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Abaixo o João Bobão.
Os principais meios de comunicação, como cinema, teatro e televisão, têm contribuído para a produção e difusão desses estereótipos, tornando-os senso comum entre os brasileiros. Quem não se lembra do Filme 'Carlota Joaquina', de Carla Camurati, ou da minissérie 'O Quinto dos Infernos', da TV Globo, paródias sobre esse momento histórico? E de seus personagens, o bobão D. João e a ninfomaníaca, grotesca e ambiciosa D. Carlota?
Os anos de permanência da Corte no Brasil (1808-1821) trouxeram mudanças radicais na vida e nos costumes da antiga colônia. Nesse processo, D. João, longe de ser um bobalhão, mostrou-seumpolítico hábil.
Na verdade, D. João foi um grande estrategista político e introduziu uma série de transformações no espaço urbano da capital, investindo na mudança da fisionomia do Rio de Janeiro. No plano cultural, várias foram as iniciativas, destacando-se a:
“Guernica”, a obra-prima de Pablo Picasso, é uma representação das atrocidades fascistas cometidas na Guerra Civil Espanhola. A que corrente da vanguarda europeia pertencia o artista?
Julinho, o compositor fantasma.
O texto acima estabelece um panorama da cultura durante os “anos de chumbo”. No plano político e cultural, a era Médici caracterizou-se pela(o):
Identifique a alternativa que melhor caracteriza a História Nova.
Identifique os autores que representaram essa renovação historiográfica na década de 1930.
Entre 1817 e 1820, dois viajantes estrangeiros, Spix e Martius, participaram de uma missão científica que percorreu diversas regiões do Brasil. Ao chegarem ao Rio de Janeiro, anotaram sua opinião sobre a capital do Império:
Indique as realizações da administração de D. João que tenham contribuído para que o Rio de Janeiro adquirisse as características europeias percebidas pelos autores.
O autor além dos fatos acima, apresenta um outro elemento, que sem dúvida é consenso sobre a questão da “falta de memória” da sociedade brasileira. Esse fator seria:
O Catedrático do silêncio
O governo Dutra (1946-51) também foi responsável por várias trapalhadas no plano econômico, em virtude da adoção de uma política econômica liberal e o arrocho salarial. Estas medidas tiveram como consequências:
Em 1915, Salvador é a terceira concentração urbana do país, com 262.699 habitantes. A cidade perdeu a sua condição de capital do Brasil para o Rio de Janeiro, em 1763. Mas continuou sendo uma das mais importantes cidades do país. Em 1913, o livro Impressões do Brasil no Século Vinte assim descrevia: “Na Cidade Baixa, ficam as casas comerciais com seus armazéns e depósitos, mercados, Alfândega de Guerra e Marinha.ACidadeAlta, mais moderna, com suas ruas largas e bem calçadas, (...) compreende a zona dos bairros elegantes”.
Nessa época, já está adiantada a modernização de seu porto (iniciada em 1913), cujo movimento espelha a riqueza da região, principalmente, devido à exportação, de:
Nassau
O governo de Maurício de Nassau (1637/44) adotou uma política hábil, conciliando diversos interesses. Em 1645, a Companhia das Índias Ocidentais demite Nassau e adota uma postura que motiva a Insurreição Pernambucana (1645/54), tendo como causa principal a(o):
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor.Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The only true alternative about learning in museums, according to the text, is:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor.Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
'An “aha!” experience' (paragraph 5) corresponds to:
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