[pt] Este trabalho se propõe a destacar a obra do compositor Marino Pinto, no panorama da música popular brasileira, enfocando aspectos da vida cultural no Rio de Janeiro entre as décadas de 1930 e 1960. Procurou-se discutir a atualidade de suas canções, constantemente gravadas pelos mais diversos intérpretes. A era do rádio, a convivência entre parceiros musicais em ambientes como o Café Nice, a profissionalização do mercado fonográfico, a luta pelo direito autoral, a produção musical para o carnaval e o meio do ano, as boates de Copacabana e o aparecimento da bossa nova são alguns dos temas tratados. Sem tocar instrumentos musicais, a não ser batucando em caixa de fósforos, ora fazendo a letra, ora a melodia, Marino Pinto criou composições com os mais variados parceiros. Este trabalho reúne gravações raras, imagens pouco divulgadas e entrevistas inéditas com músicos, pesquisadores e pessoas ligadas ao compositor. / [en] This study intends to highlight the works of songwriter Marino Pinto, in the scenery of Brazilian popular music, focusing on some aspects of cultural life in Rio de Janeiro between the 1930s and the 1960s. With his lyrics being constantly recorded by different singers, the topicality of his songs was discussed. The Radio Era, the relationship musical partners that met constantly in places like Café Nice, the professionalization of the phonographic market, the fight for authors rights, musical production for Carnival and the middle of the year, Copacabana s nightclubs and the rise of bossa nova are some of the topics examined. Without being able to play any instrument but a matchbox, sometimes writing the lyrics and sometimes the melody, Marino Pinto created songs with diverse collaborators. This work gathers rare recordings, little known images and unpublished interviews with musical artists, researchers and others linked to the songwriter.

A pesquisa tem o objetivo de averiguar o potencial temático da Peregrinação, de Fernão Mendes Pinto, para o ensino de História na educação básica do Brasil. Dada a invisibilidade dessa fonte bibliográfica nos livros didáticos de História (problema também examinado), pretende-se introduzir para professores e alunos as excursões e os relatos do viajante português durante o chamado ciclo das grandes navegações. De forma consequente, Mendes Pinto e seus registros são abordados a partir da multiplicidade de temas presentes em sua obra que passam por áreas como a História, Antropologia, Religião, entre outros. Em princípio, dois eixos temáticos oferecem possibilidades de “entradas” didático-pedagógicas ao professor/a que, de forma eventual, opte por “trabalhar” o livro em suas aulas: 1- a abertura portuguesa para a Ásia nas descrições do cronista; 2- as convenções em torno das origens da “primeira globalização”, entre os séculos 15 e 16, captadas nos relatos da Peregrinação. A expectativa é de que os escritos do “peregrino” auxiliem uma melhor compreensão dos sentidos das navegações portuguesas para além do que tradicionalmente se vê no conteúdo de História do Brasil Colônia, por exemplo. / This research aims to determine the thematic potential of “Pilgrimage”, by Fernando Mendes Pinto, for teaching historyin elementary education in Brazil. Given the invisibility of this literature source in history textbooks (problem also examined here), it intends to introduce teachers and students to voyages and reports of the Portuguese traveler during the so-called great navigation cycle. Consistently, Mendes Pinto and his records are approached from the multitude of themes in his works, whichcombines fields such as History, Anthropology, Religion, and others. Initially, two themes offer possibilities of didactic and pedagogical "inputs" to the teacher who would choose to "work" with the book in their classes: 1 - The Portuguese opening to Asia in the descriptions of the chronicler; 2 - The conventions around the origins of the "first globalization", between the 15th and 16th centuries, registered in the accounts of “Pilgrimage”. The expectation is that the writings of the "pilgrim" could leadto a better understanding of the meanings of the Portuguese voyages, beyond what is traditionally seen in the history content of Colonial Brazil, for example.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-09-03T20:03:35Z No. of bitstreams: 2 DISSERTAÇÃO FINAL_Diego.pdf: 1331304 bytes, checksum: 1fd14095d5c5ecbb146932c92bf74c1a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-03T20:03:35Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO FINAL_Diego.pdf: 1331304 bytes, checksum: 1fd14095d5c5ecbb146932c92bf74c1a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2011-10-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper analyses the work of Brazilian philosopher Álvaro Vieira Pinto produced at the Higher Institute for Brazilian Studies (ISEB), consisting of a historiographic document representative of the political scenario spanning from 1956 to 1964. This paper highlights: a) Pinto’s political project as “Third World nationalism” i.e. his international political perspective which distinguishes him from other nationalists; b) his epistemological “historicism” as a trait that makes his work an important object of research for current historiographic debates and c) his political engagement as both interpreter and historical character of the social struggles that occurred prior to Brazil’s 1964 military coup, in which he took part as a democratic intellectual. As a historian analysing a philosopher’s body of work, I seek to present the historicity of his concepts, his institutional trajectory and the panorama in which he played a leading role through his philosophical intervention. / Neste trabalho vamos indagar sobre a obra do filósofo brasileiro Álvaro Vieira Pinto, produzida no ISEB (Instituto Superior de Estudos Brasileiros), como um documento historiográfico representativo da conjuntura política definida no recorte temporal entre 1956 a 1964, destacando: a) seu projeto político, “nacionalismo terceiro-mundista”, ou seja, sua perspectiva política internacionalista, como uma particularidade que o diferencia entre outros nacionalistas; b) seu “historicismo” epistemológico como uma característica que o torna um objeto de pesquisa que traz importantes contribuições para a reflexão historiográfica atual e c) seu engajamento político, como intérprete e personagem histórico das lutas sociais da conjuntura anterior ao Golpe Militar de 1964, em que atuou, enquanto intelectual democrata. Assim, trabalho, enquanto historiador, que, ao analisar um filósofo, busca apresentar a historicidade de seus conceitos, a sua trajetória institucional e o cenário no qual o autor estudado pôde se destacar por sua intervenção filosófica.

Dry bean (<i>Phaseolus vulgaris</i>) is currently being introduced for rainfed production in the Dark Brown soil zone in Saskatchewan. Insufficient water is one of the major factors limiting crop production in this soil zone. Ten pinto bean genotypes (Othello, Agate, GH196-2, 6315, 5325, Earliray, Fiesta, ISB82-354, UI 111 and Nodak) were exposed to drought stress in the field to study their rooting pattern under drought stress. Three pinto bean genotypes (Othello, Agate and GH196-2) with an extensive root system in the deeper soil layers and three (Earliray, Fiesta and ISB82-354) with a less extensive root system were exposed to drought stress and nonstress conditions in the growth room and in the field to study the relationship between rooting pattern and seed yield. In addition, three indeterminate pinto bean genotypes (Othello, Nodak and Fiesta) and three determinate genotypes (Agate, Agassiz and Earliray) were exposed to a soil moisture gradient to study the effects of soil moisture level on seed yield and other agronomic traits. Othello, Agate and GH196-2 had an extensive root system in the deeper soil layers, whereas Earliray, Fiesta and ISB82-354 had a less extensive root system in the deeper soil layers. An extensive root system in the deeper soil layers was associated with increased soil moisture depletion at those depths. Shoot dry mass, total root dry mass, mean root length density and root:shoot ratio were the same for the ten pinto bean genotypes. Pinto bean genotypes with an extensive root system (Othello, Agate and GH196-2) in the deeper soil layers had higher seed yield compared to genotypes with a less extensive root system (Earliray, Fiesta and ISB82-354) in the deeper soil layers in the field and in the growth room. Due to insufficient drought stress in the field, the rooting pattern of the six pinto bean genotypes was the same under irrigation and rainfed conditions. In the growth room, pinto bean genotypes with an extensive root system showed a stronger recuperative ability after a severe drought stress compared to genotypes with a less extensive root system. Root traits were positively correlated with seed yield under adequate soil moisture or where drought stress was relieved before maturity. Soil moisture deficit reduced number of pods per plant, plant height, seed weight, seed yield and seed nitrogen concentration of both determinate and indeterminate pinto bean genotypes. Indeterminate pinto bean genotypes had, on average, higher mean seed yield and showed a greater seed yield response to increasing soil moisture availability compared to determinate genotypes. However, the difference in seed yield of the two groups was small under high drought stress, except in the case of one very early maturing determinate genotype.

The effect of utilization of pulse flours with coarse and fine particle size milled from green lentils, yellow peas, navy beans, and pinto beans in pita bread and pan bread was studied. Composites containing 25, 50, 75, and 100% pulse flours were studied for pita baking, and 10, 15, and 25% for pan bread baking. Addition of the pulse flours produced pitas with the pockets, but they were smaller in diameter and firmer in texture than the wheat control. Supplemented pan bread had lower specific loaf volume and firmer crumb with coarser grain. The recommended tolerance levels of pulse flour addition were 25% for pita bread and 10-15% for pan bread depending on the pulse flour and particle size. It appears that navy beans and pinto beans are more suitable for baking applications using composite flours than lentils and yellow peas, and coarse flours produced breads with improved quality compared to fine flours.

The effect of utilization of pulse flours with coarse and fine particle size milled from green lentils, yellow peas, navy beans, and pinto beans in pita bread and pan bread was studied. Composites containing 25, 50, 75, and 100% pulse flours were studied for pita baking, and 10, 15, and 25% for pan bread baking. Addition of the pulse flours produced pitas with the pockets, but they were smaller in diameter and firmer in texture than the wheat control. Supplemented pan bread had lower specific loaf volume and firmer crumb with coarser grain. The recommended tolerance levels of pulse flour addition were 25% for pita bread and 10-15% for pan bread depending on the pulse flour and particle size. It appears that navy beans and pinto beans are more suitable for baking applications using composite flours than lentils and yellow peas, and coarse flours produced breads with improved quality compared to fine flours.

The predation pressures on juvenile Haliotis kamtschatkana, northern abalone, in Barkley Sound. British Columbia, were investigated. Thirty-seven potential predators were tested in the laboratory to determine if they would consume juvenile abalone 1- 25 mm shell length (SL). Six of these potential predators consumed > 10 % of the abalone offered to them and were considered major predators. Natural mortality for juvenile H. kanntschatkana was then estimated by outplanting calcein marked and bee tagged hatchery-reared abalone at field sites. Calcein concentrations between 20 40 mg/L produced clear fluorescent marks for 3- 5 mm SL abalone when exposed to a double calcein marking procedure and abalone > 15 mm SL immersed in calcein for 72 h showed the most distinct marks. Recoveries of outplanted abalone were highest (24%) for 15.1- 20 mm juvenile abalone. I recommend outplanting juvenile abalone larger than 12 mm to increase chances of survivorship in the wild.

Esta investigación hace suyo un ajuste metodológico respecto al modo de pensar la relación entre las imágenes artísticas y la historia. Tal ajuste descansa en el reconocimiento de que las primeras no se hallan meramente inscritas, como un punto sobre una línea, en las estructuras diacrónicas de la segunda. Supone también que, en su doble condición sincrónica y anacrónica, la imagen cala, fisura y reordena la experiencia del tiempo histórico en que ella misma se presenta. Dos obras de autores chilenos —Enrique Lihn y Eugenio Dittborn― son abordadas en este estudio como instancias que permiten pensar ese ajuste, porque propiamente lo producen como efecto de sus operaciones estéticas y críticas. Se trazan aquí los antecedentes teóricos para formular esta hipótesis y se los dispone analíticamente en vías de leer las poéticas de la imagen en ambas obras como soportes de un desmontaje histórico ―acontecido en una experiencia temporal signada por la interrupción, la discontinuidad y el retorno― en cuya entrelínea podría descubrirse también un contradiscurso de la historiografía del arte chileno

MAIA, Gabrielle Bessa Pereira. Modernidade e educação: (des)caminhos históricos e críticas a educação no governo Nogueira Accioly (1896-1912). 2011. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-14T17:28:50Z No. of bitstreams: 1 2011-DIS-GBPMAIA.pdf: 3155836 bytes, checksum: 41ae0a6f82982dafb61f508550f22257 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-14T17:31:46Z (GMT) No. of bitstreams: 1 2011-DIS-GBPMAIA.pdf: 3155836 bytes, checksum: 41ae0a6f82982dafb61f508550f22257 (MD5) / Made available in DSpace on 2014-02-14T17:31:46Z (GMT). No. of bitstreams: 1 2011-DIS-GBPMAIA.pdf: 3155836 bytes, checksum: 41ae0a6f82982dafb61f508550f22257 (MD5) Previous issue date: 2011 / Modernity is commonly identified as a period of deep changes which excessively focused in the logic of the western world, especially between the 19th and 20th centuries. Urban area transformations in big capital cities, emerging concepts under new logic of scientific disciplines, undergoing governments regimes, changing in the behavioral and subjective patterns all announced new times and great challenges for those who were ahead of public politics in the most varied society sectors in that particular time. Breathing the airs of that new context, we meet Nogueira Accioly’s government, identified in our state by historiography as a period of oligarchic, patrimonial, despotic and nepotistic practices reinforced by the changes caused by the transition from the monarchic to the republican regime in our country. Such identifications were not enough to inquire about what the aforementioned government had done for the Education field in our state. Therefore, this paper aims to analyze the Education accomplishments under Antônio Pinto Nogueira Accioly’s government, between 1896 and 1912, period which he was president of Ceará State. Thus, the analysis was focused on his administration at Liceu do Ceará Secondary Teaching Institution, which already existed by the time of his ascension to the state’s presidency, the foundation of the first superior education institution in our land, Livre de Direito University, and on José de Alencar’s Theater construction. A bibliographic and documental research was done in which the research sources were: books, messages and official reports from State’s president, periodicals, literature pieces, and historical characters and Fortaleza images in the late 19th and early 20th century. We conclude that to talk and to do had become more complicated challenges in the midst of Western challenging period of transformaion. Institutions such as Liceu do Ceará, Livre de Direito University and José de Alencar Theater have demonstrated in this sector a lack of significant modifications within the accomplishments scope under ‘acciolino’ government. The heat of the events, diverging opinions, accusations and retaliation testify that, while Modernity pushes mankind to reevaluate him in the context of its innovations and eclecticism, deeper transformations that could confirm the reality of well adjusted terms in the news or messages sent to the population were scarce or inexistent. However, it is important to emphasize the people’s presence under that context who many times acclaimed such discursive practices, empty of significant accomplishments testifying that, in fact, not always “The voice of the people is the voice of God”. / A Modernidade é comumente identificada como um período de profundas mudanças que incidiram sobremaneira na lógica do mundo ocidental, especialmente entre os séculos XIX e o XX. Transformações na malha urbana de grandes capitais, conceitos que emergiam sob os acordes uma nova lógica das disciplinas doravante científicas, regimes de governo em trânsito, mudança nos padrões comportamentais e subjetivos, anunciavam novos tempos e grandes desafios para aqueles que estivessem à frente das políticas públicas nos mais variados setores das sociedades daquele momento. E, respirando os ares desse novo contexto, encontramos o governo de Nogueira Accioly, identificado pela historiografia, em nosso Estado, como um período de práticas oligárquicas, patrimonialistas, despotistas e nepotistas reforçadas pelas mudanças decorrentes da transição do regime monarquista para o republicano, em nosso país. Tais identificações não foram significativas o bastante para que não nos interrogássemos sobre o que o referido governo fez no campo da Educação do nosso Estado. Dessa forma, este trabalho tem como objetivo analisar as realizações em Educação do governo de Antônio Pinto Nogueira Accioly, entre os anos 1896 e 1912, período em que este foi presidente do Estado do Ceará. Para tanto, focamos nossa análise na sua administração da Instituição de Ensino Secundário Liceu do Ceará, já existente à época da sua ascensão à presidência do Estado cearense, na fundação da primeira instituição de ensino superior de nossa terra, a Faculdade Livre de Direito e, na construção do Theatro José de Alencar. Realizou-se uma pesquisa bibliográfica e documental em que as fontes de pesquisa foram: livros, mensagens e relatórios oficiais de presidente do Estado, periódicos, obras literárias e imagens de personagens históricos e da cidade de Fortaleza em fins do século XIX e início do século XX. Concluíu-se que, em meio ao desafiante trânsito por um período de tamanhas mudanças no Ocidente, falar e fazer tornavam-se desafios dos mais complexos. Liceu do Ceará, Faculdade Livre de Direito e Theatro José de Alencar, são instituições que, em si, demonstram a falta de modificações significativas na Educação cearense no âmbito das realizações do governo acciolino nesse setor. O calor dos acontecimentos, as falas desencontradas, denúncias e represálias, atestam que, enquanto a Modernidade força o homem a rever-se enquanto sujeito no contexto de suas novidades e ecletismo, transformações mais profundas, que confirmassem a realidade dos termos tão bem ajustados em notícias e mensagens endereçadas à população, foram escassas ou inexistentes. Mas, importa ainda que realcemos a presença do povo nesse contexto, muitas vezes ovacionando práticas tão somente discursivas, vazias de realizações mais significativas, atestando que, de fato, nem sempre, a voz do povo é a voz de Deus.

FELIX, Keile Socorro Leite. Espíritos inflamados: a construção do estado nacional brasileiro e os projetos políticos no Ceará (1817-1840). 2010. 231f. Dissertação (Mestrado em História) - Universidade Federal do Ceará, Departamento de História, Programa de Pós-Graduação em História Social, Fortaleza-CE, 2010. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-06-27T15:22:30Z No. of bitstreams: 1 2010_Dis_KSLFelix.pdf: 1648419 bytes, checksum: 39c3a2df3227012e0c02612b4b8e1ebe (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-19T14:26:40Z (GMT) No. of bitstreams: 1 2010_Dis_KSLFelix.pdf: 1648419 bytes, checksum: 39c3a2df3227012e0c02612b4b8e1ebe (MD5) / Made available in DSpace on 2012-07-19T14:26:40Z (GMT). No. of bitstreams: 1 2010_Dis_KSLFelix.pdf: 1648419 bytes, checksum: 39c3a2df3227012e0c02612b4b8e1ebe (MD5) Previous issue date: 2010 / The present research seeks to analyze how did happen, in Ceará, the independence process and the formation of the National State. Therefore, we proposed first to investigate how did occur the political disentail of the captainship of Siará grande from the general captainship of Pernambuco in the year of 1799, and the importance of such fact both for a local bigger autonomy and for that captainship development. Beside this aspect, we analyze how did the local groups place before the Royal Family’s presence in the colony, United Kingdom from 1815, putting in relief the 1817’s movement like a first moment of displeasure with the orders and measures taken by Imperial Court which were going opposed to the local interests, mainly the North’s captainships. We discussed too the participation of Ceará in the process of independence, and in the Equator Confederation, detaching that the adherence to that movement reflected the existing divergences both in that province and in the recent country respecting to how it should ought be conducted. And l we still discuss on the movement known in historiography as Pinto Madeira’s Revolt, a movement of restoring character that has, among other motifs, the re-establishment of D. Pedro I in Brazilian’s throne after his abdication in April seven 1831. / A presente pesquisa busca analisar como se deu, no Ceará, o processo de Independência e a formação do Estado Nacional. Para tanto, nos propusemos, primeiramente, a investigar como se deu a desvinculação política da capitania do Siará grande da capitania geral de Pernambuco no ano de 1799 e a importância desse fato tanto para uma maior autonomia local como para o desenvolvimento dessa capitania. Além desse aspecto, analisamos como os grupos locais se colocaram diante da presença da família real na colônia, Reino Unido a partir de 1815, destacando o movimento de 1817 como um primeiro momento de descontentamento com as ordens e medidas tomadas pela Corte Imperial que estavam indo de encontro aos interesses locais, sobretudo das capitanias do Norte. Discutimos também a participação do Ceará no processo de Independência e na Confederação do Equador, destacando que a adesão a esse movimento refletia as divergências existentes tanto nessa província como no recente país a respeito de como ele deveria ser conduzido. E ainda debatemos sobre o movimento conhecido na historiografia como Revolta de Pinto Madeira, movimento de cunho restauracionista, que tinha, entre outros motivos, restabelecer D. Pedro I no trono brasileiro depois de sua abdicação em sete de abril de 1831.