RESUMO: Analiso no presente artigo um conjunto de prescrições referentes à prática dos exames, que foram implementados na experiência da Escola Moderna de Barcelona (1901-1906), na primeira década do século XX. Cotado como ritual corrente entre as experiências escolares à época, sendo, inclusive, atribuído a ele o caráter de inovação por intelectuais renovadores da educação, verifico como sucedeu tal procedimento na Escola Moderna a partir das orientações analíticas de Ivor Goodson sobre a História Social do Currículo. Para os fins desta investigação, mobilizo um conjunto de registros sobre os exames extraídos no Boletín de la Escuela Moderna (1901-1906), órgão oficial da referida escola; porém, diversos outros tipos de documentação compõem o corpus de fontes para as análises, tais como revistas pedagógicas, iconografias, periódicos etc. No percurso das análises, observo os modos como foram mobilizados os exames com vistas à formação da infância, especialmente como procedimento capaz de educar suas sensibilidades.

ABSTRACT: I analyze in the present paper a set of prescriptions regarding the use of exams, which were implemented in the experience of the Modern School at Barcelona (1901-1906), during the first decade of the 20th century. Cited as current ritual among the scholar experiences at the time, even being attributed the character of innovation by education renovator intellectuals, I verify how it took place such procedure in the Modern School based on the analytical orientations of Ivor Goodson about the Social History of Curriculum. For the goals of this research, I mobilize a set of records about the exams extracted from the Boletín de la Escuela Moderna (1901-1906), official body of the aforementioned school. However, several other types of documentation compose the corpus of references for the analysis such as pedagogical magazines, iconography, journals etc. Throughout the analysis, I observe the methods of how the exams were mobilized regarding the formation of infancy, especially, as a procedure capable of educating their sensibilities.

RESUMEN: En este artículo analizo un conjunto de prescripciones relacionadas con la práctica de exámenes, que se implementaron en la experiencia de la Escuela Moderna de Barcelona (1901-1906), en la primera década del siglo XX. Comprendido como un ritual rutinero entre las prácticas escolares de la época, incluso se le atribuyó el carácter de innovación por parte de los intelectuales de la educación, verifico cómo sucedió este procedimiento en la Escuela Moderna a partir de las orientaciones analíticas de Ivor Goodson sobre la Historia Social del Currículo. Para efectos de esta investigación, movilizo un conjunto de registros de los exámenes extraídos del Boletín de la Escuela Moderna (1901-1906), órgano oficial de la referida escuela, pero varios otros tipos de documentación componen el corpus de fuentes para análisis, como: revistas pedagógicas, iconografías, periódicos etc. En el transcurso del análisis, observo las formas en que se movilizaron los exámenes con miras a la formación de la infancia, en especial, como un procedimiento capaz de educar sus sensibilidades.

Abstract Because it promotes the lightening of pigment spots, tyrosinase inhibition is one of the mechanisms of depigmenting cosmetic products. Considering the adverse effects produced by synthetic depigmenting actives, the search for new therapeutic options is desirable, and plant extracts are possible candidates for hyperpigmentation treatment. Glycolic extracts of Cecropia pachystachya Trécul are, therefore, the focus of this study. Its chemical characterization, antioxidant activity, tyrosinase inhibition, and cell viability were evaluated. Glycolic extracts were obtained by macerating the leaves of C. pachystachya in grain alcohol and glycerin or propylene glycol. Both had a similar chemical constitution, the glycerin being more efficient in concentrating phenolic compounds and flavonoids. Analyses by UHPLC-MS detected quinic acid, chlorogenic acid isomers, proanthocyanidin dimers type B and C, catechin/epicatechin, orientin/isoorientin, isoorientin 2”-O-xyloside, vitexin/isovitexin, and rutin. 5-O-caffeoylquinic acid was then quantified was then quantified, with predominance in the extract produced with propylene glycol. These extracts showed a high antioxidant capacity by the method of DPPH, β-carotene, and nitric oxide. As for depigmenting activity, both extracts were able to inhibit tyrosinase. Cell viability assay also revealed that the extracts could safely be used in concentrations of ≤ 125 µg/mL. Thus, this study demonstrated for the first time that the glycolic extracts of C. pachystachya have promising chemical and biological characteristics for the development of a multifunctional cosmetic with antioxidant and tyrosinase-inhibition activities.

I analyze in the present paper a set of prescriptions regarding the use of exams, which were originated in the experience of the Modern School at Barcelona (1901-1906), during the first decade of the 20th century. Cited as current ritual among the scholar experiences at the time, even being attributed the character of innovation by education renovator intellectuals, I verify how it took place such procedure in the Modern School based on the analytical orientations of Ivor Goodson about the Social History of Curriculum. For the goals of this research, I mobilize a set of records about the exams extracted from the Boletin de la Escuela Moderna (1901-1906), official body of the aforementioned school. However, several other types of documentation compose the corpus of references for the analysis such as pedagogical magazines, iconography, journals etc. Throughout the analysis, I observe the methods of how the exams were mobilized regarding the formation of infancy, especially, as a pr ocedure capable of educating their sensibilities.

En este artículo analizo un conjunto de prescripciones relacionadas con la práctica de exámenes, que tuvieran su origen en la experiencia de la Escuela Moderna de Barcelona (1901-1906), en la primera década del siglo XX. Comprendido como un ritual rutinero entre las prácticas escolares de la época, incluso se le atribuyó el carácter de innovación por parte de los intelectuales de la educación, verifico cómo sucedió este procedimiento en la Escuela Moderna a partir de las orientaciones analíticas de Ivor Goodson sobre la Historia Social del Currículo. Para efectos de esta investigación, movilizo un conjunto de registros de los exámenes extraídos del Boletín de la Escuela Moderna (1901-1906), órgano oficial de la referida escuela, pero varios otros tipos de documentación componen el corpus de fuentes para los análisis, como: revistas pedagógicas, iconografías, periódicos etc. En el transcurso del análisis, observo las formas en que se movilizaron los exámenes con miras a la formación de la infancia, en especial, como un procedimiento capaz de educar sus sensibilidades.

Analiso no presente artigo um conjunto de prescrições referentes a prática dos exames, das quais foram originados na experiência da Escola Moderna de Barcelona (1901-1906), na primeira década do século XX. Cotado como ritual corrente entre as experiências escolares à época, inclusive, lhe sendo atribuído o caráter de inovação por intelectuais renovadores da educação, verifico como sucedeu tal procedimento na Escola Moderna a partir das orientações analíticas de Ivor Goodson sobre a História Social do Currículo. Para os fins desta investigação, mobilizo um conjunto de registros sobre os exames extraídos no Boletín de la Escuela Moderna (1901-1906), órgão oficial da referida escola, porém diversos outros tipos de documentação compõe o corpus de fontes para as análises, tais como: revistas pedagógicas, iconografias, periódicos etc. No percurso das análises observo os modos como foram mobilizados os exames com vista a formação da infância, especialmente, como procedimento capaz de educar suas sensibilidades.

RESUMO O trabalho discute algumas prescrições e práticas para a educação dos corpos na experiência anarquista da Escola Moderna de Barcelona. Ancorados em um conjunto de reflexões sobre a natureza para o melhor desenvolvimento da educação, percorremos documentos que vão desde tratados sobre a natureza, livros didáticos e artigos publicados no Boletín de la Escuela Moderna no período entre a década de 80 do século XIX e a primeira década do séc. XX. Capturando a voga modernizadora da educação que, no entanto, recuperava a tradição para defender um “retorno à natureza”, os anarquistas se mostraram sintonizados com os apelos do seu tempo, mas inovaram ao propor uma educação que questionava o status quo, o autoritarismo e advogava a emancipação dos trabalhadores. Para eles, educar era mais do que instruir. Assim, se eles também repercutiram essa preocupação com a regeneração do povo, a sua proposta assumia características particulares, no sentido de formar sujeitos capazes de lutarem por uma sociedade mais justa, livre e igualitária Por isso, atividades como passeios, excursões, além de práticas escolares nas quais a natureza fosse conhecida e compreendida, eram atividades essenciais para que os alunos superassem o obscurantismo e a ignorância que ajudavam a fomentar todas as formas de dominação. Naquela experiência a educação dos corpos era fundamental.

ABSTRACT The work discusses some prescriptions for the education of bodies in the anarchist experience of the Modern School of Barcelona. Anchored in a set of reflections on nature for the better development of education. We analyse different documents as a compendium of nature knowledge, textbooks, and articles published in Boletín de La Escuela Moderna in the period between the 1880s and the first decade of the 20th. century. Despite capturing the modernizing trend of education, it also recovered the tradition to defend a “return to nature”. The anarchists showed themselves attuned to the appeals of their time, but innovated in proposing an education that questioned the status quo, authoritarianism, and advocated the worker’s emancipation. For them, educating was more than instructing. For this reason, activities such as day-trips, travels, in addition to school practices in which nature was explored and understood, were essential for students to overcome obscurantism and ignorance that helped stimulate all forms of domination. In that experience, the education of bodies was fundamental.

Abstract This is a study of the preparation and characterization of polymeric-magnetic nanoparticles. The nanoparticles used were magnetite (Fe3O4) and the chosen polymers were alginate and chitosan. Two types of samples were prepared: uncoated magnetic nanoparticles and magnetic nanoparticles encapsulated in polymeric matrix. The samples were analyzed by XRD, light scattering techniques, TEM, and magnetic SQUID. The XRD patterns identified magnetite (Fe3O4) as the only crystalline phase. TEM analyses showed particle sizes between 10 and 20nm for magnetite, and 15 and 30nm for the encapsulated magnetite. The values of magnetization ranged from 75 to 100emu/g for magnetite nanoparticles, and 8 to 12emu/g for coated with chitosan, at different temperatures of 20K and 300K. The saturation of both samples was in the range of 49 to 50KOe. Variations of results between the two kinds of samples were attributed to the encapsulation of magnetic nanoparticles by the polymers.