[pt] Desde a década de 1980 é notória a difusão do pensamento de Antonio Gramsci na produção do Serviço Social brasileiro. Sua influência adensou tanto o processo de superação com o tradicionalismo quanto a construção de um projeto profissional comprometido com as lutas sociais necessárias à superação da sociabilidade capitalista. Gramsci é responsável por ressignificar o conceito de Estado e de sociedade civil, recriando um conceito que comporta a combinação entre sociedade política e sociedade civil, e que engloba tanto uma quanta outra dimensão, em permanente interação e interconexão. Este estudo, pautado em pesquisa documental e bibliográfica, com base no referencial teórico gramsciano, analisa os usos e as apropriações do conceito de Estado integral na produção recente do Serviço Social brasileiro. Neste sentido, e a partir dos dados coletados, foi possível constatar que o Serviço Social tem produção similar à área de História e só perde em número de teses e dissertações produzidas pela área de Educação. Para tal intento, foram selecionadas quatorze teses defendidas por assistentes sociais e disponíveis nos repositórios digitais dos programas de pós-graduação do Serviço Social brasileiro avaliados com nota a partir de 4 pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) do Ministério da Educação. As teses localizadas, e posteriormente selecionadas, foram produzidas entre os anos de 2006 e 2016, exclusivamente por assistentes sociais que utilizaram a categoria Estado integral como principal referencial teórico e/ou orientador do estudo elaborado. Buscou-se compreender como e quais leituras de Gramsci foram realizadas e até que ponto essas produções ainda conservam ou transcendem as discussões que marcaram a recepção de Gramsci no Brasil, e, especificamente, no Serviço Social, desde os anos de 1980, período constituído por formulações significativas de autoras(es) que compõem a historiografia profissional e que buscaram caminhos no pensamento de Gramsci para refletir sobre o Serviço Social e o trabalho do assistente social. Foi possível constatar que as teses analisadas, em maior ou menor grau, constituem produções que transcendem o contexto de origem italiano e possibilitam, através do uso do conceito de Estado integral, problematizar tanto a realidade nacional quanto as particularidades do Serviço Social brasileiro. Evidenciando elementos que fomentaram uma visão crítica da profissão e, consequentemente, o fortalecimento da constituição do projeto ético-político profissional. Desse modo, o encontro de Gramsci com contextos e culturas distintas dos de sua origem possibilitou não só a tarefa da tradução do marxismo pela periferia quanto a criação de novos projetos políticos às normativas trabalhistas e ao projeto profissional do Serviço Social brasileiro. / [en] Since the 1980s, the diffusion of Antonio Gramsci s thought in the production of the Brazilian Social Work is notorious. His influence intensified both the process of breaking with traditionalism and the construction of a professional project committed to the social struggles necessary to overcome capitalist sociability. Gramsci is responsible for giving new meaning to the concept of State and civil society, recreating a concept that encompasses the combination of political society and civil society, and which encompasses both dimensions, in permanent interaction and interconnection. This study, based on documentary and bibliographic research, based on the Gramscian theoretical framework, analyzes the uses and appropriations of the concept of Integral State in the recent production of the Brazilian Social Work. In this sense, and from the collected data, it was possible to verify that the Social Work has similar production to the History area and only loses in the number of theses and dissertations produced by the Education area. For this purpose, fourteen theses available in the digital repositories of the Brazilian Social Work graduate programs were selected, evaluated with a grade from 4 by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) of the Ministry of Education. The theses located and later selected were produced between the years 2006 to 2016, exclusively by social workers who used the category Integral State as the main theoretical framework and/or guide of the study carried out. We sought to understand how and which readings of Gramsci were carried out and to what extent these productions still conserve or transcend the discussions that marked the reception of Gramsci in Brazil, and specifically in Social Work, since the 1980s, a period constituted by significant formulations by authors who make up professional historiography and who sought paths in Gramsci s thought to think about Social Work and the work of social workers. It was possible to verify that the analyzed theses, to a greater or lesser degree, constitute productions that transcend the context of Italian origin and make it possible, through the use of the concept of Integral State, to problematize both the national reality and the particularities of the Brazilian Social Work. Evidencing elements that fostered a critical view of the profession and, consequently, the strengthening of the constitution of the professional ethical-political project. In this way, Gramsci s encounter with contexts and cultures different from those of his origin made possible not only the task of translating Marxism through the periphery, but also the creation of new political projects to labor regulations and the professional project of the Brazilian Social Work.

[pt] A retomada dos estudos referentes ao barroco mobilizou grande parte da crítica literária brasileira a partir da década de 50 do século XX. Através do debate proporcionado, mostra-se plausível auferir significativas divergências de modelos críticos e historiográficos, assim como o caráter interessado envolvido no descarte ou na valorização do barroco. Enquanto Antonio Candido silencia a produção barroca em seu panorama historiográfico de formação da literatura brasileira, por conta de certa inadequação diante da noção de sistema literário, Haroldo de Campos destaca o procedimento poético do barroco em perspectiva sincrônica com a vanguarda concretista, como impulso de ruptura capaz de renovar os métodos de composição e recepção literária. A polêmica provocada pelo sequestro do barroco, portanto, serve como ancoragem para a análise de um projeto mais amplo de historiografia literária de Antonio Candido e Haroldo de Campos, no qual para o primeiro o que estava em jogo era o reconhecimento de uma tradição fundada na dimensão autoconsciente do escritor, enquanto que para o último a tradição pautava-se numa espécie de inventário das rupturas. / [en] The retake of the studies about baroque mobilized great part of the Brazilian literary criticism since the 50ths of the Twentieth Century. Through this debate, it is possible to grasp meaningful divergences in the critical and historiographic models, as well as the interested choices involving the oblivion or the valorization of baroque. As long as Antonio Candido silences the baroque in his historiographic landscape of the Brazilian literature formation, due to a certain inappropriate notion of a literary system, Haroldo de Campos lines baroque poetic procedure in a synchronic perspective with the concretist vanguard as a movement of rupture able of renewing the methods of literary composition and reception. The polemic provoked by the sequestration of baroque, therefore, leads to a wider analysis of Antonio Candido and Haroldo de Campos projects of literary historiography, in which to the former it was important to recognize a tradition founded in the self reflected dimension of the author, while to the second one the tradition was settled in a kind ruptures inventory.

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This qualitative inquiry explores a community-based art partnership called the semester programs that took place between Artpace San Antonio and Louis W. Fox Academic and Technical High School from 2004 until 2006. This narrative inquiry used interviews with artists and former Fox Tech art students involved in our program, along with my teacher/ researcher reflections, to make meaning from the data. The artists involved in the semester programs were Gary Sweeney, Daniel Guerrero, David Jurist, and Ethel Shipton. Former students interviewed include Eloy McGarity, Rosa Leija, John Contreras, and Jennelle Gomez, while I, Maria Leake represent the voice of the art teacher. Our stories of experience were analyzed and connections between situated learning theory, creativity theories, community-based art education, and memory research were all recognized as being exhibited during our community partnership programs. There were seven patterns and themes that were noted as occurring within each semester program, as well as notable distinctions. The patterns and themes from the data analysis suggest that our community partnership reflected the following: learning and creative expression went beyond the individual; networks of support and communication were available to all participants; challenges were acknowledged; empathy between participants was an unintentional outcome; working together as a community of practice facilitated personal interactions and connections; learning and creative expression went beyond the traditional curriculum; and educational benefits were realized by all participants.

Public concern with respect to declining traditional values, character, and family structure in the midst of increased crime, violence, and drug use have brought American education into the political arena and under intense scrutiny. The purpose of this study was to investigate whether or not differences exist in the values fostered in private schools, public choice schools and public attendance-zone schools and whether or not there are differences in the values that are identified by students as compared with teachers. The theoretical framework for the study is based upon the beliefs that values form the foundation of human behavior and that schools influence the values of societies in which they exist.

The purpose of this study was to examine curricular programs in private, public choice, and public attendance-zone schools to determine whether differences exist among curricular programs in the three types of schools. The findings from the student survey data indicated that private school students reported their curriculum to be more challenging than public school students, but no other significant differences were noted. Findings from the teacher survey showed more positive results for private schools in indicators of a challenging curriculum, expectations of students, school climate, and external support than public schools. This study showed that of the types of schools examined, Catholic schools exhibited the most consistent and well written curriculum that reflected the four research questions. Future research needs to be done to establish whether these indicators of a challenging curriculum result in higher student achievement.

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This report examines water supply planning issues in San Antonio, Texas. San Antonio is unique among large cities in the United States in that it relies almost exclusively on a single source, the Edwards Aquifer, for its water supply. Because San Antonio’s water demand is projected to outgrow the Aquifer’s capacity, the city must consider other options to extend and augment its current water supply. After describing the hydrogeology and water supply history of San Antonio, this report explains the multitiered water planning structure and current and future water needs for the city. It then studies and evaluates three short-to-mid term water supply options. By continuing to develop its already successful water conservation programs and water reclamation system, San Antonio can delay the need for more costly and environmentally impactful water supply options down the road, and wisely manage the resources it already draws from. / text

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico, Programa de Pós-Graduação em Engenharia Civil, Florianópolis, 2009. / Made available in DSpace on 2012-10-24T06:46:58Z (GMT). No. of bitstreams: 1 273670.pdf: 12750006 bytes, checksum: fad31bab4db9568e499664bd9ffd6aab (MD5) / Essa proposta de trabalho apresenta um estudo específico sobre a conservação de edificações históricas de madeira. A região sul do Brasil apresenta um grande acervo de edificações em madeira construídas pelos imigrantes europeus que colonizaram a região no final do século XIX e na primeira metade do século XX. No entanto, não existem programas específicos de conservação deste patrimônio. A cidade de Antônio Prado, localizada na serra gaúcha, aproximadamente a 180 km de Porto Alegre, foi escolhida como estudo de caso, por apresentar um conjunto de edificações históricas de madeira construídas por imigrantes italianos. O estudo serviu para diagnosticar os principais problemas patológicos das edificações e propor medidas de preservação para o patrimônio local. Como referencial teórico sobre preservação de patrimônio edificado em madeira foram pesquisadas a cidade de Bergen na Noruega e a Ilha de Chiloé no Chile. A metodologia da conservação preventiva apresenta muitas semelhanças com as características e medidas de proteção da madeira, sendo utilizada como parâmetro para a elaboração de medidas preventivas para o estudo de caso. Por meio dos estudos realizados verificou-se a importância e o potencial da participação da população local nos trabalhos de conservação. Esta condição é explorada sob a forma de divulgação de informações técnicas que tornem a população apta a conservar o patrimônio. Com este propósito, elaborou-se um manual sobre o tema que visa fornecer conhecimento para a prevenção de agentes degradadores e ilustrações com detalhes construtivos adequados para a conservação da madeira. Além das ações preventivas, as medidas de conservação buscam despertar, na comunidade local, a consciência quanto à sua identidade cultural e à responsabilidade com seu patrimônio histórico e artístico. / This proposed work presents a study about the conservation of historic buildings of wood. The southern region of Brazil presents large collection wooden buildings built by European immigrants that colonized the region in the late nineteenth century and the first half of this century. However, there are no specific programs for the conservation of this heritage. The city of Antonio Prado, located in Serra Gaucha, approximately 180 km from Porto Alegre, was chosen as a case of study by presenting a set of historic wooden buildings built by Italian immigrants. The study was used to diagnose the main pathological problems of buildings and propose measures for the preservation of local heritage. As theoretical references about the preservation of built heritage in wood there were surveyed the cities of Bergen in Norway and the island of Chiloé in Chile. The methodology of preventive conservation has many similarities with the features and measures to protect the wood and is used as a paramenter for the development of preventive measures for the case study. Through studies the importance and potential of local participation in conservation work was verified. This condition is explored in the way of dissemination of technical information to make people able to preserve the patrimony. For this purpose, a manual was elaborated on the subject that aims to provide knowledge to the prevention of degrading acting and illustrations with suitable constructive details for wood preservation. In addition to the preventive actions, the conservation measures seek the awakening consciousness in the local community for its cultural identity and for its responsibility to the historical and artistic heritage.

SOUSA, Nágela da Silva de. As contribuições de Antonio Gramsci para a educação e formação humana da frente única. 2013. 59f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-03T13:21:12Z No. of bitstreams: 1 2013_dis_nssousa.pdf: 736066 bytes, checksum: 59197a7590733b0182bbb8a226acaa75 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-03T17:14:00Z (GMT) No. of bitstreams: 1 2013_dis_nssousa.pdf: 736066 bytes, checksum: 59197a7590733b0182bbb8a226acaa75 (MD5) / Made available in DSpace on 2015-06-03T17:14:00Z (GMT). No. of bitstreams: 1 2013_dis_nssousa.pdf: 736066 bytes, checksum: 59197a7590733b0182bbb8a226acaa75 (MD5) Previous issue date: 2013 / The dissertation aims to investigate the categories present in the work of the Italian revolutionary Antonio Gramsci, pinpointing his proposal of a united front and its educational construction in the perspective of the revolution; revisiting the contributions of theorists and scholars in line with the thought of Gramsci, as it relates to worker-peasant Alliance in view of proletarian revolution, Del Roio (2005) e Nosella (1992), for example. Based upon historical dialectic materialism, the paper followed a set of theoretical-bibliographic procedures of a classist character, adopting as its major reference, the production of Antonio Gramsci, a true militant theorist of proletarian cause, specifically his pre-prison work; and political writings, in general. In this way, we seek to historically retrieve the genesis and evolution of Antonio Gramsci’s thought, consolidated in his short life trajectory, highlighting elements linked to his family origin, as his theoretical-practical militancy, marked by a deep immersion in the political and social class struggles in Italy, in particular, his involvement with the problematics of the factories councils and the school of labor. Generally speaking, in the analysis of the context of the Southern Issue in Italy, expressed in political-geographical division, we feature the revolutionary conceptions of Gramsci, in function of subalternity. Attempting to understand the labour movement, we situate the French experience in the 19th century from the reference point of the 18 Brumaire of Louis Bonaparte, of Karl Marx, reporting the peasants struggles. Further on, from the Marxian ontology frame of reference, and understanding education as a complex founded by work, we focus upon the united front and its complexities, tracing the role of education and/or human formation for the constitution of a worker-peasant Alliance in the context of the Italian situation of the early 20th century, showing the character at the same time particular and universal of Gramscian contributions. / O presente trabalho dissertativo tem por objetivo investigar as categorias presentes na obra do revolucionário italiano, Antonio Gramsci, acerca da frente única e sua formação educacional na perspectiva da revolução; revisitando, ainda, as contribuições de teóricos e estudiosos do pensamento de Gramsci sobre a aliança operário-camponesa diante da revolução proletária como, por exemplo, Del Roio (2005) e Nosella (1992). Tendo por base teórica o materialismo histórico dialético, realizou-se um trabalho a partir de procedimentos teórico-bibliográficos de caráter classista, adotando como revisão principal, a produção de Antonio Gramsci, especificamente nas obras pré-carcerária e nos escritos políticos, que se constitui, rigorosamente, um teórico-militante da causa operária. Deste modo, buscamos fazer um resgate histórico da gênese e processualidade do pensamento de Antônio Gramsci, consolidadas em sua curta trajetória de vida, recuperando elementos vinculados à sua origem familiar, como a sua militância teórico-prática, marcada pela profunda imersão na luta política e social na Itália, em especial, seu envolvimento com a problemática dos conselhos de fábricas e da escola do trabalho. Em linhas gerais, na análise do contexto da Questão Meridional, expressada na divisão político-geográfica, destacamos as concepções revolucionárias de Gramsci, na função dos grupos subalternos. Na compreensão do movimento operário, situamos a experiência francesa no século XIX a partir de O 18 Brumário de Luís Bonaparte de Karl Marx, relatando a luta dos camponeses. Posteriormente, partindo da ontologia marxiana e entendendo a educação como um complexo fundado pelo trabalho, dissertamos sobre a frente única e suas complexidades, traçando o papel da educação e/ou formação humana para a constituição de uma aliança operário-camponesa diante da conjuntura italiana do início do século XX, mostrando o caráter ao mesmo tempo histórico/particular e universal das contribuições gramscianas