RESUMO Este artigo explora as inovações culturais que ocorrem no Rio de Janeiro em 1922. Uma série de mudanças se dão na então capital ao longo do ano, as quais foram, no entanto, eclipsadas pelo enfoque dominante nas experiências vanguardistas de artistas modernistas em São Paulo. Voltando a 1922 e tomando como foco o Rio, este artigo explora as transformações que alteraram o próprio espaço da cidade e a sua paisagem cultural popular. Ao fazê-lo, procura alargar a paisagem da modernidade cultural do Brasil para abranger desenvolvimentos que ocorrem para além dos estreitos limites do movimento modernista e da cidade de São Paulo. Faz isto analisando as revoluções culturais modernas ocorridas em 1922 em termos dos “modernismos vernáculos” do Rio, segundo a acepção de Miriam Hansen (1999). Explora especificamente as mudanças ocorridas no planejamento urbano, na música popular e na performance ao vivo, no teatro de revista e na literatura popular.

ABSTRACT This article explores cultural innovations taking place in Rio de Janeiro in 1922. The year evidenced numerous changes in the then capital. These have, though, been eclipsed by the dominant focus on avant-garde experimentations by modernist artists in São Paulo. Returning to 1922 and zooming in on Rio, this article explores transformations that altered the space of the city, and its popular cultural landscape. By doing so, the article seeks to widen the landscape of Brazil’s cultural modernity to encompass developments taking place beyond the confines of the modernist movement and the city of São Paulo. It does this by analysing cultural revolutions taking place in 1922 in terms of Rio’s “vernacular modernisms”, to borrow from Miriam Hansen (1999). Specifically it explores changes in urban planning, in popular music and live performance, in the teatro de revista and in popular literature.

Objective: To understand how the formal curriculum experience of an Australian undergraduate pharmacy program supports students' professional identity formation. Methods: A qualitative ethnographic study was conducted over four weeks using participant observation and examined the "typical" student experience from the perspective of a pharmacist. A one-week period of observation was undertaken with each of the four year groups (that is, for years one to four) comprising the undergraduate curriculum. Data were collected through observation of the formal curriculum experience using field notes, a reflective journal and informal interviews with 38 pharmacy students. Data were analyzed thematically using an a priori analytical framework. Results: Our findings showed that the observed curriculum was a conventional curricular experience which focused on the provision of technical knowledge and provided some opportunities for practical engagement. There were some opportunities for students to imagine themselves as pharmacists, for example, when the lecture content related to practice or teaching staff described their approach to practice problems. However, there were limited opportunities for students to observe pharmacist role models, experiment with being a pharmacist or evaluate their professional identities. While curricular learning activities were available for students to develop as pharmacists e.g. patient counseling, there was no contact with patients and pharmacist academic staff tended to role model as educators with little evidence of their pharmacist selves. Conclusion: These findings suggest that the current conventional approach to the curriculum design may not be fully enabling learning experiences which support students in successfully negotiating their professional identities. Instead it appeared to reinforce their identities as students with a naïve understanding of professional practice, making their future transition to professional practice challenging.

Objetivo: Entender como la experiencia del currículo formar de un curso australiano de pregrado de farmacia apoya la formación de identidad profesional. Métodos: Se realizó un estudio cualitativo etnográfico durante cuatro semanas usando la observación de los participantes y se examinó la experiencia del "típico" estudiante desde la perspectiva de un farmacéutico. Se mantuvo un periodo de una semana de observación para cada uno de los grupos de los cuatro años (esto es, para los cursos de primero a cuarto) que componen el currículo de pregrado. Se recogieron los datos a través de observación de la experiencia formal del currículo usando notas de campo, un cuaderno de reflexión y entrevistas informales con 38 estudiantes de farmacia. Se analizaron los datos temáticamente usando un marco analítico a priori. Resultados: Nuestros hallazgos mostraron que el currículo observado era una experiencia curricular convencional que se centraba en la provisión de conocimientos técnicos y proporcionaba algunas opciones de enlace con la práctica. Existían algunas oportunidades para que los estudiantes se imaginasen a sí mismos como farmacéuticos, por ejemplo cuando el contenido de las clases estaba relacionado con la práctica o cuando el personal docente describía su abordaje de problemas prácticos. Sin embargo, hubo escasas oportunidades para que los estudiantes observaran modelos del papel del farmacéutico, experimentasen siendo farmacéuticos o evaluasen sus identidades profesionales. Aunque había actividades de aprendizaje curricular para que los estudiantes desarrollasen como farmacéuticos, p.e. consejo a pacientes, no había contacto con pacientes y el personal docente tendía a actuar como educadores con poca evidencia de ellos mismos como farmacéuticos. Conclusión: Estos hallazgos sugieren que el abordaje actual convencional del diseño del currículo puede no ser capaz de capacitar experiencias de aprendizaje que apoyen a los estudiantes en la adquisición de sus identidades profesionales con éxito. Por el contrario, parecía reforzar sus identidades como estudiantes con una comprensión naif de la práctica profesional, dificultando su transición al futuro ejercicio profesional.