RCAAP Repository

This research presents a brief study about the influence of advertisements in the civilizing process in Uberabinha city, today Uberlândia, localized in Triângulo Mineiro. The chosen time frame were 1919 to 1929. In this time was analyzed copies of the newspaper A TRIBUNA. To achieve this goal, the motivating question was to analyze how the advertisements contributed to educate citizens as time that they lived wanted. Then was made a historical journey mapping the history of the Uberabinha city, the emergence of the press and advertisement in Brazil. Then the ads linked to tailors, machinery, services and cars topics were analyzed, to underscore the relevance of scientific discourse that was sustained in the method and technique to teach the citizens in accordance with the civilization and the modern discourse. The advertisements that mention the elements related to health, such as medicines, pills, elixirs were also presented. It is concluded that to civilize a citizen for the challenges of Brazil Republic, were launched many devices beyond formal education, including newspapers and advertisements printed thereon. Through the analysis of various ads, it became clear how the individuals were educated to new sensibilities and new habits. It was also possible to see how the ideals sanitarians imposed new benchmark, and confirmed the principles and ideas of modernity setting new patterns to that rural area. The analysis of advertising\'s principle construction as an element of culture. Thus it can be understood as dialogic and responsive element, in line with the men and the time that produced it, carrying their features. And is the reiteration through the periodicals, the strength of its communication and education.

This study it is an investigative work of Master under the Graduate Program in Education of the Federal University of Uberlândia linked to the Working survey line, society and education. The goalis to analyze the impacts and the new settings that teaching as taken on the state system of Minas Gerais in Uberlândia-after the implementation of educational policies guided by the managerial rationality by Governor Aécio Neves, from the year2003. The central element Research is the Individual Performance Assessment (ADI) as regulatory policy coming from the institutional apparatus of the State Reform - Call Management Shock. The aim is to verify the changes in teaching from this evaluation process embodied in assessment policies to control the teaching work. It brings the context of the restructuring that took place in recent years in the educational sphere and in teaching, given the capital\'s globalization scenario. The study supports in reading and analysis of documents such as the Constitution of 1988, the Law of Guidelines and Bases of Education No. 9.394 / 96 Pedagogical Policy Project Institutional, Career Plan of the State Network of Mining Education, Resolutions, Guidelines bodies responsible for deciding on educational policies in Brazil and documents provided by the Sind-UTE - representative of the teaching category in Uberlândia. It is a qualitative research that permeates the literature review and the classic discussing the issue with a view to recovery and analysis of the production on the teaching. The hypothesis that guides the study is that the resulting changes in education reform over the last few years have led to erosion and intensification of teaching work generating professional illness. From the government\'s demands Mineiro has been increased functions and tight control over the teaching, with interference in the pedagogical and working conditions. The results preliminary data indicate that teachers love what they do and intend to do a good job, but by the need to teach at more than one school, the lack of time to prepare lessons, the lack of conditions to perform quality its activities; in addition to the work overload and lack of salary incentives, there is a great motivation to teaching.

This research aimed to map the bids called Cultural Policies of Zaire Rezende s government held in the period from 1983 to 1988 in the city of Uberlândia/MG. The initial idea was to collect materials that would enable mapping out the bids that gave subsidies to the development of cultural policies, especially those related to reading incentive. This is a research conveyed the line of history and historiography of education. The specific objectives were: to identify how the cultural policy of Zaire Rezende s government towards reading have been implemented and how they arrived to low-income population; to identify and interview which were the subjects responsible for implementing government reading policies of Zaire Rezende; to investigate in which circumstances the reopening of the Municipal Library \"Juscelino Kubitschek de Oliveira\" took place, in that same government. It is a qualitative research whose methodology was based on the genre of Thematic Oral History, and used interviews with five people who worked at the Municipal Department of Culture as well as in the Juscelino Kubitschek de Oliveira Municipal Public Library in the first term of the office of the Zaire Rezende s government of 1983-1988, as it was also performed a documental and bibliographic research with trips to the Municipal Public Archives of Uberlândia and the Municipal Public Library. The interviews led to ascertain whether the population actually had space within the government entitled \"participatory democracy\" to make their demands, one of them reading. The study showed how the low-income population that had never before met their aspirations, now have as much as possible, considering the City Hall budget. As a period fresh out of the military dictatorship and the establishment of the Department of Culture, the ideas and wills so that projects were made covering reading and culture were great employees arising from both the library and the Department of Culture. In all narratives it was noted the strong desire to make it happen of the employees, as well as this poor population who wished for improvements, especially those related to reading.

This work is part of the research process undertaken by the Postgraduate Studies in Education Program (PPGED) at the Federal University of Uberlandia (UFU) related to the State, Policy and Management Education research line (EPGE). It inquiries about the understanding of the official documents and how they present the relationship between citizenship and education, developing a theoretical reflection up the concept of citizenship and, also, a survey of the inchoate (or not) about this concept in the Brazilian legal provisions, starting by the 1988 Federal Constitution, the National Education Bases and Guidelines Law No. 9394/96, the National Basic Education Curriculum Guidelines and specifically the National Secondary Education Curriculum Guidelines. The emphasis in Secondary Education is due to the condition of this is the last stage from the basic education, being a defining moment for the compliance of the legal provisions about quality education expressed in the guidelines as a nation project concepts. In this sense, it is analyzed the possibilities and challenges of public policies about education in relation to the construction of citizenship at school and its relationship to the state, society, democracy and participation. To this end, a basic education school was inserted in the context of analysis, and documents, such as the Political Pedagogical Project and the teacher s secondary education course plans have been used as a source of collecting data as an attempt to identify, in the documents of the school, the relationship between citizenship and educational processes. The metodology adopted to implement the research was the document analysis, starting with the official documents in order to link this research to the study of the institution\'s own documents. The research has been organized from the national policy taken from the 1990s, considering the issue of democracy and the implementation of national curriculum guidelines. Finally, we present considerations about the official documents analysis, particularly the National Secondary Education Curriculum Guidelines, raising relevant issues presented in the pedagogical proposal of the school and the teachers\' course plans, and being possible to verify the principles and purposes of the documents forms built up in the school pedagogical practice.

This work is part of a process of investigation made with the Post-Graduation Education Program of UNIVERSIDADE FEDERAL DE UBERLANDIA, in the research line of State, Politician and Education Management. The main purpose is analyze the guidelines and make the School Boards stronger, with good proposals , and study your implementation in public schools in the city of Uberlandia while democratization mechanisms through the creation and execution from the categories participation, democratic governance and citizenship. The research starts questioning educational problems of creation and fortification School Boards, this Counsel guide the practice and analyze the viability to effect these proposals. The methodological approach of this work traces back the process of elaboration and implementation of Counsel of School for the democratization of school management that supports in theoretical productions already made about the object. We analyze the implementation of Counsel of School in six schools of city Uberlandia in 2014 and 2015, we done a qualitative approach employing the use of documentary research, in the national, state and local sphere. The research shows the way of how the educational system is organized, the conditions of work that are offered to professionals in Brazil culture, among other factors, the acting of School Boards cannot accomplish all the responsibilities that the regulatory context predict. The conclusion of this work shows that School Boards contribute to the democratization management and for exercise citizenship, but there is no warranty of this practice, because everything depends of other mechanisms of participation and the interests of all involved sectors.

This work is part of the research of the Master s Degree in Education program from the Federal University of Uberlândia/MG and has as its primary objective to know, analyze and register the paths taken in the construction of the Nossa Senhora do Amparo high school, built in the city of Monte Carmelo, in the year of 1939 under the direction of the Franciscan Sisters of Nossa Senhora do Amparo, paying special attention to the issue of feminine education. This research is set between the tears of 1939 and 1973, taking into consideration that, in the 70 s, the Normal Course curriculum received the subjects of the then called Scientific Course, as a consequence of the alterations brought forth by Law 5.692/71 of the 1º and 2º degree education reform, after which it became known as Normal High School. This approach will be made by highlighting the macro history context in which this catholic confessional school inserts itself, allowing therefore the possibility of thinking of it as an educational space where women students and nuns re-create unique and multiple ways of thinking and behaviors, among the appropriations that highlight peculiar and relevant hues for the historical construction of Brazilian education. The theoretical-methodological support for this research was obtained in the propositions of the New Cultural History, under the perspective of the approaches proposed by Roger Chartier, seeing as possible to think history from the point of view of social representations, which articulate themselves as mechanisms forged in the interior of relations permeated by clashes, in the practice of social subjects who manifest themselves in the acceptance/re-elaboration or rejection/resistance to the roles which are in many ways imposed or offered as adequate or convenient. By interviewing the big and the little , it is intended to rescue the details of a history that is built between signals and readings of a past that always provokes a new look, a new path along the ways of historical research of Brazilian education.

This research approaches the existent contradictions between the professional qualification and the precariousness of the telemarketing operators work in Uberlândia, Minas Gerais. It recovers the dialectic mediations between that process and the transformations in the work environment. In recent years the service sector presents a considerable growth in Brazil and particularly in Uberlândia. Though, that growth is materialized in a context of productive restructuring of the capital that has as consequences the flexibility, precariousness and fragmentation of the working class. Discussing on the principles of the dialectic historical materialism that has among its presuppositions the criticism of the work in the capitalist production mode, we demonstrate that unlike the optimistic discourses of the capital that point to the consolidation of workers endowed with larger intellectual content in the end of the twentieth century and beginning of the twenty-first century, we verified the permanence of work ways which are alienated and precarious. In that way, we approached the impacts of the structural crises of the monopolist capitalism that are present in the existent relationships between work and education facing the transformations of the productive process as well as its reflexes in the organization of the work and in the process of professional qualification of the telemarketing operators in the company researched in UberlândiaMG.

The present work aims to identify and understand the different acquirements found in the pedagogic practice of educators who work with bearers of deficiencies in the first-grade of elementary school. In order to achieve this objective, two public schools, which work under the perspective of inclusive education, located in the city of Uberlândia were chosen as a scenario. The study has started with a brief historic of Special Education and the definition and characteristics of mental deficiency. Afterwards, the educators knowledge and background were emphasized, favoring the understanding but the way these educators acquire and/or build and the mobilization of this knowledge, and what type of relation are established amongst themselves and their pedagogic practice. Through the nature of this work and the theoretical principles in which it is based, our methodological option was guided in a qualitative approach and it included the involvement of 3 specific educators who have students with mental deficiency in the first-grade, within your classrooms. In order to gather the data, it was used semi-structured interviews. The gathered information indicates that educators own a set of knowledge arising from all sort of sources and all of them are relevant for your professional performance, but the ones that most affect the pedagogic practice with the mental deficiency students in regular education, are the personal and experienced knowledge, whereas the educators do not have formation to work with these students. It was verified within this study that, in the lack of this formal initial knowledge, educators develop the work with the mental deficiency students searching inside their personal experiences and their auto-formation, and therefore, building their own set of experienced knowledge. In this way, the development of this work reveals the built knowledge of these three educators, in their performance with the mental deficiency student and it may contribute for the seek of alternatives to the initial and continuous formation, recognizing and valorizing the experienced knowledge built through the work development of the student. Add to that, It may also contribute to the reflection about the qualification of the educators.

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This research, inserted in the Line of Politics and Administration of the Education of the Program of Masters degree in Education of the Federal University of Uberlândia, has as object of investigation the School Collegiate of the Public Educational System of Minas Gerais, Brazil, based on the study of official proposals of the standardization and adjustment of the operational process in these administration instances, promulgated in period 1991-2006. The demand for it, is to identify and analyze the ruptures and continuities, the approaches and the political and ideological farness, expressed in the legislation, in a global context of reestablishing the world of work and the role of the State in the neoliberal perspective, as well as the present evidences of decentralizationdisarrangement, participation and democratization of the public school system. The methodology of the research of qualitative delineation was used critically to determine, organize and analyze the laws, rules, designations and other official documents announced in the period between 1991-2006, besides other publications originated from the mineiro public power (authority). These documents were dialectically composed by the study of social, economical, political and cultural set of the country and the state of Minas Gerais. It s very clear that the pronunciation of the local context with the world scenario, marked by the globalization of the economies and of a significant performance of the multilateral organisms in some sectors of countries in development, such as the educational sector. A bigger tendency of the public policies has been verified because of the hegemonic interests mainly economical, the generalization about the reformation done in the field of public education and on the mineira society, shows the necessity to recompose, through the spaces and constituted collegiate agencies, new strategies of inversions and social control of this reality with the objective of the repeated delimitations in the State orientations and its implications in the constitution of the School Collegiates in Minas Gerais.

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This work belongs to the research topic named Politics and Management in Education of the Graduate and Master Programs of the Universidade Federal de Uberlândia, Brazil, and it is focused on the investigation of the school labor management and organization. The purpose is, then, to analyse the school labor organization experience in the Escola de Educação Básica of the Universidade Federal de Uberlândia, in the period of 1997 and 2003, according to the educational politics in the neoliberalism context and also to the education management models. Firstly, a bibliographic and documental investigation was conducted in order to, from the guidelines produced in the neoliberal social-political-economic field, coming across the redefinition of the State and the consolidation of the public politics in the world and in Brazil, contextualize the changes in the labor s world and their interference in the labor s process management. After that, by understanding how the national education politics has been constituted and by identifying which genres of relation have been established between the State and the society, the different approaches in the school management field are analysed, as well as how this management has been configured in the main proposals of the school labor organization implemented by educational projects like Escola Cidadã, Escola Plural, Escola Candanga e Escola Sagarana. Finally, by rebuilding the first school labor organization movements of the Escola de Educação Básica of the Universidade Federal de Uberlândia, according to the perspectives of the documents produced by its authors, the process of discussion developed during the implementation of the Learning Cycles and Human Development (Ciclos de Aprendizagem e Desenvolvimento Humano) is analysed. In the end of this study about the ESEBA-UFU experience, it is possible to conclude that, despite the contradictions found in its interior and the difficulties found during the process of implementation of the learning cycles, this institution had a large perception of the investigated shafts school labor organization, learning and teaching process, conception about the student and the teacher, evaluation and conception of education , sometimes close to and sometimes far from the democratic approach of school labor management.

This study analyzes the history trajectory of the Faculty of Philosophy, Science and Letter os Saint Tomas Aquino, in Uberaba, between 1960 and 1980, founded and directed by Dominican Sisters. It is confessional institution which represented greats conquests for Triângulo Mineiro and for several regions, considering its educacional philosophy, its qualify professoral corporation and its human formation, with repercussion until nowdays. The institution in detach is a reference in the history of Brazilian education. Its origin and consolidation as center of cultural irradiation is essentil to the Cristian ethics. The conceptions about human being, relationship, world and education evidenced in the evangelization act in the path, which focus on the reflective study and on the delibarate practice. In 1980 it was incorporated to the University of Uberaba. Thus, studying the formation of this institution, I get in its history, as a place of apprenticeship, as of the analysis of the documentary accumulation also with the autobiography testimony from its ex-learners and ex-teachers. The intelectual integrity of the corporation and the administration, the teach to do with dignity and respect stimulated ex-pupils to follow the legate of the Dominican Sisters. The wisdow and the pratices related to the deposition ratify that The FISTA wasn t, the FISTA is . It s still alive with the testimony made by its ex-learners.

In the beginning of the XX century it emerged in the city of Sacramento, a little city of Alto Paranaíba mineiro a singular and pioneer school, baseded int the French spiritualism principles, Collégio Allan Kardec, which was founded and directed by a teacher that became a symbol of this philosophical and religious doctrine very disseminated in the Brazilian culture and identity, Eurípedes Barsanulfo. This dissertation has as principle objective the ransom of the memory of this school during the period thas was lived by Barsanulfo, since the creation in 1.907 until Barsanulfo`s death, in 1.918, analysing in what dimension the imaginary and the collective representations of the doctrine that was professed and written in the institution`s nomenclature were effectivetly implanted and lived in its quotidian. Our theoritical base is the reference in the line of search history of the scholastic institutions, wich methodology was originated in the important rupture which was realizeted in the theoretical`s reflections by studious French of New History with the traditional manner of aproach of this sciense, this studious amplified the notability of their objects and sources of investigation. History isn`t broken, but it is integral; it unites the society, the economy, the culture, the policy, the education, at last, all the sphires of the human existence correlated. In this perspective, we investigate in this research the inquiry of the historical, philosophical and conceptual origens of the spiritualistic doctrine, as well as the trajectory of Allan Kardec, which is a pseudonym that was adopted at the period of the conversion to the doctrine of the study of the dead`s world by Hippolyte Léon-Denizard Rivail, who was as important educator with a curriculum of services engaged in the improvement of the teaching and of education of his country. This is the first chapter that focuses on pointing the base found of the masters that preced Kardec in the spiritualistic pedagogy, Comenius, Rousseau and Pestalozzi. In the second chapter, we delineate in a historical and sociological perspective arrival of the spiritist in Brazil and its notable dissemination that itself united to national identity and a popular representations. In the third chapter, we will stdy the history of the country`s education and focalize on the economical and social transformations in Brazil during the transition of the Monarchy to the Republic, wich was amoment in which occured a gradual change from as agrarian and exporting society to an urban and industrial one. This was a phenomenon that was represented by na enthusiasm for the expansion of the instruction and the education, which was a tendency by the discourse and action of the various social actors, as the intellectual involved in the formatiton of a determined national spirit. Finally, in the fourth and fifth chapters we walk for the investigation of important aspects of the regional history and education`s history in Triângulo Mineiro, boarding the origens of Sacramento and central region of Brazil, its social and economical developments, the carious faces of the actuation of the citizen and religious militant Eurípedes Barsanulfo; the stages of the implantation of schools at the city; and the construction, development, schoolar quotidian and pedagogical practices of Collégio Allan Kardec, thas was the pioneer of the denominated spiritualistic pedagogy.

To present dissertation it has as objective discusses the relationship pedagogic teacherstudent as intensive of the corporal blockades, and this way influencing in the children's learning. For such it is used as methodological approach the bibliographical research, tends as reference of bases the works: ' Analysis of Character', ' Child of Future' and ' Murder of Christ' of Wilhelm Reich, starting from these works looked for the contributions reichianas for education. In the accomplished discussion we adopted the concepts of muscular armor and encouraçamento process to delineate the possible effects of chronic muscular encouraçamento and we tried to interrelate with the pedagogic events. Initially, the subject of the body is discussed out of the school, approaching the existent opposition among the vivacity of the child's body when this he/she is out in activities of the room and with the passivity and wait aspect when in class room. It is noticed that Wilhelm Reich's thought a lot has to contribute in this sense to present to the educators larger conditions of vivacity also inside of class room. The discussion on muscular armor and encouraçamento process in the educational atmospheres is made pertinent because the educators conscious of this process can act of way prophylaxis, making possible an education process whose contact between teacher and student feels in a free way, flowing peacefully. In this perspective, it was devoted attention to the explication of these two concepts. Soon after it takes place an analysis of the educational processes and the possible consolidation of the muscular armor originating from of the relationship teacher-students. It is believed at the end of these work that the educator that is attentive to the child's body he/she will have conditions of softening the processes and effects of the encouraçamento, once the absence of an encouraçar is made almost impossible in our society.

This research of qualitative nature aims to verify the contribution of the approach of polemic themes of Contemporary Biology in the building of values, attitude and their implications to the process of learning. The investigation was made by the application of a pedagogic project. The focus is the study of cloning and stem-cell because they are present themes, and students may be interested in them. Besides, these subjects present controversy. We look for understanding about the phenomenons, according to the education theory. To develop this project, we use as resource, texts of cientific release and some illustration about it. Data were collected by direct observation of classroom during the developing of the pedagogic project and coletive interview with students. The classes were recorded and the interviews were recorded by tape. We observe that polemic questions in classrooms can be possibilities and challenge to the didatic pedagogic plane. The controversies were the element that enables questionary and explanations. The result of it is some critical reflexions about various aspects. The research shows that cientific knowledge is changed in school context and the building of competences goes over to conceptual concepts and it emproves the intelectual autonomy of critical sense and respect of values such as solidarity, justice and human dignity. The focus of this kind of polemic questions in contemporany biology opens the possibility to form subjects with ethical, reflexive and critical values. The polemics and controversies facilitate students to present better interesting and participation in classes.

At First, the initial question of this paper was related to understand whether or not the Functions teaching should be developed on Fundamental School. However, when we began writing this paper we realized that before, we needed to answer something else; How understand the dynamics between the academic knowledge and the Functions Teaching on Fundamental School? Still, from this first question others came, considering the different factors that are directly or not interfering and integrating this subject s teaching skills. Our research includes some references to periods of the Mathematics Education s History, in order to understand the conceptions that are considered fundamentals to the current Functions Teaching. We also included some official documentation, as proposals from Minas Gerais and São Paulo, and to PCN (Parametros Curriculares Nacionais- National Curriculum Parameter), since we consider them important influence in teacher s actions and some of the authors of the subject. Our reflections had the valuable direct influence of Maria José and Doralina, both mathematics teachers, as well with the group of teachers that worked closer to us. By experiencing some moments of their professional routine, we were able to identify sources that help elaborate an answer to our question. A qualitative study is done in our paper, since we believed that subjectivity is present in numerous aspects, which is pointed out as meaningful to the answer to our question. So, we began the reflection about the meaning given to the subjects taught at this learning level that represents the foundation of a Functions concept elaboration. We realized the importance of this paper in revealing the actions of some education professionals, not only when the are directly involved with their students, but also when involved with the staff os education professionals of their school, since they represent important elements that influence and interfere each one. Nonetheless, we present our final considerations, believing them to be important contribution to understanding the dynamics of the different subjects teachers involved with the development of a subject in particular. It features some practical possibilities found at the mathematics modulate and also suggests about the initial formation of this academic that are believed to be truthful and able to be done.

The present study is inserted in the Line of Research of Policies and Education Management and had as its object of investigation the experience of the democratic management implementation process which occurred in the municipal schools of Uberlândia - MG, in the period between 2001 to 2004, via the implementation of the Administrative, Political and Pedagogical Structure Program and of the Escola Cidadã . The general objective of the present study was to reflect on the educational policies implemented which aimed at the consolidation of public education democratic management of and its implications in the process of democratization of the education. To achieve this intent, both bibliographical and documentary research have been used for the purpose of searching in official documents information on the process of implementation of the democratic management in the municipal educational system of Uberlândia, and also field research, accomplished by means of semi-structured interviews applied to a sample of individuals of the municipal educational system of Uberlândia. The study is structured in four chapters. In the first chapter, a bibliographical survey concerning the concept of democracy and its ascension to the condition of main form of political organization in the western world was carried out, evidencing its relationship with the inherent structures of the capitalist society. In the following chapter, an analysis of the conception of present democracy in the recent initiatives of educational policies in Brazil was aimed at, verifying its impacts in the democratization in the education. The third chapter had as a goal the analysis of the democratic management implementation process experienced in the Municipal Education of Uberlândia as well as the educational policies implemented on behalf of the democratic management in the period between 2001 to 2004, considering the macro-context and the particular trajectory of the politics in this city. The fourth chapter, in its turn, had as its purpose to better know the perception of the citizens who had been part of this democratic management implementation process in the municipal educational system of Uberlândia, within the period between 2001 to 2004, verifying how close/distant the implemented process was from this proposal, which was theoretically based on the proposal of the Escola Cidadã , considering the macro-context of the educational policies of the 1990 s, strongly influenced by neo-liberalism the logic of the capitalism.It can be inferred that the program Escola Cidadã , part of the municipal education programme of Uberlândia, was not fully able to accomplish the democratic management in the municipal educational system, once it did not surpass the centralizing structures which are present in all the structure of the school and the municipal educational department, influenced by an authoritarian tradition typical not only of the city, but also of the public system in Brazil, inserted in the context of a materialist society which leads the individuals to eventually take a back seat in making decisions. Thus, the absence of a democratic tradition, associated with the presence of a crystallized authoritarianism makes the implementation of democratic management mechanisms harder to be accomplished.

Knowledge and educational practices have several origins, among which we can find a teachers' meeting in a group of studies. The objectives of the present research were to know the characteristics, functions and working ways (individual and collective) that are present in the group of teachers of Art of Uberlândia Municipal Teaching; which are the knowledge of the group concerning itself; the way the group thinks, speaks, feels and acts in relation to itself and to its members; which are the meanings and senses that these teachers produce in relation to their participation in the group. To reach such a goal a two-year participant observation was accomplished with the referred group. Field notes, audio recordings of the meetings, documental analyses and a collective interview were also used. Those strategies were based on and analyzed according to the theoretical referential of several authors that discuss the teacher's continuing education and their specific knowledge, the relevance and the characterization of small social groups and the development of the research in the light of the Qualitative Approach. In this investigation we produced some indicators that characterize the Group of Teachers of Art, presenting analyses of the different configurations and dynamics, as well as of the frequency and participations of its members. We point the (re)elaboration and (re)significance of the ideas, experiences and knowledge of the teachers of Art in their educational work, even in the visibility of some plastic-visual productions.