1,721,310 research outputs found
Tiago Marques Aipobureu: um bororo marginal Tiago Marques Aipobureu: a Bororo on the margins
No full textO texto analisa a biografia de um membro da tribo dos Bororo, Tiago Marques Aipobureu, que, nascido no planalto oriental de Mato Grosso, foi levado pelos missionários para estudar em Cuiabá e depois viajou pela Europa. Quando de seu retorno ao Brasil, foi empregado como professor, mas não conseguiu adaptar-se à nova vida. Casado com uma mulher de sua tribo, buscou então reintegrar-se aos Bororo, igualmente sem sucesso. Permanecia, desse modo, no meio do caminho, incapaz de integrar-se plenamente tanto à sociedade e cultura "civilizadas" como à sociedade e cultura indígenas. O desajustamento de Tiago evidencia a situação do homem marginal, daquele que se situa na divisa de duas raças, na margem de duas culturas sem conseguir pertencer integralmente a nenhuma delas.The text analyzes the biography of a member of the Bororo tribe, Tiago Marques Aipobureu. Born on the eastern plateau of Mato Grosso, he was taken by missionaries to study in Cuiabá and later travelled through Europe. On returning to Brazil, he was employed as a teacher, but was unable to adapt to his new life. Married to a woman from his tribe, he tried to rejoin the Bororo, likewise without success. Thus he found himself midway between worlds, unable to join fully either 'civilized' society and culture, or indigenous society and culture. Tiago's maladjustment exemplifies the situation of the marginal person, someone situated on the dividing line between two races, on the margin of two cultures, unable to belong wholly to either
Enseñanza de la biología y la autonomía intelectual
No full textThe dissertation argues that the central goal of science education—focusing on Biology and using the Theory of Evolution as an integrative axis—is not to promote a “change in beliefs,” but to foster a cognitive environment oriented toward students’ intellectual autonomy. This perspective offers a solid foundation for conceiving science education as a process of critical reflection and epistemic responsibility in the construction of knowledge. To this end, it proposes presenting the current state and historical development of scientific research, carefully distinguishing the epistemic domains of science and religion, and demonstrating why the “Evolution vs. Creation” debate, in the context of teaching students from diverse religious backgrounds, constitutes a false dilemma. Grounded in the concept of intellectual autonomy inspired by Linda Zagzebski and in an externalist social epistemology of epistemic authority, the dissertation argues that being autonomous requires rational trust in reliable sources and the cultivation of intellectual virtues such as humility, honesty, and diligence. Within the Brazilian context and in dialogue with the BNCC (National Common Curricular Base), the work examines practical obstacles—such as teacher training, curricular fragmentation, ideological pressures, and denialism—criticizes initiatives that equate creationism with science, and proposes the use of scientific models as a pedagogical approach to promote conceptual understanding, scientific literacy, and responsible decision-making. Finally, it articulates implications for public policy and teacher education, reinforcing secularism, evidence-based teaching, and the centrality of intellectual autonomy as a normative goal of science education. The dissertation concludes that by placing intellectual autonomy at the core, science teaching moves beyond mere transmission of knowledge and becomes a space for developing citizens capable of engaging in informed debates, resisting misinformation, and consciously contributing to the collective construction of knowledge.FAPESBA dissertação defende que o objetivo central do ensino de Ciências — com foco na Biologia e tendo a Teoria da Evolução como eixo integrador — não é promover a “mudança de crenças”, mas fomentar um ambiente cognitivo voltado à autonomia intelectual dos estudantes. Essa perspectiva oferece uma base sólida para conceber o ensino de Ciências como um processo de reflexão crítica e responsabilidade epistêmica na construção do conhecimento. Para isso, propõe apresentar o estado atual e a história da pesquisa científica, distinguir cuidadosamente os domínios epistêmicos da ciência e da religião, e demonstrar por que o embate “Evolução × Criação”, diante da diversidade religiosa dos estudantes, configura um falso dilema. Ancorada na concepção de autonomia intelectual inspirada em Linda Zagzebski e numa epistemologia social externalista da autoridade epistêmica, a dissertação argumenta que ser autônomo exige confiar racionalmente em fontes confiáveis e cultivar virtudes intelectuais como humildade, honestidade e diligência. No contexto brasileiro e em diálogo com a BNCC, o trabalho examina obstáculos práticos — como a formação docente, a fragmentação curricular, as pressões ideológicas e o negacionismo —, critica iniciativas de equiparação entre criacionismo e ciência, e propõe como via pedagógica o uso de modelos científicos para favorecer a compreensão conceitual, o letramento científico e a tomada de decisão responsável. Ao final, articula implicações para políticas públicas e formação de professores, reforçando a laicidade, o ensino baseado em evidências e a centralidade da autonomia intelectual como meta normativa do ensino de Ciências. Conclui-se que, ao colocar a autonomia intelectual como objetivo central, o ensino deixa de ser mera transmissão de saberes e se transforma em espaço para o desenvolvimento de cidadãos capazes de participar ativamente de debates informados, resistir à desinformação e contribuir conscientemente para a construção coletiva do conhecimento
O humor do sapateiro da peça Júlio César: Uma tradução anotada e comentada
Get PDFEsta tradução tem como propósito resgatar a comicidade de uma personagem secundária. A peça em questão é Júlio César, de William Shakespeare, e a cena que pretende-se ora traduzir é o Ato I, Cena I, cena de abertura da peça, onde está havendo uma aglomeração de pessoas nas ruas de Roma; os cidadãos estão comemorando a vitória de César, que retornava de uma batalha contra os filhos de Pompeu. O tópico norteador dessa proposta de tradução é a tradução do humor, que segundo pesquisadores como Tiago Marques Luiz (2016), Anne Leibold (1989) e Salvatore Attardo (2002), atribuem um certo grau de dificuldade, pois se pressupõe que o tradutor tem imaginação e criatividade em brincar com o sentido das palavras, não apenas limitando-se no campo semântico, mas também no teor cultural dessas palavras, como trocadilhos, ironias, jogos de palavras, etc
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Ensaios de etnologia brasileira
No full textInclui facsimile da letra de Tiago Marques Aipobureu (Meruri, 1934).FINEPUFRJFUJBIBEPFAPERJME
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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