scholarly journals OS MARCADORES DE GÊNERO NO ENSINO FUNDAMENTAL: RELATOS DE OBSERVAÇÃO DE DUAS ESCOLAS PÚBLICAS EM PORTO ALEGRE (RS)

2021 ◽  
Vol 9 (1) ◽  
pp. 633-661
Author(s):  
Betina Aymone ◽  
Isadora Marcon Medina
Keyword(s):  
Public Schools ◽  
School Environment ◽  
First Year ◽  
Porto Alegre ◽  
Mediating Role ◽  
Palabras Clave ◽  
Keywords Education ◽  
The City ◽  
Made In

RESUMO O estudo intencionou investigar os marcadores de gênero presentes nos processos de socialização de crianças entre seis e sete anos de idade, estudantes do primeiro ano do Ensino Fundamental, e seu reflexo no ambiente escolar. Para tal, foram realizadas quatro observações não participantes em duas escolas de ensino público do Município de Porto Alegre (RS). Observou-se a interação entre os estudantes entre si e com seus professores, além de seus comportamentos e atividades no cotidiano escolar. A análise dos dados sugere a presença de marcadores de gênero, estruturados em uma lógica binária, que se materializam na forma como meninos e meninas brincam, se apresentam e se expressam, além do papel mediador da instituição escolar nesse contexto. PALAVRAS-CHAVE: Educação. Gênero. Relações Infantis   RESUMEN El estudio tuvo por objetivo investigar los marcadores de género presentes en los procesos de socialización de infantes de seis y siete años, estudiantes de primer año de la enseñanza básica, y su reflejo en el ámbito escolar. Se realizaron cuatro observaciones no participantes en dos escuelas públicas de la ciudad de Porto Alegre (RS). Se observó la interacción de estudiantes entre si y con sus profesores, además de sus comportamientos y actividades en la rutina escolar. El análisis de los datos sugiere la presencia de marcadores de género, estructurados en una lógica binaria, que se manifiesta en la forma como niños y niñas juegan, se presentan y expresan, además del rol mediador de la institución escolar en este contexto. PALABRAS-CLAVE: Educación. Género. Relaciones entre niños   ABSTRACT The study aimed to investigate the gender markers present in the socialization processes of children between six and seven years old, students of the first year of elementary school, and their reflection in the school environment. To this end, four non-participating observations were made in two public schools in the city of Porto Alegre (RS). The interaction between the students among themselves and with their teachers, as well as their behaviors and activities in the school routine were observed. The analysis of the data suggests the presence of gender markers, structured in a binary logic, that is manifested in the way boys and girls play, present and express themselves, in addition to the mediating role of the school institution in this context. KEYWORDS: Education. Gender. Child Relations

Majolica in the Early Colonial Andes: The Role of Panamanian Wares

2001 ◽  
Vol 12 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Ross W. Jamieson
Keyword(s):  
Spanish Colonial ◽  
Important Indicator ◽  
The Andes ◽  
Early Colonial ◽  
The Pacific ◽  
Elite Status ◽  
Set Up ◽  
The City ◽  
Made In

As one of the most common artifact categories found on Spanish colonial sites, the wheel-made, tin-glazed pottery known as majolica is an important chronological and social indicator for archaeologists. Initially imported from Europe, several manufacturing centers for majolica were set up in the New World by the late sixteenth century. The study of colonial majolica in the Viceroyalty of Peru, which encompassed much of South America, has received less attention than ceramic production and trade in the colonial Caribbean and Mesoamerica. Prior to 1650 the Viceroyalty of Peru was supplied with majolica largely produced in the city of Panama Vieja, on the Pacific. Panama Vieja majolica has been recovered from throughout the Andes, as far south as Argentina. Majolica made in Panama Vieja provides an important chronological indicator of early colonial archaeological contexts in the region. The reproduction of Iberian-style majolica for use on elite tables was symbolically important to the imposition of Spanish rule, and thus Panamanian majolicas also provide an important indicator of elite status on Andean colonial sites.

Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bünyamin Han ◽  
Rasim Tösten ◽  
Zakir Elçiçek
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Teacher Motivation ◽  
School Principals ◽  
Leadership Behaviors ◽  
Content Type ◽  
The Public ◽  
Public Leadership ◽  
Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

Mediating Role of School Variables in Anticipating Blocks and ConsequencesCreativity among Rural Adolescents

2022 ◽  
Vol 58 (1) ◽  
pp. 53-57
Author(s):  
Sumit Sheoran ◽  
Bimla Dhanda ◽  
Joginder Singh Malik
Keyword(s):  
School Environment ◽  
Teaching Method ◽  
Human Growth ◽  
Primary Data ◽  
School Type ◽  
Mediating Role ◽  
School Variables ◽  
Academic Class ◽  
Academic Record

Each developmental stage upholds new and its own unique competency requirements,challenges, struggles and opportunities for personal human growth. When an individual isin their early adolescence phase, his/her creativity is greatly influenced by its surroundingsand school environment is one of those crucial factors. Hence, the present study wasplanned to explore the mediating role of school environment in students’ blocks andconsequences creativity. The primary data was collected from 300 academically bright ruralyoung adolescents. Z-test and ANOVA were administered to discover the influence ofindependent variables (school environment) on the dependent variables (blocks andconsequences creativity). Results elucidated significant differences in blocks fluency,consequences originality and consequences creativity across school type, academic classand teaching method employed by the teachers. Blocks flexibility had significant differencesacross school type and academic class. Blocks originality was observed to have significantdifferences across academic class and consecutive academic record. It was revealed thatblocks creativity had significant differences across all the independent variables.Consequences fluency of the students had significant differences across school type,academic class and consecutive academic record.

scholarly journals O Papel do Apoiador Escolar na Educação Inclusiva / The Importance of the School Supporter in Inclusive Education

2021 ◽  
Vol 15 (58) ◽  
pp. 592-600
Author(s):  
Sara Mariza dos Santos ◽  
Kennya De Lima Almeida
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
School Teacher ◽  
Research Work ◽  
Public And Private ◽  
Educational Networks ◽  
Educational Inclusion ◽  
Random Groups ◽  
The City

Resumo:  A educação inclusiva é conhecida como uma forma de trabalhar com crianças com necessidades especiais no ambiente escolar. Vista de forma mais ampla, ela tem o papel de acolher a diversidade e dar assistência a todos os estudantes, pois o objetivo da inclusão educacional é acabar com a exclusão social. O trabalho de pesquisa tem como objetivo avaliar as dificuldades encontradas pelos professores apoiadores das salas de aula, saber qual o suporte e formação que recebe para atuar. Além disso, a pesquisa possibilita compreender a realidade da inclusão a partir de redes de ensino diferentes, a pública e a privada. A metodologia aplicada incluiu dados da observação da sala de aula no intuito de narrar e analisar o cotidiano do “professor apoiador escolar”. O trabalho foi realizado na Cidade de Salgueiro/PE, e em Umãs/PE, com apoiadores escolares de três escolas, os participantes foram apoiadores escolhidos em turmas aleatórias, em um total de 10 apoiadores de sala de aula.---Inclusive education is known as a way of working with children with special needs in the school environment. Viewed more broadly, it has the role of welcoming diversity and providing assistance to all students, as the objective of educational inclusion is to end social exclusion. The research work aims to assess the difficulties encountered by supportive teachers in the classroom, to know what support and training they receive to act. In addition, the research makes it possible to understand the reality of inclusion from different educational networks, public and private. The methodology applied included data from classroom observation in order to narrate and analyze the daily life of the “supporting school teacher”. The work was carried out in the City of Salgueiro/PE, and in Umãs/PE, with school supporters from three schools, the participants were supporters chosen in random groups, in a total of 10 classroom supporters.

scholarly journals TECNOLOGIAS GEOGRÁFICAS NO ENSINO MÉDIO: estudo de caso em escolas públicas de Montes Claros/MG

2020 ◽  
Vol 15 (01) ◽  
pp. 330-350
Author(s):  
Welton Silva Ferreira ◽  
Marcos Esdras Leite
Keyword(s):  
High School ◽  
Public Schools ◽  
School Environment ◽  
Search Criterion ◽  
History Of ◽  
Training Resources ◽  
Teaching Learning ◽  
The City ◽  
State Schools

O presente estudo tem como finalidade, a investigação do conteúdo das geotecnologias no ensino médio em algumas escolas estaduais de Montes Claros-MG, com virtude na otimização e valorização desta área do conhecimento que compete ao ensino escolar, tendo em vista o avanço e acessibilidade dos meios tecnológicos aos estudantes, mas não há familiarização dos mesmos com esses meios no ambiente escolar. Aos professores, cabe considerar neste trabalho, a maneira como eles congregam o assunto proposto ao seu sistema de trabalho, analisando as possíveis dificuldades encontradas. Inicia-se o trabalho apresentando um breve histórico das geotecnologias e o seu desdobramento nos tempos vigente fazendo menção aos meios pedagógicos e de softwares voltados para a prática cartográfica. Metodologicamente serão acatadas como objeto e critério da pesquisa, cinco escolas estaduais localizadas no perímetro urbano da cidade. Posteriormente foi aplicado um formulário aos professores das referidas escolas, em modo de amostra, com intuito de acurar os entraves no processo de ensino-aprendizagem acerca da disciplina. Após a obtenção dos resultados verificou-se a capacidade de apreensão do conteúdo das geotecnologias e as arestas a serem aparadas no que tange o ensino. Palavras-chave: Geotecnologias; cartografia; ensino-aprendizagem; limitações.   GEOGRAPHIC TECHNOLOGIES IN HIGH SCHOOL: a case study in public schools of Montes Claros / MG Abstract The present study has as its purpose, the investigation of the content of geotechnology in high school in some state schools in Montes Claros, MG, with virtue in optimization and enhancement of this area of knowledge that it is the responsibility of the schools, with a view to the advancement and accessibility of technological resources for students, but there are familiarization themselves with these means in the school environment. For teachers, it is considered in this work, the way they associate the subject proposed to its system of work, analyzing the potential difficulties encountered. It begins the work by presenting a brief history of geotechnology and its deployment in times legislation making mention to the training resources and software designed for the practice mapping. Methodologically speaking will be taken as an object and search criterion, five state schools located within the city limits of the city. It was later applied a form to teachers of these schools, in order to sample, with a view to enhance obstacles in the teaching-learning process about the discipline. After obtaining the results it was found that the ability to apprehend the contents of geotechnology and the edges to be trimmed edges in the teaching. Keywords: Geotechnology; cartography; teaching-learning; limitations.   TECNOLOGÍAS GEOGRÁFICAS EN LA ESCUELA SECUNDARIA: un estudio de caso en las escuelas públicas en Montes Claros / MG Resumen El presente estudio tiene como objetivo, la investigación del contenido de geotechnologies en algunas escuelas secundaria estatales de Montes Claros, MG, con la virtud en la optimización y mejora de esta área de conocimiento que es responsabilidad de las escuelas, con miras a la promoción y la accesibilidad de los recursos tecnológicos para estudiantes, pero hay que se familiaricen con estos medios en el entorno escolar. Para los profesores, es considerado en este trabajo, la manera de asociar el tema propuesto para su sistema de trabajo, analizando las posibles dificultades encontradas. Comienza el trabajo presentando una breve historia de geotechnologies y su despliegue en tiempos legislación haciendo mención a los recursos de formación y software diseñado para la práctica ha cambiado. Metodológicamente hablando será tomado como un objeto y criterios de búsqueda, cinco escuelas estatales situadas dentro de los límites de la ciudad. Posteriormente se aplicó un formulario para los maestros de estas escuelas, a fin de muestra, con miras a acurar obstáculos en el proceso de enseñanza-aprendizaje acerca de la disciplina. Tras la obtención de los resultados se encontró que la capacidad de aprehender el contenido de geotechnologies y los bordes que va a recortar los bordes de la enseñanza. Palabras llave: Geotechnologies; cartografia; el proceso enseñanza-aprendizaje; limitaciones.

scholarly journals POPNEURO: RELATO DE UM PROGRAMA DE EXTENSÃO QUE BUSCA DIVULGAR E POPULARIZAR A NEUROCIÊNCIA JUNTO A ESCOLARES

2015 ◽  
Vol 6 (2) ◽  
pp. 87-95
Author(s):  
Geórgia Filipin ◽  
Francielle Dorneles Casarotto ◽  
Bruno Machado Maroneze ◽  
Pâmela B Mello-Carpes
Keyword(s):  
Nervous System ◽  
Public Schools ◽  
Social Network ◽  
Redes Sociales ◽  
Palabras Clave ◽  
Hands On ◽  
Great Acceptance ◽  
Training Courses ◽  
The City ◽  
Extension Program

A grande expansão de estudos relacionados à divulgação e popularização da neurociência vem ganhando um cenário mais visível recentemente, principalmente na área da educação. Contribuindo para esse crescimento foi criado um programa de extensão, denominado POPNEURO, que objetiva popularizar a neurociência, levando informações desta área de forma lúdica e dinâmica a escolares da rede pública de ensino do município de Uruguaiana-RS e à população em geral. As principais ações do programa foram realizadas em quatro escolas, com alunos entre 10 e 13 anos de idade. As atividades incluíram: (i) atividades práticas realizadas em semanas temáticas; (ii) Neuroblitzes semanais compostas por uma pequena explanação teórica de temas relacionados à neurociência, seguida de atividades práticas para a fixação do conteúdo trabalhado; (iii) criação e manutenção de uma página em rede social sobre neurociência e educação; e, (iv) cursos de formação para professores. As ações, principalmente as práticas, tiveram grande aceitação por parte dos alunos e professores participantes, atingindo o objetivo de promover a popularização da neurociência em âmbito escolar. Palavras-chave: Extensão Universitária, Divulgação Científica, Escola, Sistema Nervoso.   POPNEURO: a Report of an extension Program that seeks to disseminate and popularize neuroscience at school Abstract: The great expansion of studies related to the dissemination and popularization of neuroscience has become more visible recently, particularly in education settings. In order to contribute to the development of this initiative, an extension program called POPNEURO was created with the objective of popularizing neuroscience by providing information related to this area in a fun and dynamic way to students from public schools and to thegeneral public in the city of Uruguaiana-RS. The  actions were carried out in four schools, with students ranging from 10 to 13 years- old. The activities included: (i) practical activities that took place during thematic weeks; (ii) weekly Neuroblitzes that offered small lecture on topics related to neuroscience, followed by hands-on activities to reinforce the contents presented; (iii) the creation and maintenance of a  social network webpage on the topic of neuroscience and education; (iv) training courses for teachers. The actions related to the project, especially the practical ones, had great acceptance by students and teachers, which contributed to achieve the goal of promoting neuroscience in schools. Key-words: University Extension, Scientific Dissemination, School, Nervous System.   Relato de un Programa de Extensión que busca divulgar y popularizar la neurociencia junto a las escuelas   Resumen: En la actualidad los proyectos relacionados a la difusión y popularización de la neurociencia han tenido un crecimiento significativo, principalmente en el área de educación. Contribuyendo a este desarrollo se ha creado un programa de extensión llamado POPNEURO, cuyo objetivo es popularizar la neurociencia y fomentar el suministro de información en este ámbito de una forma lúdica y dinámica a los estudiantes de escuelas públicas de la ciudad de Uruguaiana-RS y a la población en general. Este programa se llevó a cabo en cuatro escuelas, con alumnos de 10 a 13 años de edad. Las actividades que se implementaron en el programa incluyeron: (i) actividades prácticas en semanas temáticas; (ii) neuroblitzes semanales compuestos por una pequeña explicación teórica de temas relacionados con la neurociencia, que se siguieron de actividades prácticas para el establecimiento de los contenidos de trabajo; (iii) creación y manutención de una página en redes sociales sobre la neurociencia y la educación; y (iv) los cursos de formación para docentes. Las acciones, especialmente las prácticas, tuvieron gran aceptación por parte de los alumnos y profesores participantes, alcanzando el objetivo de promover la popularización de la neurociencia en las escuelas participantes. Palabras-clave: Extensión universitaria; Comunicación de la ciencia; Escuela; Sistema nervioso.  

Rigidity as mediator between temperaments and social adjustment: A comparative study of teachers of madaris and schools of Pakistan

2020 ◽  
Vol 42 (2) ◽  
pp. 194-210
Author(s):  
Sarosh Tariq ◽  
Adnan Adil
Keyword(s):  
Public Schools ◽  
Social Adjustment ◽  
Teaching Experience ◽  
Positive Association ◽  
Future Research ◽  
School Teachers ◽  
Cognitive Rigidity ◽  
Mediating Role ◽  
Purposive Sample

This study assessed the mediating role of cognitive rigidity between temperament and social adjustment in teachers of schools and religious madaris of Pakistan while controlling for the influence of teaching experience. A purposive sample of 300 teachers (150 from public schools and 150 from religious madaris with equal representation of both the genders) was recruited from Sargodha and Lahore. Teachers of schools and madaris were matched in terms of their gender, age, and educational qualification. Urdu translated versions of the Approach–Avoidance Temperament Questionnaire (ATQ), Cognitive Flexibility Scale (CFS), and Social Adjustment Scale were used to operationalize the focal constructs of this study. Path analysis revealed that approach temperament negatively and avoidance temperament positively predicted cognitive rigidity, which in turn led to lowered levels of social adjustment. Approach temperament positively and avoidance temperament negatively predicted social adjustment. The negative association between approach temperament and cognitive rigidity was stronger in the group of school teachers, whereas the positive association between avoidance temperament and cognitive rigidity was stronger among teachers of religious madaris. The positive indirect effect of approach temperament on social adjustment through rigidity was stronger for school teachers. Significant differences were observed in the mean scores of teachers of madaris and schools on avoidance temperament, social adjustment, and cognitive rigidity. Implications of the study and suggestions for future research have been reflected upon.

The Role of Transfer in the Use of English Articles by Moroccan Learners

2016 ◽  
Vol 8 (5) ◽  
pp. 58
Author(s):  
Naima Trimasse
Keyword(s):  
University Students ◽  
First Year ◽  
Grammaticality Judgment ◽  
Proficiency Level ◽  
Class 1 ◽  
The Difference ◽  
Article Usage ◽  
English Articles ◽  
Made In

<p class="1"><span lang="EN-US">This study investigates the acquisition of the English article system by Moroccan EFL learners. More specifically, the focus is on transfer and the extent to which it accounts for errors in the use of these articles by Moroccan university students.  The study purports to investigate: 1- the effect of proficiency level on transfer errors by Moroccan learners in the use of articles, 2- the difference between transfer errors made in comprehension and in production in using articles and 3- the difference in transfer errors according to the three English articles. In order to answer the aforementioned questions, data was collected from university students (40 in first year and 40 in third year) through their performance on a grammaticality judgment test and an essay. The findings of the study show that: 1- proficiency level has an effect on transfer errors made in article usage. This effect is clear in comprehension but not in production, 2- subjects made more transfer errors in comprehension than in production, 3- the effect of transfer differs according to the three English articles. The findings of the study have some important implications for the methodology of teaching articles.</span></p>

scholarly journals The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

2020 ◽  
Vol 17 (22) ◽  
pp. 8323
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Víctor Murillo Lorente
Keyword(s):  
Academic Success ◽  
Goal Orientation ◽  
School Environment ◽  
Academic Engagement ◽  
Self Concept ◽  
Task Orientation ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

scholarly journals PALMAS EM TRÊS ATOS: projeto urbanístico, implantação e consolidação da capital do Tocantins

2018 ◽  
Vol 4 (2) ◽  
pp. 236
Author(s):  
Giuliano Orsi Marques de Carvalho ◽  
Olívia De Campos Maia Pereira ◽  
Marcos Antonio dos Santos
Keyword(s):  
Real Estate ◽  
Real Estate Market ◽  
Public Power ◽  
The Real Estate ◽  
The Public ◽  
Palabras Clave ◽  
Original Plan ◽  
The Real Estate Market ◽  
The City

O texto aborda a cidade de Palmas, a última capital brasileira construída no século XX, com sua divisão sócio-espacial explícita. Estruturado em três partes, o trabalho procura entender o papel da violência primeiramente no tocante ao projeto urbanístico de 1989, enfocando a contradição entre discurso e prática; em segundo lugar, o processo de produção da cidade planejada pelo poder público e toda uma sorte de ações, muitas vezes truculentas, visando a construção do projeto; e, em terceiro lugar, a relativa autonomia do mercado imobiliário frente às características do plano original. Num prisma teórico analítico da arquitetura e do urbanismo, o texto versa aspectos históricos da criação da cidade e a violência do processo de espacialização.   PALAVRAS-CHAVE: Palmas; violência; projeto urbanístico; cenarização; mercado imobiliário.   ABSTRACT The text is about the city of Palmas, the last Brazilian capital built in the 20th century with its explicit social-spatial division. This work, structured into three parts, intends to comprehend the role of the violence in relation to the city’s urbanistic plannig from 1989, trying to focus the contradiction between speech and practice; the second part focuses on the planned city process of production managed by the public power and all the whole sort of actions, sometimes in a savage way, aiming at the construction of the project; and, finally, the relative autonomy of the real estate market towards to the features of the original plan. In a theoretical and analytical view of the urbanism and architecture, the text deals with historical aspects of the city creation and the violence of the space process.   KEYWORDS: Palmas; violence; urban planning; scenery; real estate market.   RESUMEN El texto es sobre la ciudad de Palmas, la última capital brasileña construida en el siglo XX, con su división socio espacial explícita. Estructurado en tres partes, el trabajo busca entender el papel de la violencia primeramente en relación al proyecto urbanístico de 1989, enfocando la contradicción entre discurso y práctica; la segunda parte, el proceso de producción de la ciudad planeada por el poder público y toda una cantidad de acciones, muchas veces violentas, pretendiendo la construcción del proyecto; y finalmente, la relativa autonomía de los mercados inmobiliarios en dirección a las características del plano original. En un modo teórico analítico de la arquitectura y urbanismo, el texto discurre sobre los aspectos históricos de la creación de la ciudad e la violencia del proceso del espacio.   PALABRAS CLAVE:  Palmas; violencia; proyecto urbanístico; escenario; mercado inmobiliário.

Sign in / Sign up

Export Citation Format

Share Document