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A voz que canta na voz que fala: poética e política na trajetória de Gilberto Gil
(Universidade Federal de São Carlos, 2013-07-05) Carvalho, Pedro Henrique Varoni de; Sargentini, Vanice Maria Oliveira; https://lattes.cnpq.br/1406919572611392; https://lattes.cnpq.br/0019513394358070
Dans ce travail de thèse on analyse la cartographie d'un sujet du discours, il est Gilberto Gil. Cette analyse prend dès leur inscription dans un événement discursif, le tropicalisme, dans la fin des années 1960, jusqu'au début de leur gestion comme Ministre de la Culture pendant le gouvernement du président Lula, entre les années 2003 et 2008. Il nous est donc intéressant de vérifier le mouvement entre deux lieux énonciatifs, qui sont occupés par le compositeur populaire et par le Ministre. Dans ce trajet, on veut réfléchir sur le fonctionnement d'archive de « brésilité » à partir des relations entre l'art et la politique dès le contexte d'émergence de la dictature militaire en 1964 jusqu'à l'arrivée de l'ex-métallurgique Luiz Inácio Lula da Silva au pouvoir. Notre travail est basé surtout sur l'Analyse du Discours française qui nous donne les concepts les plus importants pour notre analyse : énoncé, formation discursive, archive, interdiscours et intradiscours. Ce sont des outils qui nous permettent de vérifier les relations savoir-pouvoir dans l'activité de la chanson populaire bien que de vérifier comment ces relations-là contribuent pour la production de subjectivités dans la société brésilienne. Le corpus de notre recherche est composé par des chansons et des prononcés du Ministre, les deux vus comme des manifestations syncrétiques. On propose, encore, la proximité des oeuvres de chercheurs qui font leurs recherches dans une perspective historique de la chanson brésilienne, par exemple Luis Tatit et José Miguel Wisnik. À partir de la compréhension du phénomène de la chanson populaire comme un « réseau de messages », on veut penser, d'un point de vue discursif, la relation entre la 'voix qui parle' et la 'voix qui chante'. Ainsi, on cherche de rendre problématique le chemin qui conduit l'artiste vers le Ministère comme un procès inverse. La 'voix qui chante' conduit à la 'voix qui parle' dans la politique et fournit, encore, un ballaste tropicaliste-anthropophagique au gouvernement Lula, surtout à ce qui se réfère à la recherche d'un nouveau lieu institutionnel du Brésil dans une société globalisé. La trajectoire de Gilberto Gil exemplifie, donc, la façon comme la chanson populaire est devenu une des plus grandes productions discursives dans l'antérieur de l'archive de « brésilité ».
Descrição e análise morfológica da terminologia da fisioterapia: subsídios para a organização de uma base de dados para o português
(Universidade Federal de São Carlos, 2013-07-05) Ferreira, Daniela de Mattos; Almeida, Gladis Maria de Barcellos; https://lattes.cnpq.br/4046789388750478; https://lattes.cnpq.br/7461795028756010
Nowadays, the description of linguistic knowledge has been necessary due to the requirement of Natural Language Processing (NLP) programs to be able to properly recognize and process a natural language. As well as for the general language, the specialized ones also require this description, once many tasks, such as extraction of candidate terms, have been incorporated into these NLP tools. Given this reality, the present study aimed to describe the structure of terminological repertoire of Physiotherapy at the level of the internal structure of its constituent terms, using the SILEX constructional morphology model, created by Danielle Corbin (1987, 1991, 1997, 1999). To get to this morphological description based on the assumptions of the SILEX model, it was necessary to go through some steps, such as: separation in terms of simple units, non-built complex, morphological built units and syntagmatic compounds. From this separation, it was revealed that there is a widespread incidence of syntagmatic compounds in this terminology, especially those formed with the following structure: "test X", with X being an eponymy. The results of morphologically built units were: suffixation is the predominant process, mainly formed with the suffixes -ia,-ite,- ose, the composition was second, highlighting the presence of greeks archeoconstituants. Considering these results, it was possible to organize a database of Physiotherapy s morphological terminology, containing the terms and the formation processes, as well as another correlated database, containing all archeoconstituants used in the formation of the terms. On this basis, we present the descriptive meaning of these units and related terms. We hope that these organized results might be useful for subsequent computational implementation and on-line availability of data. Thus, with this work, we intend to contribute to a better understanding of the morphological level, and call the attention of linguists for greater explicitness of linguistic knowledge, especially in the morphological level.
A organização didática do ensino na educação infantil: implicações da teoria histórico-cultural
(Universidade Federal de São Carlos, 2013-07-05) Lazaretti, Lucinéia Maria; Mello, Maria Aparecida; https://lattes.cnpq.br/8338726751746542; https://lattes.cnpq.br/7146481573883908
This present thesis is the result of a survey of exploratory bibliographical nature-explanatory notes and it aimed to analyze the possibilities of organizing didactic teaching in early childhood education, in the light of the Cultural-Historical Theory, based on pedagogical practices described in theses and dissertations produced in the period 1998-2010. The investigation led to the formulation of the following thesis: the didactic organization of teaching in early childhood education, grounded in theoretical-methodological bases of historical-Cultural Theory, can steer possibilities that promote children's learning and development from zero to six, directing the pedagogical practice of intentional and systematic way. The collection and selection of the material by the Capes portal, resulted in eleven dissertations and thesis, that described or analysed specific pedagogical practices in the everyday life of early childhood education. From this analysis, we articulated: there is an intentional and systematic education that target the pedagogical practices and, with it, the educational work is based in a fragmented teaching, in which the objectives-contents procedures appear off the context; There is no representative goals showing why to teach. This is due to a lack of to establish what to teach, how to teach and taking off the context; the teacher-student relationships and interactions are virtually absent and the mediation professor student knowledge is not representative and promoter of learning and development. This fragmented teaching reveals the fragility of didactic organization of teaching in early childhood education, where there is a break in the pedagogical practice from zero to six years: on the one hand, for children under three years, the educational process involves routines in care activities that prevail, fixed and rigid, with content geared to acquire habits and abilities restricted to daily life with goals of care, feed and maintain hygiene and adequate sleep; on the other hand, for children four to six years, isolated activities occur, with disconnected and fragmented subjects aimed to train and prepare for literacy, with exercises, instructional and training ready. These notes weaved some possibilities for forwarding the pedagogical practice in early childhood education. As conclusive synthesis, we argue that the didactic organization of teaching must have as the horizon full formation of the child and the child's education is takes ownership of the human and cultural forms this is the teacher's mediation that interferes in the zone of proximal development, challenging and encouraging the child to new learning. To do it, as representative of its educational work, we need to trace goals that promote maximum human potential crystallized in cultural heritage that needs to be appropriate in the form of content, enriched with, various, diverse and contextualized that make the pedagogical practice a space that represents the complex and elaborate human achievements, producing the cultural and human development in children.
Efeitos de nanopartículas de ouro sobre o tecido ósseo, rim, fígado e coração de ratos
(Universidade Federal de São Carlos, 2013-07-05) Ruffoni, Leandro Dias Gonçalves; Nonaka, Keico Okino; https://lattes.cnpq.br/2883344668058072
The process of formation and remodeling of bone tissue is influenced by several factors such as hormones, nutrition, genetics, sex, age, intercurrent disease and environmental factors. There are published reports of the performance of nanoparticles on the development and bone remodeling, and also on kidney, liver and heart. The objective of this study was to analyze the possible influence of gold nanoparticle (AuNPs) exposure on bone tissue and on kidney, heart and liver. After a single intravenous AuNPs exposure biometric, biophysical and biomechanical bone parameters of adult rats were analyzed. The animals were randomly distributed into three groups (1 week, 1 month and 2 months), divided into four, which were respectively treated with polymer poliaminoamida (PAMAM), PAMAM + AuNPs, citrate (citrate buffer) and citrate + AuNPs. Gold nanoparticles were administered by a single dose (0,01 mg Au/kg MC),via the jugular vein. The biomechanical properties of femurs were obtained by the three point bending test. The mass of the kidney, liver and heart were also analyzed. There were no significant differences of the different bone parameters and organs weights among the groups in their respective treatment periods. Therefore, the results indicated that the dose of AuNPs used in this study did not impair the quality of bone tissue as well as the organ weights. These results may help in understanding the possible actions of AuNPs on the bone tissue and organs.
O programa Escola Ativa e a gestão participativa em escolas no campo
(Universidade Federal de São Carlos, 2013-07-05) Rosa, Júlia Mazinini; Bezerra, Maria Cristina dos Santos; https://lattes.cnpq.br/1095065753077001; https://lattes.cnpq.br/3922909960439360
Active School program was originated from the Colombian Escuela Nueva. It´s a strategy that aims to improve the quality of education in rural areas through the implementation of specific methodology and participatory management in multigrade schools. In Brazil, it has been deployed since 1997, primarily in the North, Northeast and Midwest regions, managed by Fundescola and funded in part by the World Bank. In its final phase, from 2008 to 2011, the program was expanded to all regions of Brazil, was managed by SECAD and funded entirely by the Brazilian Ministry of Education (MEC). Active School aims to develop autonomy in students and encourage the participation of rural communities in school management. This research aimed to analyze the possibilities of communities participation in school management and discuss what type of autonomy can be developed within the management perspective suggested by the program. We chose the municipality of São José do Rio Pardo as a locus of study. We adopted Gramsci, Marx, Engels and authors who discuss education and pedagogy based on them as theoretical references. This research was conducted through document analysis of Active School (Fundescola and MEC), World Bank and São José do Rio Pardo. We also conducted interviews and on site observations. We conclude that the autonomy that the student is able to develop is instrumental. The school management suggested by the program is strategic and not politic, so the participation of rural communities is also instrumental. However, Active School should be understood in its contradictory aspects, because it is possible that political participation (that is so important to rural schools) may happen in the context of strategic management.