Repositório RCAAP

A autora Chicana Ana Castillo aborda constantemente em suas obras – poemas, romances e ensaios – temas envolvendo questões de gênero, sexualidade, raça e etnia. Sua última publicação, Black Dove: Mamá, Mi'jo and Me (2016), é uma coleção de ensaios autobiográficos sobre a história de sua família, desde seus avós até a sua experiência como mãe. Ao reconstituir essas histórias, a autora também remonta a relação fronteiriça e de poder entre os Estados Unidos e o México. Além de cruzar as fronteiras territoriais entre os países, a obra também cruza fronteiras de linguagem, de gêneros literários  e de tempo. O livro é composto por 17 ensaios atravessados pela experiência de Castillo como uma mulher racializada, bissexual, de origem latino-americana, vivendo em uma sociedade machista, branca, imperialista e hegemônica. Através da experiência coletiva da comunidade Chicana, ela exerce o seu direito de lembrar quem é, de onde veio e de traçar caminhos alternativos daqueles previamente definidos para uma mulher racializada, latina, que vive nos Estados Unidos. 

This study aims to identify, understand and problematize the meanings attributed by the production of knowledge in Physical Education in relation to discussions about sexuality in the school context through specific Brazilian Physical Education journals. Methodologically, this is a quantitative-qualitative research that is theoretically and analytically supported by references to post-critical theories. In the 13 journals investigated there were 04 publications focusing on gender/sexuality and 03 specific publications on sexuality, which were described and analyzed throughout the study. These data corroborate with the need for more studies and publications about the issues of sexuality in the school environment that may contribute to the formation of Physical Education teachers and their pedagogical practices, in order to, above all, encourage respect for plurality.

In this paper we present the results of a bibliographical review whose main objectives were: (i) to situate cognitive flexibility in the areas of teaching and research in Science education, and (ii) to seek subsidies to materialize the development of cognitive flexibility through the elaboration and evaluation of didactic activities of Physics. We consider, in this context, the importance to recontextualize scientific knowledge. Explained by several authors and by the official documents aimed at the high school of Physics, it makes possible students deal with the situations they experience or may experience, many of them new and original. We find in the Cognitive Flexibility Theory (CFT) the theoretical-methodological basis for this issues. That´s because it emphasizes the development of cognitive flexibility as essential in the construction, organization and restructuring of knowledge in the face of new situations and contexts of use. In this context, the bibliographic review was done in thirty-three journals of the area, and covered the publications in the period from 1990 to 2017, in consonance with the proposal of CFT. We aim to analyze papers that emphasized cognitive flexibility, based on criteria elaborated according to the specified objectives. As one of the results of this bibliographic review, we found that cognitive flexibility is still little handled in the scope of Science education, which explains the relevance and necessity of expanding the research about the tematic. Another important result was the inexistence of literature review articles on cognitive flexibility in this area, so that this review was relevant in this scope. As a main result, we highlight the diversity of teaching methodologies, evaluation tools and evaluation focuses in the proposals analyzed. We understand that this can contribute to the structuring of didactic activities that aim at a more flexible teaching-learning process of Physics, as well as for a coherent and comprehensive analysis of the aspects involved in the development of cognitive flexibility. This flexibility is essential for a broader and more articulated formation, which aims apply knowledge in new contexts.

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Apresentação

Conjecturing the State, neoliberalism, social protection systems and political and economic movements in Latin America in the current scenario is a challenging challenge. Even so, the objective of this study is to understand the neo-liberal state in Latin America and its impacts on social protection systems. Given this context of study, the research problem is: what are the perspectives that must be considered to understand the neoliberal oriented State in Latin America in relation to the impacts on social protection systems? To allow the analysis of this scenario, the article was divided into two moments: the first responsible for understanding the neo-liberal state in Latin America and the second for analyzing the social protection systems and the influences of neoliberalism in its constitution. The methodology applied in the research is divided into three axes: the exploratory-descriptive research will be used to achieve the objectives initially proposed; to organize and compile the materials for the study, quantitative and qualitative bibliographic research will be used and; for the treatment of these data, the method to be used will be dialectical materialism.

This study aimed to describe and analyze the supervision of students’ practices by teachers in Physical Education classes. Four teachers participated in this qualitative research-intervention study. The method of simple and cross self-confrontation from the Activity Clinic was used to analyze the supervision of the practices. The teachers watched the videos of their classes and talked about the different ways of acting during the supervision activity. Six episodes of teaching were described and analyzed. Different types of supervision of students’ practices were identified: silent observation, flash, stop and tracking interventions. The analysis promoted awareness of supervisory practices as well as the visualization of other ways of supervising students’ work, which may contribute to the expansion of teachers’ power to act in future teaching situations.

In 1953, it was released the first film adaptation of H.G. Well’s War of the Worlds, originally published in 1898. In this paper, we discuss how the movie reflected the valorization of science in this period, stimulated by political and military disputes during Cold War. First, we present a historiographical panorama of the early years of Cold War, especially about the scientific development that aroused from the 1950s and the growing idealization of science. Next, we show that some specific scenes of War of the Worlds (1953) reinforce this idealization, in putting the scientist in a leading role, contrary to the original story in Wells’ book, and in emphasizing an indutivistic view of science. From this study, we believe it is possible to offer tools for teaching activities in the interface between history of science and cinema.

This study aimed to investigate the population biology of Minuca mordax in the Igaraçu River, Parnaíba, analyzing frequency distribution in size classes, reproductive period, relative growth, morphological sexual maturity, sex ratio and heterochely. The crabs were manually collected, randomly, by two people for 1 hour, in the representative months of the dry season (September to November) and rainy (April to June). In laboratory the crabs were identified, separated according to sex and measured. A total of 610 samples were captured, with 453 males and 157 females. The average size of carapace width (CW) was significantly different (p < 0.05) between males (17.21 ± 3.68 mm) and females (15.06 ± 3.18 mm). The distribution of the crabs in size classes was unimodal for both sexes. The morphological sexual maturity obtained for males was 12.42 mm CW and females was 10.05 mm CW. The sex ratio for the population was 1:0.35 (male: female), with significant difference from the expected ratio of 1:1. The heterochely was observed only in males of the species (224 right-handed and 229 sinister). Subsequently, other on-site observations were carried out monthly, from February/2011 to January/2012 to observe ovigerous females and determine the reproductive period. Females with eggs were observed only from March to June, corresponding to the rainy season in the region. The results found in the present study are similar to those observed in other populations of violinist crabs and suggest that the population is stable in the environment. The present study provides subsidies for the conservation of the species in the Igaraçu River.

The application of the globalization theory to colonial contexts in recent years has emphasized the articulations between colonized and colonizers. For the Mediterranean Iron Age, the focus has been upon the expressions of local (colonized) identities, and of regional variabilities of the overseas Greeks and Phoenicians; any attention to the engagements that Greeks and Phoenicians had among them during this time has been solely contrapositive in the framing of arguments. The present study analyzes the background to this circumstance by specifically addressing the engagement between these global cultures on a Mediterranean-wide scale during the period of their overseas foundations. Regarded from the perspective of a globalization framework, the common sets of practices and shared bodies of knowledge reveal a deep complexity of intercultural contact during the Iron Age, reminding us that cultures should never be individually considered.

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This paper aims to discuss Galileo's letter to Benedetto Castelli, found in the Royal Society library, in August 2018, by researcher Salvatore Ricciardo of the University of Bergamo. We will discuss mainly the changes that Galileo made in the text of the letter dated December 21, 1613. This letter was already well known to researchers in the field, however, Ricciardo's discovery brought new information about the history of Galileo's confrontation with the Inquisition, in its arduous struggle against Copernicanism and the liberation of science from religious dogmas. The discovery shows that Galileo modified the text by trying to soften his harsh criticism of the theologians of the time, who were against the idea of heliocentrism. The main justification given by the opponents of Copernicanism centered on the subversion of some passages of Holy Scripture, especially the passage of Joshua. Until Ricciardo's discovery, the most accepted idea was that some rival clerics had modified the letter in order that Galileo was more easily accused of heresy by the Inquisition Court and his texts banned by the Index. However, we can verify from the discovery that, in fact, modifications to the letter were made, but by Galileo himself, as a probable attempt to get rid of some charges that were being made against him. Finally, we will present a translation of the letter found by Ricciardo, commenting on the modifications made by Galileo in relation to the old version.

Based on the analysis of the seminal texts Reflections on the Revolution in France, by Edmund Burke; On Being Conservative, by Michael Oakeshott; and Why I Am Not Conservative, by Friedrich A. Hayek, this essay presents the fundamental principles of modern conservatism originally articulated against liberalism, while exposing the theoretical elements that support the contradictory political alliance condensed into the phrase conservative in customs and liberal in economics.

Objectives: this study aims to present an architecture based on information and knowledge organization systems that offer support to the publication of linked open data.Methods: The methodology is characterized as qualitative, exploratory research, given that it stems from studies of linked open data government, metadata, ontologies, and the Resource Description Framework to establish a link between these concepts.Results: As a result, a publication architecture was formulated, which was verified through a case study using open data originating from the information systems of the University of Brasilia.Conclusions: The architecture proposed was developed using metadata and ontologies for the link, and the semantic representation of data.

This article seeks to understand how the term “youth” is present in the Brazilian Physical Education (PE) scientific production. To answer this question, at first, the text presents the debate about the youth condition, discussing the presence of schooling projects in this area. Having done that, it performs a literature review, in terms of scientific articles, in the main journals in the field of Physical Education. From the results, it is noted that the participation of PE scientific field in the debate on the concept of youth is still incipient. However, the production of the field seems to understand that cultural and sports practices are fundamental for the understanding of youth sociability and for the constitution of the multiple identities of youth.

O trabalho apresenta uma resenha da coletânea Psicanálise e Gênero: Narrativas feministas e queer no Brasil e na Argentina que reune artigos e entrevistas de/com psicanalistas, teóricas dos estudos feministas, de gênero e queer. Um compilado de diálogos (artigos e entrevistas) que convidam a pensar, de forma interdisciplinar, interrogações pelos novos tempos, sujeitos e demandas. Uma releitura que visa a despatologização e a desconstrução de preconceitos, o convite à elaboração de saberes e a escuta das singularidades que não se encontram dissociadas do social. Os textos e entrevistas das autoras e autores trazidas por esta coletânea nos mostram que se faz necessário escutar a rua e seus ruídos.  

The aim of this study was to report a pedagogical experience produced in a public school, located in the city of São Bernardo do Campo - SP, conducted in the early grades of elementary school. The work was developed in the second quarter of 2019 and had as its theme dance, where 15 experiences were organized permeated by the sertanejo musical rhythm. During the educational project, students experienced the gestures of this body practice, reflected on historical, social and political aspects related to the country rhythm, organized presentations for the school community and reflected on all these experiences in the circle of culture. We conclude that the dances can be thematized in school physical education classes and students should be highlighted in the construction of educational experiences, enabling the democratic participation of these students in daily school life.

This article addresses the human rights problems of young adolescents “in conflict with the law” in relation to the reforms proposed for their treatment in a context of neoconservatism. Thinking about the struggles for human rights and locating Social Work strategies in socio-legal institutional spaces enables professional debate and bases the political actions deployed to defend the rights, in particular, of young people-adolescents. In this framework, the media installation of the problem and the appearance of the legal reform as the only way are a unilateral approach and skew the understanding of the field of juvenile justice. We maintain that there is a seduction in juvenile justice for procedural rights, but not for the comprehensiveness of human rights, particularly of young people-adolescents. However, there have been a series of attempts to reform this state of affairs, social workers have participated generating a rich experience.

This article is the result of an investigation that focused on understanding how the accomplishment of the academic master's degree, by Physical Education teachers of the Santa Maria/RS Municipal School, has repercussions on the professional development process of these teachers. The study was developed through literature review and biographical interviews (semi-structured). The focus of analysis was the academic master's degree and its consequences in the professional development of teachers. Thus, it was understood that the process of professional development to a large extent seems to have been influenced by the completion of the academic master's degree in different ways. The diversity present in the processes of accomplishment of the academic masters does not prevent a convergence in relation to the recognition of the repercussion of the masters on the pedagogical practices for some teachers or, on the teaching identity of some of them. 

In Brazil, two recent laws stand out in the fight against gender violence: Law no. 11.340 / 2006, named “Maria da Penha Law”, and, more recently, Law no. 13.104 / 2015, which typifies femicide, the murder of a woman due to her gender condition. The purpose of this article is to analyze the effects of Law no. 13.104 / 2015 in the rates of violence against women, especially in the number of femicides. The number of deaths of women in Brazil in the period between 1996 and 2017 was surveyed, in order to evaluate, in a quantitative way, the effects of the new law on the numbers of gender violence, through a comparison on the temporal evolution of the indexes. The results point to an immediate decrease in the number of femicides, with a subsequent resumption of growth, indicating that there was no significant impact on these indexes. The importance of crime classification, however, goes beyond its effects on the number of deaths of women.