Educação histórica e patrimônio cultural para o ensino de história dos anos iniciais

Orientadora: Profª. Drª. Ana Claudia UrbanDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa : Curitiba, 13/12/2021Inclui referências: p. 97-102Resumo: Neste trabalho buscamos compreender de que maneira é visto o patrimônio cultural em diferentes documentos oficiais para o ensino de História nos anos iniciais do ensino fundamental, para isso, são apresentadas discussões relevantes à própria concepção de patrimônio (CARVALHO e MENEGUELLO, 2020), entendendo esse campo como um espaço de confrontos (MENESES, 1992). Apoiando-se em discussões realizadas, Pinto (2011) aponta possibilidades ao defender as fontes patrimoniais como essenciais para um trabalho significativo no ensino de História. A partir de aproximações com a Educação Histórica levantada por Rüsen (2001, 2008), construímos pontes entre a metodologia de uma "aula-histórica" (SCHMIDT, 2017) e uma educação para o patrimônio. Com base nas delimitações metodológicas de uma pesquisa qualitativa de análise documental propostas por Lüdke e André (1986), Bardin (1977) e Gil (2002) selecionamos documentos voltados ao ensino de História de âmbito nacional e municipal, a saber: os Parâmetros Curriculares Nacionais de 1997, as Diretrizes Curriculares para a Educação Municipal de Curitiba de 2006, o Currículo de História na Rede Municipal de Ensino de Curitiba de 2016, a Base Nacional Comum Curricular de 2017 e o Currículo de História na Rede Municipal de Ensino de Curitiba de 2020. Nota-se a presença do patrimônio em todos os documentos analisados, entretanto, posto de maneira diferente em cada um deles: como método, conteúdo, fonte histórica e/ou objeto do conhecimento. Entendendo que o ponto de partida para uma aula de História são as carências dos alunos, utilizando-se das interpretações deles acerca dos vestígios do passado ainda presentes, entende-se que todo patrimônio é fonte, e assim, essencial à metodologia do ensino de História, pautada nos pressupostos da Educação Histórica.Abstract: In this paper, we seek to understand how cultural heritage is seen in different official documents for the teaching of History in the early years of elementary school. For this, discussions relevant to the concept of heritage itself are presented (CARVALHO and MENEGUELLO, 2020), understanding this field as a space of confrontations (MENESES, 1992). Based on discussions already carried out, Pinto (2011) brings some directions in defending the heritage sources as essential for a significant work in the teaching of History. Based on approaches to Historical Education raised by Rüsen (2001, 2008), we build bridges between the methodology of a "historical-class" (SCHMIDT, 2017) and an education for heritage. Based on the methodological boundaries of a qualitative document analysis research proposed by Lüdke and André (1986), Bardin (1977) and Gil (2002), we selected guidance materials for the teaching of History at national and municipal levels. For our discussion we listed the 1997’s National Curriculum Parameters, the 2006’s Curriculum Guidelines for Municipal Education in Curitiba, the 2016’s History Curriculum in the Curitiba Municipal Education Network, the 2017’s Common National Curriculum Base and the History Curriculum in Curitiba Municipal Education Network in 2020. The presence of heritage is noted in all documents analyzed, however, placed in a different way in each of them: as method, content, historical source and/or object of knowledge. Understanding that the starting point for a History class is the needs of the students, using their interpretations of the vestiges of the past that are still present, it is understood that every heritage is a source, and thus, essential in the teaching of History

Mn2+ Complexes with Pyclen-Based Derivatives as Contrast Agents for Magnetic Resonance Imaging: Synthesis and Relaxometry Characterization

Magnetic resonance imaging (MRI) has a leading place in medicine as an imaging tool of high resolution for anatomical studies and diagnosis of diseases, in particular for soft tissues that cannot be accessible by other modalities. Many research works are thus focused on improving the images obtained with MRI. This technique has indeed poor sensitivity, which can be compensated by using a contrast agent (CA). Today, the clinically approved CAs on market are solely based on gadolinium complexes that may induce nephrogenic systemic fibrosis for patients with kidney failure, whereas more recent studies on healthy rats also showed Gd retention in the brain. Consequently, researchers try to elaborate other types of safer MRI CAs like manganese-based complexes. In this context, the synthesis of Mn2+ complexes of four 12-membered pyridine-containing macrocyclic ligands based on the pyclen core was accomplished and described herein. Then, the properties of these Mn(II) complexes were studied by two relaxometric methods, 17O NMR spectroscopy and 1H NMR dispersion profiles. The time of residence (τM) and the number of water molecules (q) present in the inner sphere of coordination were determined by these two experiments. The efficacy of the pyclen-based Mn(II) complexes as MRI CAs was evaluated by proton relaxometry at a magnetic field intensity of 1.41 T near those of most medical MRI scanners (1.5 T). Both the 17O NMR and the nuclear magnetic relaxation dispersion profiles indicated that the four hexadentate ligands prepared herein left one vacant coordination site to accommodate one water molecule, rapidly exchanging, in around 6 ns. Furthermore, it has been shown that the presence of an additional amide bond formed when the paramagnetic complex is conjugated to a molecule of interest does not alter the inner sphere of coordination of Mn, which remains monohydrated. These complexes exhibit r1 relaxivities, large enough to be used as clinical MRI CAs (1.7–3.4 mM–1·s–1, at 1.41 T and 37 °C)

"The Content of European Parliament Election Campaigns: A Framework for Analysis and Evidence from Germany in 2004"

[From the Introduction]. This paper seeks to explain the overwhelmingly national focus of European Parliament election campaigns. The first section reviews the plethora of oft-contradictory existing explanations for the national focus of EP campaigns, arguing that few of these explanations are both logically convincing and empirically supported. Second, the paper posits an alternative explanation for why parties may – or may not – choose to organize an EP election campaign around national rather than European themes. This alternative explanation predicts not only the primacy of national content in EP campaigns but also the exceptions to this rule – cases which other scholars write off as anomalies. The third section uses the 2004 EP campaigns by German political parties as a plausibility probe to investigate our hypotheses

La participation citoyenne comme idéal éthique : intégrer les autochtones aux projets de recherche : le cas de l'Enquête de santé du Nunavik

Dans le milieu de la recherche en santé autochtone, on fait de plus en plus pression pour que soient mis en place des processus de recherche participatifs. La recherche participative permettrait, entre autres, d'améliorer les relations houleuses entre équipes de recherche et groupes autochtones, et de favoriser le développement d'un pouvoir d'agir (empowerment). Par le passé, des abus de la part de certains chercheurs ont provoqué l'humiliation de groupes autochtones et la méfiance de l'ensemble de ces derniers face à la recherche. Toutefois, les enjeux de santé spécifiques aux communautés autochtones rendent nécessaire la poursuite de recherche et donc impérative la réconciliation entre chercheurs et Autochtones. Le présent mémoire présente l'étude de cas d'une initiative de recherche participative en santé auprès des Inuit: l'enquête Qanuippitaa semble avoir trouvé un moyen d'arriver à cette réconciliation. La mise en place d'un comité consultatif composé d'Inuit et de Blancs et l'embauche de plusieurs Inuit pour la collecte de données ont démontré que la mise en place de mécanismes de participation favorise le développement d'un pouvoir d'agir (empowerment) au sein de la communauté

Environnement économique /

Comprend un indexGlossaire: p. 329-344Bibliogr.: p. 345-34

Educação histórica e patrimônio cultural para o ensino de história dos anos iniciais

Orientadora: Profª. Drª. Ana Claudia UrbanDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa : Curitiba, 13/12/2021Inclui referências: p. 97-102Resumo: Neste trabalho buscamos compreender de que maneira é visto o patrimônio cultural em diferentes documentos oficiais para o ensino de História nos anos iniciais do ensino fundamental, para isso, são apresentadas discussões relevantes à própria concepção de patrimônio (CARVALHO e MENEGUELLO, 2020), entendendo esse campo como um espaço de confrontos (MENESES, 1992). Apoiando-se em discussões realizadas, Pinto (2011) aponta possibilidades ao defender as fontes patrimoniais como essenciais para um trabalho significativo no ensino de História. A partir de aproximações com a Educação Histórica levantada por Rüsen (2001, 2008), construímos pontes entre a metodologia de uma "aula-histórica" (SCHMIDT, 2017) e uma educação para o patrimônio. Com base nas delimitações metodológicas de uma pesquisa qualitativa de análise documental propostas por Lüdke e André (1986), Bardin (1977) e Gil (2002) selecionamos documentos voltados ao ensino de História de âmbito nacional e municipal, a saber: os Parâmetros Curriculares Nacionais de 1997, as Diretrizes Curriculares para a Educação Municipal de Curitiba de 2006, o Currículo de História na Rede Municipal de Ensino de Curitiba de 2016, a Base Nacional Comum Curricular de 2017 e o Currículo de História na Rede Municipal de Ensino de Curitiba de 2020. Nota-se a presença do patrimônio em todos os documentos analisados, entretanto, posto de maneira diferente em cada um deles: como método, conteúdo, fonte histórica e/ou objeto do conhecimento. Entendendo que o ponto de partida para uma aula de História são as carências dos alunos, utilizando-se das interpretações deles acerca dos vestígios do passado ainda presentes, entende-se que todo patrimônio é fonte, e assim, essencial à metodologia do ensino de História, pautada nos pressupostos da Educação Histórica.Abstract: In this paper, we seek to understand how cultural heritage is seen in different official documents for the teaching of History in the early years of elementary school. For this, discussions relevant to the concept of heritage itself are presented (CARVALHO and MENEGUELLO, 2020), understanding this field as a space of confrontations (MENESES, 1992). Based on discussions already carried out, Pinto (2011) brings some directions in defending the heritage sources as essential for a significant work in the teaching of History. Based on approaches to Historical Education raised by Rüsen (2001, 2008), we build bridges between the methodology of a "historical-class" (SCHMIDT, 2017) and an education for heritage. Based on the methodological boundaries of a qualitative document analysis research proposed by Lüdke and André (1986), Bardin (1977) and Gil (2002), we selected guidance materials for the teaching of History at national and municipal levels. For our discussion we listed the 1997’s National Curriculum Parameters, the 2006’s Curriculum Guidelines for Municipal Education in Curitiba, the 2016’s History Curriculum in the Curitiba Municipal Education Network, the 2017’s Common National Curriculum Base and the History Curriculum in Curitiba Municipal Education Network in 2020. The presence of heritage is noted in all documents analyzed, however, placed in a different way in each of them: as method, content, historical source and/or object of knowledge. Understanding that the starting point for a History class is the needs of the students, using their interpretations of the vestiges of the past that are still present, it is understood that every heritage is a source, and thus, essential in the teaching of History

Convergent synthesis of the methyl glycosides of a tetra- and a pentasaccharide fragment of the Shigella flexneri serotype 2a O-specific polysaccharide

International audienceThe branched pentasaccharide, α-l-Rhap-(1→3)-[α-d-Glcp-(1→4)]-α-l-Rhap-(1→3)-β-d-GlcNAcp-(1→2)-α-l-Rhap (B(E)CDA) and the corresponding linear tetrasaccharide (ECDA), which are part of the Shigella flexneri serotype 2a O-antigen, were synthesized as their methyl glycosides according to a convergent strategy. The syntheses rely on the use of suitable B(E)C and EC trichloroacetimidate donors, respectively, and involve an appropriate DA acceptor which bears an isopropylidene acetal to block OH-4 and OH-6 of residue D. The preparation of the related linear CDA-OMe trisaccharide, which was used as a model, is also described.A convergent synthesis of the pentasaccharide B(E)CDA-OMe is described, together with those of the corresponding tri- and tetrasaccharide, CDA-OMe and ECDA-OMe, respectively

Hierarchical Static Timing Analysis for CMOS ULSI Circuits

International audienc

Synthesis of an hexadentate tricyclic tetraazadiacetic ligand as precursor for MRI contrast enhancement agents

International audienc

Synthesis and NMR study of a linear pentasaccharide fragment of the Shigella Flexneri 5a O-specific polysaccharide

International audienceA convergent chemical synthesis of the methyl glycoside of the linear epitope α-d-Glcp-(1→3)-α-l-Rhap-(1→3)-α-l-Rhap-(1→3)-β-d-GlcNAcp-(1→2)-α-l-Rhap (EBCDA) corresponding to the ramification of the O-antigen of Shigella flexneri serotype 5a is described. The strategy relies on the preparation of a key EB trichloroacetimidate donor and that of an appropriate CDA trisaccharide acceptor. Trichloroacetimidate chemistry was used for the construction of all glycosidic linkages except that of DA, where a bromide donor was preferred. In depth analysis of the pentasaccharide EBCDA 1H and 13C NMR spectra shows that its conformation approaches that of the corresponding fragment in the native polysaccharide.A convergent synthesis of pentasaccharide 1 is described. NMR analysis shows that its conformation approaches that of the related fragment in the native polysaccharide