Made available in DSpace on 2014-12-17T14:06:51Z (GMT). No. of bitstreams: 1 FranciericAA.pdf: 3105945 bytes, checksum: 434348633df1dedcb6e622baefde201e (MD5) Previous issue date: 2009-03-26 / This work aims to develop a methodology for analysis of images using overlapping, which assists in identification of microstructural features in areas of titanium, which may be associated with its biological response. That way, surfaces of titanium heat treated for 08 (eight) different ways have been subjected to a test culture of cells. It was a relationship between the grain, texture and shape of grains of surface of titanium (attacked) trying to relate to the process of proliferation and adhesion. We used an open source software for cell counting adhered to the surface of titanium. The juxtaposition of images before and after cell culture was obtained with the aid of micro-hardness of impressions made on the surface of samples. From this image where there is overlap, it is possible to study a possible relationship between cell growth with microstructural characteristics of the surface of titanium. This methodology was efficient to describe a set of procedures that are useful in the analysis of surfaces of titanium subjected to a culture of cells / O presente trabalho tem como objetivo desenvolver uma metodologia de an?lise de imagens, utilizando sobreposi??es, que auxilie na identifica??o de caracter?sticas microestruturais, em superf?cies de tit?nio, que possam estar associadas com a sua resposta biol?gica. Desse modo, superf?cies de tit?nio tratadas termicamente de 08(oito) diferentes maneiras foram submetidas a um ensaio de cultura de c?lulas. Buscou-se uma rela??o entre os gr?os, textura e contornos de gr?os da superf?cie de tit?nio (atacada) procurando relacionar com o processo de prolifera??o e ades?o. Foi utilizado um software open source para a contagem das c?lulas aderidas ? superf?cie do tit?nio. A justaposi??o das imagens antes e ap?s a cultura de c?lulas foi obtida com o aux?lio de impress?es de micro-dureza feita sobre a superf?cie das amostras. A partir desta imagem onde h? a sobreposi??o, ? poss?vel o estudo de uma poss?vel rela??o entre o crescimento celular com as caracter?sticas microestruturais da superf?cie de tit?nio. Essa metodologia se mostrou eficiente ao descrever um conjunto de procedimentos que s?o ?teis na analise de superf?cies de tit?nio submetidos a uma cultura de c?lulas

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T23:43:40Z No. of bitstreams: 1 O LIVRO DID?TICO E AS INFLU?NCIAS IDEOL?GICAS DAS IMAGENS POR UMA EDUCA??O QUE CONTEMPLE A DIVERSIDADE SOCIAL E CULTURAL.pdf: 2415317 bytes, checksum: 2ee24983beb12a053af481fbce83f12d (MD5) / Made available in DSpace on 2015-07-24T23:43:40Z (GMT). No. of bitstreams: 1 O LIVRO DID?TICO E AS INFLU?NCIAS IDEOL?GICAS DAS IMAGENS POR UMA EDUCA??O QUE CONTEMPLE A DIVERSIDADE SOCIAL E CULTURAL.pdf: 2415317 bytes, checksum: 2ee24983beb12a053af481fbce83f12d (MD5) Previous issue date: 2014-03-31 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / This study presents an interdisciplinary dialogue between the Education and Design areas, in which, this latter is understood as language and knowledge, here means an image. The aim is to support educators in understanding and addressing the imagistic content of textbooks, especially, the History books which are used in the 5th grade of the Elementary School, because they present the principles of social and cultural construction of our nation and were indicated by the PNLD through the Textbook Guide, 2010-2012 triennium, to be adopted in the Brazilian public education. It is believed the pedagogical importance of image and its contribution to work the imaginary, memory and identification of social and cultural elements, and its capacity to transmit contents, codes, signs and meanings, converted into discourses that dissimulate power relations, stereotypes and prejudices, in a relation of not alterity and disrespect to the differences. In this aspect, the objective of the study is to identify and analyze ideological conceptions that denote racism, stereotypes, prejudice, and discrimination against the black people, in the images of the History books of the 5th year of elementary school, used in public education. Three textbooks, Hist?ria Projeto Pitangu?, Hist?ria Projeto Buriti and Hist?ria, Bahia, were selected, and in these materials, four images of authors, like Debret, Spix and Martius, Rugendas and Guillobel, were chosen in the units concerning to the Colonization and the Regency period, because they are repeatedly the same used in History textbooks, when they refer to the socio-cultural issues of the black people. For the analysis of these images was adopted the qualitative methodology, associated with the iconographic method of Image Analysis, by Erwin Panofsky, and the Discourse Analysis method, from the line that was founded by Michael P?cheux, which enables the reflection about the composition of these images and the multiplicity of meanings they unveil. This study contributes to the debate about the importance of the interdisciplinary dialogue in the understanding of the printed visual representations in the textbook, which can externalize discriminatory conceptions that need to be elucidated and deconstructed. It was concluded that, despite the many struggles and considerations undertaken by the black social movements and the Academy, these books still have been reproducing and disseminating ethnocentric ideological conceptions that need to be eradicated in the seek for the construction of a truly equal and just society. / Este estudo prop?e um di?logo interdisciplinar entre os campos da Educa??o e do Desenho, este ?ltimo, compreendido como linguagem e conhecimento, aqui se traduz enquanto imagem. Busca-se subsidiar educadores na compreens?o e no trato do conte?do imag?tico de livros did?ticos, principalmente, os de Hist?ria utilizados no 5? ano do Ensino Fundamental, pois os mesmos trazem os princ?pios da constru??o social e cultural da nossa na??o e foram indicados pelo PNLD por meio do Guia do Livro Did?tico, tri?nio 2010-2012, para serem adotados na rede p?blica de ensino brasileira. Acredita-se na import?ncia pedag?gica da imagem e sua contribui??o para se trabalhar o imagin?rio, a mem?ria e a identifica??o de elementos sociais e culturais, e na sua capacidade de transmiss?o de conte?dos, c?digos, signos e significados, convertidos em discursos que dissimulam rela??es de poder, estere?tipos e preconceitos, em uma rela??o de n?o alteridade e de desrespeito as diferen?as. Nesse aspecto, o objetivo do estudo ? identificar e analisar concep??es ideol?gicas que denotam racismo, estere?tipos, preconceitos, e discrimina??o em rela??o ao povo negro, nas imagens de livros de Hist?ria do 5? ano do Ensino Fundamental, utilizados na rede p?blica de ensino. Foram selecionados tr?s livros did?ticos, Hist?ria Projeto Pitangu?, Hist?ria Projeto Buriti e Hist?ria, Bahia e destes, nas unidades referentes ao per?odo da Coloniza??o e da Reg?ncia, quatro imagens, dos autores Debret, Spix e Martius, Rugendas e Guillobel, foram selecionadas, por serem as mesmas recorrentemente utilizadas em livros did?ticos de hist?ria quando se trata de quest?es s?cio-culturais do povo negro. Para o trato dessas imagens foi adotada a metodologia qualitativa associada ao m?todo iconogr?fico de An?lise de Imagens, de Erwin Panofsky, e ao m?todo de An?lise de Discurso, da linha fundada por Michael P?cheux de modo a refletir sobre a composi??o dessas imagens e a multiplicidade de sentidos que elas desvelam. Este estudo contribui para a reflex?o sobre a import?ncia do di?logo interdisciplinar na compreens?o das representa??es visuais impressas no livro did?tico, que podem exteriorizar concep??es discriminat?rias e que precisam ser desvendadas e desconstru?das. Conclui-se que, n?o obstante as muitas lutas e reflex?es empreendidas pelos movimentos sociais negros e pela academia, esses livros ainda hoje reproduzem e disseminam concep??es ideol?gicas etnoc?ntricas que precisam ser erradicadas na busca pela constru??o de uma sociedade realmente justa e igualit?ria.