Inca or Spanish? The Identities of Paullu Topa IncaPaullu Topa Inca tends to be described, in modern historiography, as a traitor to his own people. This judgement misrepresents the circumstances of his life as perceived during the sixteenth century. During his own life time, he was indeed respected by many Spaniards, but Incas and andean people also regarded him as a man of very great authority and worth. After his death, the complex events of the invasion and conquest in which Paullu Topa Inca participated were streamlined into a smooth narrative that fitted in with the perspective of the winning side in the civil wars of the conquest period, and that became canonical once the viceregal state was established. The old men who at century’s end remembered Paullu Topa Inca did so as part of their own memories of their childhood and youth. / En la historiografía moderna, Paullu Topa Inca aparece como traidor de su gente. Este juicio da una imagen falsa de las circunstancias de su vida como la representaron sus contemporáneos. Durante su existencia, muchos españoles lo respetaron, y los incas y la gente andina lo miraron como hombre de gran autoridad y valía. Después de muerto, los sucesos complejos de invasión y conquista en los que Paullu Topa Inca participó fueron transformados en una narrativa llana y sencilla, según las ideas del partido victorioso en las guerras civiles. Esta narrativa se hizo canónica, una vez que se estableció el Estado virreinal. Los viejos que recordaban a Paullu Topa Inca lo hicieron en el contexto de sus propias memorias de niñez y juventud.

Les mécanismes de l'adaptation des bactéries à leur environnement ont été étudiés par une stratégie d'évolution expérimentale. Douze populations, fondées à partir d'une cellule ancêtre d'Escherichia coli, ont évolué indépendamment pendant 20 000 générations par transferts journaliers dans un milieu constant. Au cours de cette évolution, la capacité reproductive des cellules augmente de 70% dans les 12 populations. L'objectif du travail est d'identifier et d'analyser les mutations conduisant à cette adaptation afin de comprendre les mécanismes à la base de l'évolution. Des mutations bénéfiques responsables d'une augmentation parallèle et systématique de la superhélicité de l'ADN ont été identifiées dans deux gènes impliqués dans sa régulation : fis, codant un régulateur global de l'expression des gènes, et topA, codant la topoisomérase I responsable du relâchement de l'ADN. L'évolution de ces populations se caractérise par un degré important de parallélisme phénotypique associé à un fort parallélisme génétique : seuls deux gènes impliqués dans la régulation de la topologie de l'ADN sont les cibles de la sélection naturelle. De plus, les mutations apparues au sein du gène fis, bien qu'affectant la transcription, la traduction, ou la fixation à l'ADN de la protéine Fis, mènent toutes au même résultat : une diminution de l'activité de la protéine. Le parallélisme phénotypique observé s'explique donc par un degré exceptionnel de parallélisme génétique et moléculaire.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-02-03T12:05:23Z No. of bitstreams: 1 alencarmirandaamaral.pdf: 1670327 bytes, checksum: 2d9c3f9a9d891835776120bfdbe35f33 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-03T12:07:46Z (GMT) No. of bitstreams: 1 alencarmirandaamaral.pdf: 1670327 bytes, checksum: 2d9c3f9a9d891835776120bfdbe35f33 (MD5) / Made available in DSpace on 2017-02-03T12:07:46Z (GMT). No. of bitstreams: 1 alencarmirandaamaral.pdf: 1670327 bytes, checksum: 2d9c3f9a9d891835776120bfdbe35f33 (MD5) Previous issue date: 2007-08-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nesta dissertação de mestrado analiso o contato inter-religioso promovido pela atuação de missões evangélicas (SIL e MNTB) junto à comunidade indígena Maxakali, localizada no nordeste do Estado de Minas Gerais. Além de acompanhar o desenvolvimento das atividades proselitistas destas instituições entre os índios Maxakali, objetivamos compreender como ao longo do contato inter-religioso ocorre o processo de identificação do Deus cristão com o personagem indígena Topa. Na bibliografia sobre os índios Maxakali, Topa aparece como o personagem central do “mito de criação” do grupo, e apesar de alguns autores reconhecerem que seu nome também era associado ao Deus cristão, não existem análises sobre este processo. Assim, nosso desafio será compreender como Topa foi, e vêm sendo, apropriado de diferentes maneiras ao longo do contato entre os Maxakali e os missionários evangélicos; e também analisar o processo que possibilitou que este personagem gradativamente fosse identificado com o Deus cristão. O escopo desta pesquisa é, portanto, perceber o esforço missionário de inserir o Deus cristão ao contexto Maxakali através do personagem Topa. A partir da análise de mitos Maxakali e hinos evangélicos traduzidos para o idioma do grupo buscaremos compreender este processo de associação, e também a (in)adequação dos ensinamentos missionários aos padrões sócioculturais e religiosos dos índios Maxakali. / In this master’s dissertation, I analyze the pro inter-religious contact heard by acts of evangelic missions (SIL and MNTB) on the Maxakali Indian at the northeast of Minas Gerais. Besides of studying the proselytizes activities of this institutions among the Maxakali Indians, we have the goal to understand how the Indians started to associate Topa (the Indian character) as the Christian God during this inter-religious contact. In the Maxakali biography, Topa come as the central character of the “creation myth” of the group an despite of the fact that some authors recognize Topa as the Christian God in their works, that are no analysis about it. So the challenge here is to understand how Topa was used in so many ways during the contact between the Maxakali and the evangelic missionaries; and analyze the process the made possible this character to be gradually associated with the Christian God. Hence, the purpose of this research is to realize the missionary effort to introduce the Christian God in the Maxakali context through Topa. From the analysis of the Maxakali myths an evangelic religions songs translated to their idiom, we will try understand the association process, and also how (in)adequate were the Christian teaching to the Maxakali religious and social-cultural standards.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-14T22:48:29Z No. of bitstreams: 1 LUDIMILA BARROS. Disserta??o de Mestrado. PPGE2016.pdf: 1224261 bytes, checksum: 73682ebd9cde5b626cf8443fc6814194 (MD5) / Made available in DSpace on 2017-02-14T22:48:29Z (GMT). No. of bitstreams: 1 LUDIMILA BARROS. Disserta??o de Mestrado. PPGE2016.pdf: 1224261 bytes, checksum: 73682ebd9cde5b626cf8443fc6814194 (MD5) Previous issue date: 2016-09-30 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / This paper seeks to understand the pedagogical practices of literacy teachers from the Todos pela Alfabetiza??o Program implemented by Universidade Estadual of Feira de Santana (TOPA / UEFS) and the knowledge mobilized by them in their literacy "crossings". The investigation lies in the field of qualitative research, based on the emerging paradigm of science (SANTOS, 1995), in connection with the approach of the History of Everyday Life (CERTEAU, 1998). The locus of this study was the city of Feira de Santana, where literacy teachers from TOPA have served as collaborators. There were a total of six respondents in this research: five literacy teachers from TOPA and a general coordinator of the program during the years of 2007-2011. In addition to the narrative interviews, UEFS?s Pr? Reitoria de Extens?o (PROEX/UEFS) provided documents used for training teachers from TOPA that were employed in the production of data analysis contained in this work. Academic reflections were woven from the theoretical and methodological assumptions of the Youth and Adult Education (Freire, 2011), in connection with the field of Teacher Training and Teacher Knowledges (Tardif, 2012; CHARLOT, 2000). Of the many lessons learned, it is clear that learning and teaching to read necessarily entails the understanding of the world around us and the seizure of the realities that reach us. This interpretation has helped us to think about the everyday life and the experiences in the routine processes of life-training, as producers of experiential knowledge that are so important to the teaching practice. Thus, it can be concluded that: 1) the pedagogical practice of literacy teachers from TOPA / UEFS are necessarily involved with their own cultural repertoires and with their learners?; 2) the literacy teachers from TOPA / UEFS in their everyday classrooms, give other meanings to the teaching training they receive in order to obtain success in literacy processes; and 3) the knowledge mobilized by literacy teachers in their literacy crossings intermingle with their experiences of "existing and being" on / with the world. / Este trabalho busca compreender as pr?ticas pedag?gicas dos professores alfabetizadores do Programa Todos pela Alfabetiza??o implementado pela Universidade Estadual de Feira de Santana (TOPA/UEFS), e os saberes mobilizados por eles em suas ?travessias? do alfabetizar. A investiga??o situa-se no campo da pesquisa qualitativa, amparada no paradigma emergente de ci?ncia (SANTOS, 1995), e em di?logo com a abordagem da Hist?ria do Cotidiano (CERTEAU, 1998). O l?cus foi a cidade de Feira de Santana, visto que os colaboradores desse trabalho atuaram como alfabetizadores do TOPA nesse munic?pio, e os sujeitos informantes dessa pesquisa foram um total de seis: cinco alfabetizadores do TOPA e uma coordenadora geral do programa entre os anos de 2007 a 2011. Al?m das entrevistas narrativas, utilizamos documentos da forma??o docente do TOPA, disponibilizados pela Pr? Reitoria de Extens?o da UEFS (PROEX/UEFS), na produ??o das an?lises de dados que constam nesse trabalho. As reflex?es acad?micas foram tecidas a partir dos pressupostos te?rico-metodol?gicos da Educa??o de Jovens e Adultos (FREIRE, 2011), em di?logo com o campo da Forma??o de Professores e Saberes Docentes (TARDIF, 2012; CHARLOT, 2000). Das muitas li??es apreendidas, ? poss?vel afirmar que aprender e ensinar a leitura implica, necessariamente, na compreens?o do mundo que nos cerca e na apreens?o das realidades que nos alcan?am. Essa interpreta??o nos ajudou a pensar o cotidiano e as experi?ncias vivenciadas nos processos rotineiros de vida-forma??o, como produtores de saberes experienciais t?o relevantes para a pr?tica docente. Assim, conclu?mos que: 1) a pr?tica pedag?gica dos alfabetizadores do TOPA/UEFS, se implicam, necessariamente, com os seus repert?rios culturais e de seus alfabetizandos; 2) os alfabetizadores do TOPA/UEFS, no cotidiano de suas salas de aula, d?o outros significados ? forma??o docente que recebem, no sentido de obterem ?xito nos processos de alfabetiza??o; e 3) os saberes mobilizados pelos alfabetizadores, em suas travessias do alfabetizar, se (con)fudem com suas experi?ncias de ?ser e estar? no/com o mundo.

Transcription by RNA polymerase can induce the formation of hypernegatively supercoiled DNA both in vivo and in vitro. This phenomenon has been explained by a “twin-supercoiled-domain” model of transcription where a positively supercoiled domain is generated ahead of the RNA polymerase and a negatively supercoiled domain behind it. In E. coli cells, transcription-induced topological change of chromosomal DNA is expected to actively remodel chromosomal structure and greatly influence DNA transactions such as transcription, DNA replication, and recombination. In this study, an IPTG-inducible, two-plasmid system was established to study transcription-coupled DNA supercoiling (TCDS) in E. coli topA strains. By performing topology assays, biological studies, and RT-PCR experiments, TCDS in E. coli topA strains was found to be dependent on promoter strength. Expression of a membrane-insertion protein was not needed for strong promoters, although co-transcriptional synthesis of a polypeptide may be required. More importantly, it was demonstrated that the expression of a membrane-insertion tet gene was not sufficient for the production of hypernegatively supercoiled DNA. These phenomenon can be explained by the “twin-supercoiled-domain” model of transcription where the friction force applied to E. coli RNA polymerase plays a critical role in the generation of hypernegatively supercoiled DNA. Additionally, in order to explore whether TCDS is able to greatly influence a coupled DNA transaction, such as activating a divergently-coupled promoter, an in vivo system was set up to study TCDS and its effects on the supercoiling-sensitive leu-500 promoter. The leu-500 mutation is a single A-to-G point mutation in the -10 region of the promoter controlling the leu operon, and the AT to GC mutation is expected to increase the energy barrier for the formation of a functional transcription open complex. Using luciferase assays and RT-PCR experiments, it was demonstrated that transient TCDS, “confined” within promoter regions, is responsible for activation of the coupled transcription initiation of the leu-500 promoter. Taken together, these results demonstrate that transcription is a major chromosomal remodeling force in E. coli cells.