bluuebunny/crossref_metadata_2025_split huggingface dataset:
Professora alfabetizadora: um ofício e muitos fazeres
Authors: Castro de Araujo Liane , De Andrade Arapiraca Mary , Sobral Muniz Dinéa Maria 
Published: February 2016

Neste artigo discute-se o ofício da professora alfabetizadora de crianças – assumindo o gênero feminino nele predominante – como aquele que envolve um saber-fazer relacionado a saberes diversos, vinculados às diferentes facetas do objeto de conhecimento: a língua escrita. Nesse ofício, importa considerar tanto as concepções de linguagem, de ensino e aprendizagem, quanto a dimensão sociocultural mais ampla do trânsito no universo da literatura, da tradição oral, da cultura lúdica infantil e dos diversos gêneros discursivos envolvidos nas práticas de leitura e escrita – aspectos fundamentais no âmbito de uma concepção de alfabetização em contexto de letramento, de múltiplos letramentos. Finalmente, articula-se esse ofício de muitos fazeres e saberes a uma formação docente crítica e reflexiva, que assegure às alfabetizadoras a autonomia e a autoria no seu saber e saber-fazer.
Oralidade e Memória: a função das narrativas na educação
Authors: Rocha Ferreira Lucia 
Published: February 2016

Este artigo analisa a relação entre história e narrativa, investigando suas relações recíprocas. Há um sentido comum entre ambas, pois é possível circunscrever a narrativa como história e a história como narrativa. O caráter notadamente formativo da narrativa é dado por sua intenção simultaneamente lúdica e educativa. Com esse intuito, esta investigação desdobra-se nos seguintes aspectos: origem e função da narrativa; o elemento mítico; o aspecto da oralidade; o prazer da narrativa na relação entre o narrador e o ouvinte. Dessa forma, tem-se a sua relação com a educação, compreendida no sentido amplo de formação. Nesse plano, o sentido aqui analisado de história será aquele que se instaura como arte de narrar. Para tanto, do ponto de vista metodológico, serão analisadas passagens dos poemas de Homero e Hesíodo, buscando identificar os elos que unem a poesia à narrativa. Eles colocam em cena, entre suas personagens, aspectos fundamentais da arte de narrar, que entrelaçam memória e saber, revelando o aspecto técnico da imagem poética, ou seja, a construção da linguagem da narrativa. Desse modo, será possível mostrar como, já no universo da cultura clássica, oralidade e memória vinculam-se de modo essencial e inscrevem uma perspectiva formativa como arte de narrar e de ouvir.
Prática docente no Ensino Superior: a formação pedagógica como mobilizadora de mudança
Authors: Dos Santos Junges Kelen , Behrens Marilda Aparecida 
Published: February 2016

Entende-se que a formação pedagógica permite ao professor universitário a olhar para sua prática pedagógica, interpretá-la e recriá-la, tornando-a também uma fonte de aprendizagem numa perspectiva de mudança e de inovação. Para tanto, optou-se neste texto apresentar uma das questões que compuseram uma pesquisa de tese e tem como objetivo analisar a formação pedagógica como mobilizadora de mudança da prática docente no ensino superior. A pesquisa adotou como metodologia a pesquisa-ação em um programa de formação pedagógica com professores universitários de uma instituição de ensino superior pública municipal, denominado de Grupo Docência em Reflexão (GDR). Como instrumento de coleta de dados foi utilizado uma entrevista semiestruturada com dez dos professores participantes do processo formativo. A categorização dos dados coletados revelou que as mudanças na prática pedagógica dos professores entrevistados, a partir das atividades do GDR, incidiram, especialmente, na percepção do que é ser professor universitário, no relacionamento com os alunos, na organização didática das aulas, na avaliação do processo de ensino e aprendizagem, na reflexão sobre a prática e nas dificuldades encontradas por eles ao implementar uma mudança em sua prática pedagógica. Assim, considerou-se que uma proposta de formação pedagógica orientada e partilhada dos professores universitários, baseada em ações concretas e inserida numa perspectiva reflexiva, além de uma aprendizagem docente mais profunda e duradoura, mobiliza mudanças na prática pedagógica desses professores, incitando uma prática inovadora.
Estudantes indígenas em uma escola não indígena: possibilidades para vivências interculturais
Authors: Bergamaschi Maria Aparecida , Müller Dickel Kátia Simone 
Published: February 2016

Este artigo decorre da pesquisa em uma escola indígena e em uma escola não indígena, realizada basicamente na perspectiva metodológica etnográfica, durante os anos de 2011 e 2012. Na escola não indígena foi observada a convivência com estudantes Kaingang que concluem o ensino fundamental, iniciado na escola da aldeia. A partir disso, foram descritas situações que mostram a educação e a escola no cotidiano Kaingang, bem como o cotidiano da escola não indígena, como ocorre a convivência e as possibilidades para a interculturalidade, as conflitualidades e as relações de reciprocidade. O olhar dedicado para conhecer e descrever essa relação abre um campo de possibilidades decorrentes de trocas – às vezes desconfianças e isolamentos –, que oferecem contribuições importantes, tanto para a educação e a escola indígena quanto para a educação e a escola não indígena.
Tertúlia literária: construindo caminhos para a formação literária de professores alfabetizadores na universidade
Authors: Abicalil Belmiro Celia , Versiani Machado Maria Zélia , Correia Baptista Mônica 
Published: February 2016

Este artigo apresenta reflexões sobre a formação literária de professores de escolas públicas que atuam na educação infantil e nos anos iniciais do ensino fundamental, na condição de participantes de um projeto de extensão da Universidade Federal de Minas Gerais. Iniciado no ano de 2009, o projeto Tertúlia Literária: quem lê também tem muito a dizer concebe a prática da leitura como uma atividade propícia ao estabelecimento de relações intersubjetivas, e, para que isso ocorra, promove encontros mensais com o objetivo de socialização de leituras realizadas a cada mês por professores e mediadores convidados. Em seis anos ininterruptos de encontros e atividades diversas, mantém-se a finalidade de destacar a literatura como uma das leituras que devem fazer parte da vida e, consequentemente, da trajetória de formação dos professores. A experiência acumulada reúne elementos sobre a leitura literária no contexto do Projeto, que busca romper com modelos de formação que dificultam e até mesmo afastam o almejado encontro dos leitores com os livros de literatura. Este texto se propõe a discutir e problematizar aspectos relativos à leitura literária que o Projeto tem revelado, em contexto de formação na Universidade.
"Nations Will Not Survive Without Their Cultural Heritage" Karol Estreicher, Polish Cultural Restitution Plans and the Recovery of Polish Cultural Property from the American Zone of Occupation
Authors: Sroka Marek 
Published: February 2016

Abstract
As the war and Nazi occupation intensified, the registration of cultural losses became a considerable component of salvage efforts and laid the foundation for postwar restitution of Polish movable cultural property. Cultural losses registration was a coordinated effort by the Polish government-in-exile in London and the Polish underground government in Nazi-occupied Poland. It involved hundreds if not thousands of curators, art scholars, librarians, university professors and students, museum employees, and couriers. Nevertheless, one individual emerged as the leader of Poland’s efforts to publicize its cultural losses and lobby for the return of Polish cultural property looted by the Nazis. Passionate about Poland’s cultural assets, Karol Estreicher, an art historian and bibliographer from the Jagiellonian University in Kraków, would not rest until Poland had recovered its most important treasures, including the Veit Stoss (Wit Stwosz) altarpiece from St. Mary’s Church in Kraków. The article examines Polish cultural losses registration and plans for the restitution of cultural property and compensation for Poland’s cultural losses. Polish restitution efforts in the American occupation zone are discussed in the context of American cultural restitution and reparations policy as formulated by the Roberts Commission and the U.S. State Department. Finally, the question of using cultural assets as war reparations is examined with respect to Polish plans for reparation claims of German cultural property.
"A Passion for Humanity:" Founding the New England Hospital for Women and Children
Authors: Pula James S. 
Published: February 2016

Abstract
The status of women in early nineteenth-century America was not very high. Despite the lofty rhetoric of the Declaration of Independence, women were unable to vote or hold political office, could not serve on juries, were excluded from most professions, and had only a very limited access to higher education. If a woman married, which social customs of the day encouraged women to do early, all of her property and other assets became the property of her husband: she no longer had any control over anything. She had no right to legal decisions involving her property or her children, could not make a legal will, could not legally sign a contract, and could not sue in court without her husband’s permission. If she found herself in an abusive relationship, divorce was very difficult, and if achieved it left her with nothing since all of the property-including any children-belonged to the male. Early nineteenth-century stereotypes pictured women as delicate creatures who would be harmed by any strenuous physical or mental activity. As such, they were generally viewed as inferior to men, a belief often supported by religious preaching that emphasized strict gender roles. Only rarely could women hope to be educated beyond secondary school, and as late as the Civil War there were but a handful of female physicians, virtually no women attorneys, and all but a very few business and professional fields were closed to women. If they did manage to move beyond general service jobs, they were invariably paid much less than their male counterparts. An exception to this dismal picture was Marie Elizabeth Żakrzewska, a Polish immigrant who became one of the first female physicians to receive a medical degree and practice medicine in the United States. A firm supporter of women’s rights, she chose as her battleground the field of medicine. This article chronicles her entry into that profession and the lasting contributions she made with the establishment of the first female teaching hospital for women and children in the United States.
Global Górale and Postmodern Polskość Polish Roots Music and the Post-Communist Recovery of Folk
Authors: Gunkel Ann Hetzel 
Published: February 2016

Abstract
The Communist regime of the twentieth century co-opted Polish folk culture as part of its own ideology. "Both folk music and traditions were sanitized almost to irrelevance, emerging mainly through presentation by professional folk troupes … the overall effect was homogenization rather than local identity… . Nonetheless, there was just about enough slack in the system for local bands to keep some genuine tradition going." But the past twenty years have seen a resurgence of Polish roots music–called antifolk or hardcore folk. My research examines three groups that emerged in the 1990s groundswell of Polish folk music: Zakopower, Lao Che, and the Warsaw Village Band. My research explores the resurgence of Polish roots music by framing contemporary Polish musical practices as hybrid re-formations and redeployments of the folkloric that resist modernist notions of folklore, and demand a new scholarly approach to folklore and questions of ethnic identity. This article summarizes the trajectory of that larger research project.
CONSTRUÇÃO HISTÓRICA DA CONTENÇÃO DO PODER PUNITIVO: dos primórdios ao Direito Penal liberal
Authors: Araújo Fabio Roque da Silva 
Published: February 2016

<p>Não se tem notícia histórica da existência de sociedade em que os comportamentos considerados desviantes não estivessem presentes. Mesmo nas organizações sociais mais rudimentares, os homens estabeleceram certas regras de convivência, seja com o intuito de manter a coesão do grupo social, seja como forma de se defender de eventuais excessos perpetrados por demais membros do grupo. Uma vez estabelecidas as regras de convivência, as respectivas violações – os comportamentos desviantes – sempre estiveram presentes, em maior ou menor monta.</p><p>Desde as mais primitivas formas de organização social, o homem convive com fórmulas de retaliação a estes comportamentos considerados desviantes. Seja por meio de represálias oriundas de particulares, seja por meio de punições emanadas do poder constituído pelo grupo social, as punições são uma constante na história da humanidade.</p><p>Encontrar os fundamentos da contenção deste poder punitivo - sob pena de se descambar para o mais abjeto totalitarismo – é a questão que intriga e aflige tantos quantos se debruçaram sobre as razões de existência do Direito Penal.</p>Estabelecidas estas premissas, cumpre asseverar que o presente trabalho, sem pretensões de exaurir as discussões, objetiva apontar as bases históricas que conduziram à construção da contenção do poder punitivo do Estado Moderno, cujo ápice foi materializado no ideal iluminista, que traz consigo o Direito Penal liberal.
The Conception of Popularity in the Enlightenment and Romanticism
Authors: Oesterle Günter 
Published: February 2016

<p>It can hardly be disputed that the theme of popularity is central to the Enlightenment. Popularity is the sociality equivalent to the individual appeal: ‘Dare to know.’ Parallel to this runs the following imperative: ‘Dare to encourage your neighbour and your fellow man and woman to think on their own – even though they do not belong to the erudite elite.’ It is also undeniable that Romantic authors and philosophers polemically attempted to tear down the popularity project of the Enlightenment, their main criticism being its tendency towards mediocrity. It is less well known that Romantic authors and philosophers themselves, around the turn of the nineteenth century, made popularity their central concern. To quote Friedrich Schlegel in the journal Athenaeum: ‘The time of popularity has come.’ This article explores the Romantics’ alternative conception of popularity, with especial reference to Johann Gottlieb Fichte and the Grimm brothers. To this end, it is helpful to reconstruct the background of the Romantic attempt to create an independent<br />concept of popularity: the debate between Immanuel Kant and the German popular philosopher Christian Garve on the necessity, possibilities, and limits of popularity.</p>
Recognition and Dissimulation: Nationalism and Genre in James Clarence Mangan's 'The Lovely Land'
Authors: Armstrong Charles I. 
Published: February 2016

<p>James Clarence Mangan has been celebrated by James Joyce and W. B. Yeats as one of the preeminent Irish writers of the nineteenth century. This essay interprets his poem ‘The Lovely Land’, first printed in The Nation on 18 July 1846, in terms of genre and nationalism. In an early Irish example of ekphrasis, the poem stages a rhetorical misreading where the speaker mistakes an unnamed Irish landscape of Daniel Maclise’s for a painting by Veronese or Poussin. Where – among his English and German Romantic predecessors – might Mangan have found a precedent for the poem’s treatment of landscape? And how does the colonial relationship between Ireland and England fit in with the poem’s complex manoeuvring of different national iconographies? In seeking to answer these questions, this essay looks to<br />further the ‘mapping’ of Mangan’s position in Romanticism as an international movement.</p>
Notes toward a Definition of Romantic Nationalism
Authors: Leerssen Joep 
Published: February 2016

<p>While the concept ‘Romantic nationalism’ is becoming widespread, its current usage tends to compound the vagueness inherent in its two constituent terms, Romanticism and nationalism. In order to come to a more focused understanding of the concept, this article surveys a wide sample of Romantically inflected nationalist activities and practices, and nationalistically inflected cultural productions and reflections of Romantic vintage, drawn from various media (literature, music, the arts, critical and historical writing) and from different countries. On that basis, it is argued that something which can legitimately be called ‘Romantic nationalism’ indeed took shape Europe-wide between 1800 and 1850. A dense and intricately connected node of concerns and exchanges, it affected different countries, cultural fields, and media, and as such it takes up a distinct position alongside political and post-Enlightenment nationalism on the one hand, and the less politically-charged manifestations<br />of Romanticism on the other. A possible definition is suggested by way of the<br />conclusion: Romantic nationalism is the celebration of the nation (defined by its language, history, and cultural character) as an inspiring ideal for artistic expression; and the instrumentalization of that expression in ways of raising the political consciousness.</p>
The Use of Rubrics in the Clinical Evaluation of Podiatric Medical Students
Authors: Smith Kevin M , Geletta Simon , McArdle Austin 
Published: February 2016

Background: We assessed the differences in podiatric medical students' clinical professionalism objective scores (CPOSs) by comparing a previous nonrubric evaluation tool with a more recently implemented objective-centered rubric evaluation tool. This type of study has never been performed or reported on in the podiatric medical education literature.Methods: We conducted a retrospective analysis of 89 third-year podiatric medical students between academic years 2010-2011 and 2011-2012. A Pearson correlation coefficient analysis was performed to compare CPOSs from the students' first (CPOS1) and second (CPOS2) rotations. A correlation analysis was performed comparing students' grade point averages (GPAs) with each of the individual CPOSs to verify the validity of the rubric evaluation tool.Results: The Pearson correlation coefficients for the relationship between 2012 CPOS1 and CPOS2 and GPA were r = 0.233 (P ≤ .093) and r = 0.290 (P &lt; .035) and for the relationship between 2013 CPOS1 and CPOS2 and GPA were r = 0.525 (P = .001) and r = 0.730 (P &lt; .001).Conclusions: These findings suggest that the use of a rubric in the evaluation of podiatric medical students' CPOSs is correlated with their GPAs, and CPOS2 demonstrated a higher correlation than CPOS1. We believe that implementation of the rubric evaluation tool has increased the accuracy of the evaluation of podiatric medical students with respect to CPOSs.
Assessment of a Cultural Competency Program in Podiatric Medical Education
Authors: Smith Kevin M , Geletta Simon , Langan Travis 
Published: February 2016

Background: Des Moines University College of Podiatric Medicine and Surgery (CPMS) is implementing a cultural competency program for third-year podiatric medical students. This study assessed the effectiveness of the new educational program on cultural competency at CPMS by comparing pretest and posttest scores of students from the CPMS graduating classes of 2013 and 2014.Methods: Students from the class of 2013 completed a 10-week online course on cultural competency, and the class of 2014 students did not. A pretest and posttest survey was used to assess cultural competency. The questions were categorized to assess either knowledge acquisition or attitudinal change. The 2013 students completed the pretest before the course and a posttest after completing the course. Without taking the course, 2014 students completed the same pretest and posttest separated by 10 weeks. A repeated-measures analysis of variance was used to compare the knowledge acquisition scores and attitudinal change scores.Results: The repeated-measures analysis of variance revealed a significant interaction effect of taking the attitudinal change course (F(1,77) = 15.2; P &lt; .001). The course did not show a significant interaction on knowledge acquisition (F(1,77) = 0.72; P &gt; .05).Conclusions: The analysis showed a statistically significant improvement in attitudinal change scores. The study suggests that there needs to be a greater knowledge acquisition component to the cultural competency course at CPMS.
Efficient optical terahertz-transmission modulation in solution-processable organic semiconductor thin films on silicon substrate
Authors: Matsui Tatsunosuke , Mori Hiroki , Inose Yuto , Kuromiya Shota , Takano Keisuke , Nakajima Makoto , Hangyo Masanori 
Published: February 2016

Abstract
Terahertz (THz)-transmission modulation through the Si substrate coated with four π-conjugated materials under various laser light irradiation conditions was investigated using THz time-domain spectroscopy. Two of the π-conjugated low molecules, the [6,6]-phenyl-C61-butyric acid methyl ester (PCBM) and 6,13-bis(triisopropylsilylethynyl)pentacene (TIPS-pentacene), and two of the π-conjugated polymer materials, poly[5-(2-ethylhexyloxy)-2-methoxycyanoterephthalyliden] (MEH-CN-PPV) and poly(benzimidazobenzophenanthroline) (BBL), were investigated. Among these materials, PCBM and TIPS-pentacene showed higher modulation efficiencies and it was also shown that thermal annealing is quite effective in obtaining THz modulation efficiencies higher than those previously reported for copper phthalocyanine. Utilizing these solution-processable π-conjugated materials, various types of THz materials and devices could be fabricated by printing technologies. Our findings may open the way to fabricating various types of THz active devices.