaurer devraient être réinterprétés par préserver la mémoire ou révéler l’identité. Ainsi, la conservation et la restauration ne doivent plus être entendues comme deux options antagonistes, mais comme deux modalités d’interprétation au service de la médiation de l’œuvre architecturale à travers le temps.

Spray dried combinations of lactoferrin with antibiotics appear superior to monotherapy for reducing biofilm formation by pseudomonas aeruginosa

SD Apo Lactoferrin-Tobramycin/Gentamicin Combinations are superior to monotherapy in the eradication of Pseudomonas aeruginosa Biofilm in the lungs Wilson Oguejiofor1, Lindsay J. Marshall1, Andrew J. Ingham1, Robert Price2, Jag. Shur2 1School of Life and Health Sciences, Aston University, Birmingham, UK. 2School of Pharmacy and Pharmacology, University of Bath, Bath, UK. KEYWORDS: lactoferrin, apo lactoferrin, spray drying, biofilm, cystic fibrosis Introduction Chronic lung infections from the opportunistic pathogeen Pseudomonas aeruginosa has been recognised as a major contributor to the incidences of high morbidity and mortality amongst cystic fibrosis (CF) patients (1,2). Currently, strategies for managing lung infections in CF patients involves the aggressive use of aerosolised antibiotics (3), however, increasing evidence suggests that the biofilm component of P. aeruginosa in the lower airway remains unperturbed and is associated with the development of antibiotic resistance. If this is so then, there is an urgent need to suitably adjust the current treatment strategy so that it includes compounds that prevent biofilm formation or disrupt established biofilms. It is well understood that biofilm formation is strongly dependent on iron (Fe3+) availability (4), therefore aerosolised anti-infective formulations which has the ability to chelate iron may essentially be a well suited therapy for eliminating P. aeruginosa biofilms on CF airway epithelial cells (5). In this study, we report the use of combination therapy; an aminoglycosides (tobramycin and gentamicin) and an antimicrobial peptide (lactoferrin) to significantly deplete P. aeruginosa biofilms. We demonstrate that lactoferrin-tobramycin and lactoferrin-gentamicin combinations are superior to the single antibiotic regime currently being employed to combat P. aeruginosa biofilms. MATERIALS AND METHOD Antibiotics: The antibiotics used in this study included gentamicin and tobramycin supplied by Fagron, UK. Bacterial strain and growth conditions: Pseudomonas aeruginosa strain PAO1 was provided by Prof. Peter Lambert of Aston University, Birmingham UK. The Strains were routinely grown from storage in a medium supplemented with magnesium chloride, glucose and casamino acids. Dialysis of lactoferrin: Apo lactoferrin was prepared by dialyzing a suspension of lactoferrin for 24 hrs at 4 °C against 20 mmol/L sodium dihydrogen phosphate, 20 mmol/L sodium acetate and 40 mmol/L EDTA (pH 3.5). Ferric ion (Fe3+) removal was verified by atomic absorption spectroscopy measurements. Spray drying of combinations of lactoferrin and apo lactoferrin with the different aminoglycosides: Combinations of tobramycin and gentamicin with the different preparations of lactoferrin were spray dried (SD) as a 2% (w/v) aqueous suspension. The spray drying parameters utilized for the production of suitable micron-sized particles includes: Inlet temperature, 180°C, spray flow rate, 606 L/hr; pump setting, 10%; aspirator setting, 85% (34m3/hr) to produce various outlet temperatures ranging from 99 - 106°C. Viability assay: To test the bactericidal activity of the various combinations, a viability assay was performed as previously described by Xu, Xiong et al. (6) with some modifications. Briefly, 10µL of ~ c. 6.6 x 107 CFU mL-1 P. aeruginosa strain PAO1 suspension were incubated (37°C, 60 mins) with 90 µL of a 2 µg/mL concentration of the various combinations and sampled every 10 mins. After incubation, the cells were diluted in deionised water and plated in Mueller hinton agar plates. Following 24 h incubation of the plates at 37°C, the percentage of viable cells was determined relative to incubation without added antibiotics. Biofilm assay: To test the susceptibility of the P. aeruginosa strain to various antibiotics in the biofilms mode of growth, overnight cultures of P. aeruginosa were diluted 1:100 into fresh medium supplemented with magnesium chloride, glucose and casamino acids. Aliquots of the dilution were dispensed into a 96 well dish and incubated (37°C, 24 h). Excess broth was removed and the number of colony forming units per milliliter (CFU/mL) of the planktonic bacteria was quantified. The biofilms were then washed and stained with 0.1% (w/v) crystal violet for 15 mins at room temperature. Following vigorous washing with water, the stained biofilms were solubilized in 30% acetic acid and the absorbance at 550nm of a 125 µL aliquot was determined in a microplate reader (Multiskan spectrum, Thermo Scientific) using 30% acetic acid in water as the blank. Aliquots of the broth prior to staining were used as an indicator of the level of planktonic growth. RESULTS AND DISCUSSION Following spray drying, the mean yield, volume weighted mean diameter and moisture content of lactoferrin powder were measured and were as follows (Table 1 and table 2); Table 1: Spray drying parameters FormulationInlet temp (°C)Outlet temp (°C)Airflow rate (L/hr)Mean yield (%)Moisture content (%) SD Lactoferrin18099 - 10060645.2 ±2.75.9 ±0.4 SD Apo Lactoferrin180100 - 10260657.8 ±1.85.7 ±0.2 Tobramycin180102 - 10460682.1 ±2.23.2 ±0.4 Lactoferrin + Tobramycin180104 - 10660687.5 ±1.43.7 ±0.2 Apo Lactoferrin + Tobramycin180103 - 10460676.3 ±2.43.3 ±0.5 Gentamicin18099 - 10260685.4 ±1.34.0 ±0.2 Lactoferrin + Gentamicin180102 - 10460687.3 ±2.13.9 ±0.3 Apo Lactoferrin + Gentamicin18099 -10360680.1±1.93.4 ±0.4 Table 2: Particle size distribution d10 d50d90 SD Lactoferrin1.384.9111.08 SD Apo Lactoferrin1.284.7911.04 SD Tobramycin1.254.9011.29 SD Lactoferrin + Tobramycin1.175.2715.23 SD Apo Lactoferrin + Tobramycin1.115.0614.31 SD Gentamicin1.406.0614.38 SD Lactoferrin + Gentamicin1.476.2314.41 SD Apo Lactoferrin + Gentamicin1.465.1511.53 The bactericidal activity of the various combinations were tested against P. aeruginosa PAO1 following a 60 minute incubation period (Figure 1 and Figure 2). While 2 µg/mL of a 1:1 combination of spray dried apo lactoferrin and Gentamicin was able to completely kill all bacterial cells within 40 mins, the same concentration was not as effective for the other antibiotic combinations. However, there was an overall reduction of bacterial cells by over 3 log units by the other combinations within 60 mins. Figure 1: Logarithmic plot of bacterial cell viability of various combinations of tobramycin and lactoferrin preparations at 2µg/mL (n = 3). Figure 2: Logarithmic plot of bacterial cell viability of various combinations of gentamicin and lactoferrin preparations at 2µg/mL (n = 3). Crystal violet staining showed that biofilm formation by P. aeruginosa PAO1 was significantly (ANOVA, p < 0.05) inhibited in the presence of the different lactoferrin preparations. Interestingly, apo lactoferrin and spray dried lactoferrin exhibited greater inhibition of both biofilm formation and biofilm persistence (Figure 2). Figure 2: Crystal violet staining of residual biofilms of P. aeruginosa following a 24hr incubation with the various combinations of antibiotics and an exposure to 48 hr formed biofilms. CONCLUSION In conclusion, combination therapy comprising of an antimicrobial peptide (lactoferrin) and an aminoglycosides (tobramycin or gentamicin) provides a feasible and alternative approach to monotherapy since the various combinations are more efficient than the respective monotherapy in the eradication of both planktonic and biofilms of P. aeruginosa. ACKNOWLEDGEMENT The authors would like to thank Mr. John Swarbrick and Friesland Campina for their generous donation of the Lactoferrin. REFERENCES 1.Hassett, D.J., Sutton, M.D., Schurr, M.J., Herr, A.B., Caldwell, C.C. and Matu, J.O. (2009), "Pseudomonas aeruginosa hypoxic or anaerobic biofilm infections within cystic fibrosis airways". Trends in Microbiology, 17, 130-138. 2.Trust, C.F. (2009), "Antibiotic treatment for cystic fibrosis". Report of the UK Cystic Fibrosis Trust Antibiotic Working Group. Consensus document. London: Cystic Fibrosis Trust. 3.Garcia-Contreras, L. and Hickey, A.J. (2002), "Pharmaceutical and biotechnological aerosols for cystic fibrosis therapy". Advanced Drug Delivery Reviews, 54, 1491-1504. 4.O'May, C.Y., Sanderson, K., Roddam, L.F., Kirov, S.M. and Reid, D.W. (2009), "Iron-binding compounds impair Pseudomonas aeruginosa biofilm formation, especially under anaerobic conditions". J Med Microbiol, 58, 765-773. 5.Reid, D.W., Carroll, V., O'May, C., Champion, A. and Kirov, S.M. (2007), "Increased airway iron as a potential factor in the persistence of Pseudomonas aeruginosa infection in cystic fibrosis". European Respiratory Journal, 30, 286-292. 6.Xu, G., Xiong, W., Hu, Q., Zuo, P., Shao, B., Lan, F., Lu, X., Xu, Y. and Xiong, S. (2010), "Lactoferrin-derived peptides and Lactoferricin chimera inhibit virulence factor production and biofilm formation in Pseudomonas aeruginosa". J Appl Microbiol, 109, 1311-1318.

Travel, back and forth, to the myth. Cinema´s contribution to the formation of the tourist iconography of Mallorca

Mallorca, the largest of the Balearic Islands, is a well-known summer holidays destination; an ideal place to relax and enjoy the sun and the sea. That tourist gaze reflected on postcards results from advertising campaigns, where cinema played an important role with documentaries and fiction films. The origins of that iconography started in the decades of the 1920’s and 1930’s, reflecting the so-called myth of the “island of calm”. On the other hand, the films of the 1950’s and 1960’s created new stereotypes related to the mass tourism boom. Busy beaches and the white bodies of tourists replaced white sandy beaches, mountains and landscapes shown up in the movies of the early decades of the 20th century. Besides, hotels and nightclubs also replaced monuments, rural landscapes and folk exhibitions. These tourist images mirror the social and spatial transformations of Mallorca, under standardization processes like other seaside mass tourist destinations. The identity was rebuilt on the foundations of "modernity". Although "balearization" has not ceased, nowadays filmmaking about Mallorca is advertising again a stereotype close to that one of the 1920s and 1930s, glorifying the myth of the "island of calm". This singular identity makes the island more profitable for capital that searches socio-spatial differentiation in post-fordist times.