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7 pages, On October 27th, 2022, the Institut de Ciències del Mar (ICM-CSIC), a marine research institution located in Barcelona, and the College of Arts & Design of Barcelona (BAU), a higher-education centre specialized in arts and design, co-organized the first Blue Genes meeting. This meeting took place virtually in a 3-hour workshop format and counted with more than 50 participants from different locations. Its main goal was to explore in a co-creative way how to reinforce and empower the engagement of people, particularly teenagers and young adults, with our Ocean and Waters and increase networking and collaboration. This meeting was the first workshop of a series of planned activities under the Blue Genes initiative

Sponges (phylum Porifera) are considered the most prolific source of bioactive compounds of marine origin. These molecules have varied chemical nature and have been shown to possess several properties, e.g. antibacterial, antiviral, antifungal, anti-inflammatory, antitumor. For the sponges they play important ecological roles as antipathogenic, antipredatory, antifouling and anti-overgrowth agents. Sponges are also known to host a large array of microbial symbionts such as heterotrophic bacteria, cyanobacteria, archaea, fungi, and microalgae. Based on the amount of microorganisms living within their tissues, sponges have been classified as high microbial abundance (HMA) and low microbial abundance (LMA) species, even though this classification seems to be too simplistic in some cases. For some potent bioactive compounds isolated from sponges, the associated microorganisms (especially heterotrophic and phototrophic bacteria as well as dinoflagellates) have been shown to be the true producers. The general aim of this project was to investigate possible biological mechanisms underlying the bioactivity detected in several Irish and Mediterranean sponge species currently placed into the genus Haliclona (Grant, 1841), i.e. H. oculata, H. mediterranea, H. cinerea, H. fulva, H. mucosa, H. simulans, H. sarai, H. viscosa and H. indistincta. The nine species studied were selected as representative of the main phylogenetic clades within the order Haplosclerida with the idea that all the information gathered could also contribute to solve the challenging taxonomic classification of the species within this order via an integrative taxonomy approach. In this sense, I firstly investigate the bacteria and archaea associated with the five Irish Haliclona species using transmission electron microscopy (TEM) and a next generation sequencing approach. Both methods determined all the sponges are LMA with species-specific microbial associations. However, the 16S rRNA gene data showed a high bacterial diversity that is incongruent with the sparse microbial diversity observed via TEM, suggesting that ecological factors such as diet and substrate contribute in shaping the predominant bacterial communities observed in these sponges. The TEM analysis also showed the presence of putative intercellular fungal spores, thus I have applied a cultivationdependent method to analyse the fungi associated with all target Haliclona species. Also in this case the results obtained suggested a possible environmental origin for the fungi isolated and therefore a 16 doubtful involvement of these microorganisms in the production of any bioactive compounds. I also used TEM to characterise cells with inclusions in the target Haliclona species because these types of cell have been associated with the production and/or storage of bioactive compounds in numerous other sponges. This has given me the opportunity to describe a novel type of cell with inclusions abundant in the tissue of H. indistincta, H. viscosa and H. sarai. These cells show a remarkably similar morphology to mucus-producing cells in higher animals and in fact all three species produce a similar type of thick sticky mucus. The attempts made to isolate these cells and characterise them chemically in order to determine if they contain the bioactive compounds have failed, thus I have chased the putative mucous nature of these cells to obtain a marker that could allow their isolation. For this reason I carried out a proteomic study of H. indistincta aimed at ascertaining the presence of mucins in this species. As comparison, I performed the same analysis on other two target Haliclona species producing mucus with different physical properties, i.e. H. cinerea and H. mucosa. The analysis showed that no true mucins are present in any of the three species, but all of them produce different mucin-like proteins. The further characterisation of these glycoproteins could give additional clues to help isolate the cells with inclusions in H. indistincta, H. viscosa and H. sarai, but also to investigate the possible role played by the mucin-like proteins in shaping the microbial communities hosted by the sponge species considered. 2021-09-05

O tema deste trabalho é a formação de professores indígenas no estado do Pará, Brasil. Seu objeto de investigação é uma experiência de formação intitulada “Curso em Nível Médio de Formação de Professores Índios do Pará”, tratada e identificada pelos sujeitos envolvidos como “Escola Itinerante”, implementada pela Secretaria de Estado de Educação do estado do Pará – SEDUC. Partimos para o estudo com base na seguinte questão de pesquisa: em que medida a política de formação de professores indígenas, implementada pela SEDUC/PA, garantiu uma educação diferenciada, tendo em vista os direitos constitucionais adquiridos pelas populações indígenas no Brasil? O objetivo geral norteador estabelecido foi: analisar a formação de professores indígenas desenvolvida pela Escola Itinerante, a partir da Teoria da Estruturação e da Contemporaneidade em Giddens, com base na metodologia da sociologia compreensiva fenomenológica de Schultz e das técnicas de pesquisa do tipo etnográfica, visando compreender o seu lugar e o seu significado histórico e sociopedagógico, especialmente junto ao povo Tembé Tenetehar. Especificamente, definimos os seguintes objetivos: (a) Identificar as necessidades educacionais dos grupos indígenas, considerando as demandas dos movimentos sociais indígenas no estado do Pará; (b) descrever os processos institucionais e pedagógicos da política de formação de Professores Indígenas da Escola Itinerante implementados pela SEDUC-PA. De Giddens utilizamos o conceito de reflexividade e desencaixe, além da teoria da estruturação, articulando tais conceitos com a realidade vivida pelos sujeitos submetidos à política da formação indígena investigada. Metodologicamente, trabalhamos com 7 (sete) grupos de sujeitos: 1) Atores Institucionais Direto, isto é aqueles sujeitos que participaram diretamente da proposta de formação; 2) Atores Institucionais Indireto, que são os que, além de participarem da construção da proposta, coordenaram sua execução; 3) Atores Políticos, os sujeitos que institucional e politicamente respondem pela proposta; 4) Professores da Primeira Geração que se envolveram e elaboraram a proposta; 5) Professor Remanescente, aquele que se envolveu, elaborou a proposta e permanece no quadro administrativo; 6) Professores de Período Recente, os que ingressaram posteriormente; 7) Os indígenas (Tembé do Guamá, Tembé do Gurupi e indígenas de outras etnias). Tecnicamente, inspiradas em Schultz, aplicamos a Entrevista em Profundidade. Os resultados nos fazem defender a tese de que o projeto político de formação analisado foi elaborado a partir de um único corpus pedagógico, que ignorou as diferenças étnicas dos indígenas em desencaixe às 40 etnias abrangidas por esta ação, desencadeando um cenário de confronto com o movimento de professores. The theme of this work is the training of indigenous teachers in the state of Pará, Brazil. His research object is a training experience entitled "Course in Middle Level Teacher Training Indians do Pará", treated and identified by those involved as "Itinerant School", implemented by the Education State Secretary of State of Pará - SEDUC. We start for the study based on the following research question: to what extent the training policy of indigenous teachers, implemented by SEDUC / PA, secured a differentiated education, in view of the constitutional rights acquired by indigenous peoples in Brazil? The overall guiding aim established was: to analyze the training of indigenous teachers developed the Itinerant School, from the Theory of Structuring and Contemporaneity in Giddens, based on the methodology of phenomenological comprehensive sociology of Schultz and research techniques of ethnographic, aiming understand their place and their historical and socio-pedagogical significance, especially with the people Tembé Tenetehar. Specifically, we establish the following objectives: (a) Identifying the educational needs of indigenous groups, considering the demands of indigenous social movements in Para State; (b) Describe the institutional and pedagogical processes of Indigenous Teacher training policy implemented by the Itinerant School SEDUC-PA. From Giddens we used the concept of reflexivity and undock, besides the theory of structuration, articulating those concepts with the reality experienced by the subjects submitted to indigenous training politics investigated. Methodologically, we work with seven (7) groups of subjects: 1) Direct Institutional actors, ie those individuals who participated directly in the training proposal; 2) institutional Indirect actors, who are the ones who, in addition to participate in the construction of the proposal, coordinated its execution; 3) Political actors, subjects that, institutional and politically are accountable for proposal; 4) Teachers of the First Generation who have been involved, and elaborated the proposal; 5) Remaining teacher, who was involved, drafted the proposal and remains in the administrative framework; 6) Recent Period teachers, those who joined later; 7) Indigenous (Tembé the Guama, Tembé the Gurupi and indigenous from other ethnicities). Technically, inspired by Schultz, we apply the In-Depth Interview. The results make us defend the thesis that the political project of formation analyzed was developed from a single pedagogical corpus, which ignored the indigenous ethnic differences in undock the 40 ethnicities covered by this action, triggering a scenery of confrontation with the teacher's movement.

O presente ensaio tem por objetivo analisar a trajetória de alunos indígenas no contexto da universidade pública, a partir de sua inserção nos programas de pós-graduação e o sistema de cotas, avaliando os aspectos de inserção e permanência desses alunos. Para descrever tal processo, inicio com uma alegoria conhecida nos contos infantis, no intuito de relacioná-la ao processo inclusão (exclusão). Tomamos como aparato epistemológico algumas concepções teóricas (Elias & Scotson, Pierre Bourdieu, Bourdieu & Passeron, Althusser, Paulo Freire) dentre outros, por corresponderem em vários sentidos ao objeto de análise deste ensaio que discorre sobre aluno indígena, educação, inclusão e exclusão e as novas concepções sobre cotas universitárias na promoção da igualdade com respeito à alteridade. A conclusão aponta para a fragilidade do sistema de cotas no ensino superior que demonstra a ausência da sensação de pertencimentos destes sujeitos às instituições públicas Palavras-chave: Indígena. Educação. Universidade. Inclusão. Exclusão. Inclusion-exclusion: indigenous students in the public university scenario-reflections on the university student quota systemThis study aims to analyze the path of indigenous students in the context of the Public University, from their inclusion in postgraduate programs and the quota system, evaluating the inclusion aspects and the permanence of this student. In order to describe such a process, I open with an allegory known in fairy tales, with the purpose of relating it to the inclusion (exclusion) process. We used, as an epistemological apparatus, certain theoretical concepts (Elias & Scotson, Pierre Bourdieu, Bourdieu & Passeron, Althusser, Paulo Freire) among others, because in many ways they correspond to the object of analysis in this essay that discusses indigenous students, education, inclusion and exclusion, and new concepts about university quotas in promoting equality with respect to distinctness. The conclusion points to the fragility of the quota system in higher education, which demonstrates such individuals' absence of the sense of belonging to these public institutions. Keywords: Natives. Education. University. Inclusion. Exclusion

La tesi è uno studio linguistico sulle prammatiche del regno di Napoli. Attraverso un breve excursus sull'organizzazione politico-amministrativa della capitale del viceregno e dei suoi imprescindibili rapporti con la Spagna, si passa in rassegna lo stile, la struttura e le varietà della lingua di questi testi giuridici. La seconda parte del lavoro è destinata all'indagine lessicale che, mediante l'approfondimento di alcuni casi particolari e la creazione del glossario di 1196 lemmi, esplora il lessico materiale delle prammatiche composto da tecnicismi, localismi, arcaismi, latinismi ed iberismi: un repertorio variegato cui fa da sfondo la vita sociale e la cultura napoletana in epoca Moderna.

Este estudo se propõe a investigar o contexto da transgressão e violência no espaço de Ocupação Riacho Doce e suas implicações no contexto social. Nele buscamos demonstrar uma série de arranjos que resultam nas múltiplas sociabilidades que favorecem ações criminosas entre infratores da área e Agentes de Segurança Pública. Além desses aspectos pontuais, o mesmo expõe algumas discussões teóricas sobre conceitos essenciais para a compreensão do fenômeno da violência como todo. Dentre eles, pobreza e exclusão social, estigma e medo, sociedade de risco global, violência urbana, direitos humanos, crime e relações de poder. Ressaltando ainda, a trajetória histórica das Instituições de Segurança Pública, dando ênfase para as Polícias Militar do Brasil e do Pará e suas respectivas características, no intuito de demonstrar que a conjunção de todos os elementos apresentados tem favorecido um lucrativo comércio de drogas no local e conseqüentemente aumentado à criminalidade com participação de alguns Policiais acostumados a práticas ilícitas, adolescentes e criminosos da área. This study propose itself to investigate the context of the transgression and violence in the area of Occupation Riacho Doce and its implications in the social context. Onit, we search to demonstrate a series of arrangements that result in the multiple sociabilitie that favour criminal actions between local transgressors and Public Security Agents. Besides these precise aspects, the same displays some theoretical discussions about essential concepts to the comprehension of the violence phenomenon as all. Amongst them, poverty and social exclusion, stigma and fear, global risk society, urban violence, human rights, crime and power relations. Sticking out further, the historical trajectory of the Public Security Institutions, emphasizing to Brazilian and Pará Military Police and theirs respective characteristics, in intention to demonstrate that the conjunctions of all presented elements has favored a lucrative local commerce of drugs and consequently increased criminality with somepliceman participation that used to do practical illicit, local adolescent and criminals.