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The recruiter’s first impression of a candidate is often formed through the candidate’s CV, and the CV plays a vital role in recruitment processes for convincing the recruiter to proceed with an applicant to a first interview. Thus, it needs to catch the recruiter’s attention and show whether the candidate is an ideal match for what the recruiter is looking for. With the aim to explore web-based CVs with interactive elements and examine users’ habits and requirements in IT consultant recruitment processes, this study asks the question: How can the user experience of an interactive CV page be improved to help facilitate the recruitment process of consultants? By applying an iterative, user-centered design approach, utilizing the Constructive Design Research framework, the study results in a prototype and proposes design suggestions drawing on knowledge generated from the prototype. Further, three characteristics essential to improve the user experience and help facilitate the recruitment process of consultants are suggested. En rekryterareres första intryck av en kandidat bildas ofta genom kandidatens CV. Vidare spelar CV:t en avgörande roll i rekryteringsprocesser för att övertyga rekryteraren att gå vidare med en kandidat till en första intervju. Detta innebär att ett CV måste fånga en rekryterares uppmärksamhet och visa huruvida kandidaten är en idealistisk match för det rekryteraren letar efter. I syfte att utforska webbaserade CV:n med interaktiva element och undersöka användares vanor och krav i rekryteringsprocesser för IT-konsulter, ställer denna studie forskningsfrågan: Hur kan användarupplevelsen av en interaktiv CV-sida förbättras för att underlätta i rekryteringsprocessen av konsulter? Genom att tillämpa en iterativ användarcentrerad designstrategi där konstruktiv designforskning tillämpas, resulterar studien i en prototyp och föreslår dessutom designförslag utifrån kunskap genererad från prototypen. Vidare föreslås av studien tre attribut som anses vara väsentliga för att förbättra användarupplevelsen och hjälpa till att underlätta rekryteringsprocessen av konsulter.

This doctoral research, developed in the Graduate Program in Education at the Federal University of Paraíba, inserted in the line of research: Cultural Studies of Education, has as its object "Curriculum with Gender and Sexualities" in the final years of Elementary School. Experience in the final years of Elementary School has shown that gender and sexuality are approached in a timely manner by teachers politically and ethically involved with these themes. In the same direction, a survey carried out with research repositories showed that there are few studies on the themes in this stage of teaching of Basic Education, while no study was found in / about the territory of Paraíba. This time, anchoring in Cultural Studies of Education, in its post-critical perspective, in Curriculum Studies, Gender Studies and Sexuality Studies, the present research questions: if and how gender relations and sexualities are addressed in the curricula of Elementary School in their final years in Integral Citizen Schools (ECI-ESCOLAS CIDADÃS INTEGRAIS) belonging to the 3rd Regional Education Management (3ª GRE-GERENCIA REGIONAL DE ENSINO) and located in Campina Grande - Paraíba? Based on this question, the main objective is to analyze, from documental sources and from the perspective of teachers, the approach to gender and sexuality issues in the curricula of Elementary School, final years, in Intergral Citizen Schools (ECI- ESCOLAS CIDADÃS INTEGRAIS) of Campina Grande -PB. We start with a double clue: The first is that the curriculum policy documents - at the national and state level - allow for the approach/problematization present in the curriculum documents regarding issues of gender and sexualities, even if through alternative pathways / not explicit. The second clue assumes that, taking the possibilities of approach/problematization present in the curricular documents regarding gender and sexuality issues, it is expected that teachers materialize/address/problematize such issues, even if tangentially. For all that, this research is qualitative in terms of objectives and procedures and applied in terms of results. In the production of empirical material, documental research strategies are used to access and safeguard curriculum policy documents, as well as documents from school pedagogical routines. An online questionnaire is also produced to select educators familiar with an approach to the theme of gender and sexuality, active in the selected schools; and, finally, online semi-structured episodic interviews are carried out with teachers. The empirical material was analyzed from the perspective of Cultural Analysis. At the end of the analyses, it was concluded that the texts of the curriculum policy, in its various scopes, and the teaching perspective make it possible to sustain that the approach/problematization of gender and sexuality issues is based on Brazilian educational legislation and, associated with these legal documents , there is a willingness of teachers to address the issue of diversity (of genders and sexual orientations), despite the fear that the environment of political, ideological and moral surveillance installed in the country for years, with special emphasis on Education. Nenhuma Esta pesquisa de doutoramento, desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal da Paraíba, inserida na Linha de Pesquisa: Estudos Culturais da Educação, tem como objeto “Currículos com Gêneros e Sexualidades” no âmbito dos anos finais do Ensino Fundamental. A experiência nos anos finais do Ensino Fundamental tem mostrado que gênero e sexualidade são abordados de forma pontual por docentes implicados política e eticamente com essas temáticas. Nessa mesma direção, levantamento realizado junto a repositórios de pesquisas demonstrou que existem poucos estudos sobre as temáticas nessa etapa de ensino da Educação Básica, ao mesmo passo que não foi encontrado nenhum estudo no/sobre o território paraibano. Desta feita, ancorado nos Estudos Culturais da Educação, em sua perspectiva pós-crítica, nos Estudos Curriculares, Estudos de Gênero e Estudos de Sexualidade, na presente pesquisa questiona-se: se e como as relações de gênero e as sexualidades são abordadas nos currículos do Ensino Fundamental nos seus anos finais em Escolas Cidadãs Integrais (ECI) pertencentes à 3ª Gerência Regional de Ensino (GRE) e localizadas em Campina Grande – Paraíba? Partindo desta questão, tem-se como objetivo central: analisar, a partir de fontes documentais e da perspectiva de professoras e professores, a abordagem das questões de gênero e sexualidade nos currículos do Ensino Fundamental, anos finais, em Escolas Cidadãs Integrais (ECI) de Campina Grande – PB. Parte-se de uma dupla pista: A primeira é de que os documentos da política curricular – em âmbito nacional e estadual – possibilitam a abordagem/problematização das questões de gênero e sexualidade, mesmo que por meio de percursos alternativos/não explícitos. A segunda pista supõe que, tomando as possibilidades de abordagem/problematização presentes nos documentos curriculares quanto às questões de gênero e sexualidade, espera-se que professoras e professores materializem/abordem/problematizem tais questões, mesmo que tangencialmente. Por tudo isso, esta pesquisa é de caráter qualitativo quanto aos objetivos e procedimentos e aplicada quanto aos resultados. Na produção do material empírico são acionadas estratégias da pesquisa documental no acesso e salvaguarda de documentos da política curricular, além de documentos das rotinas pedagógicas escolares. Produz-se, ainda, questionário online para selecionar docentes familiarizadas/os com a abordagem da temática de gênero e sexualidade, atuantes nas escolas selecionadas; e, por fim, realizam-se entrevistas-episódicas semiestruturadas online com docentes. O material empírico produzido foi analisado a partir da perspectiva da Análise Cultural. Ao final das análises conclui-se que os textos da política curricular, em seus diversos âmbitos, e a perspectiva docente possibilitam sustentar que a abordagem/problematização das questões dos gêneros e das sexualidades está fundamentada na legislação educacional brasileira e, associadamente a estes fundamentos legais, existe uma disposição de professores e professoras em abordar a temática da diversidade (de gêneros e orientações sexuais), em que pese o receio que o ambiente de vigilância política, ideológica e moral instalado no país há anos, com especial destaque na Educação.

Submitted by Eliane Carmo (eliane.carmo@ufba.br) on 2022-05-21T11:45:03Z No. of bitstreams: 1 ENCRUZILHADAS METODOLOGICAS - EBM.pdf: 9930480 bytes, checksum: 5d8250e56e6672ec964cd12cd6d480f8 (MD5) Approved for entry into archive by Eleonora Guimaraes (esilva@ufba.br) on 2022-05-23T18:50:33Z (GMT) No. of bitstreams: 1 ENCRUZILHADAS METODOLOGICAS - EBM.pdf: 9930480 bytes, checksum: 5d8250e56e6672ec964cd12cd6d480f8 (MD5) Made available in DSpace on 2022-05-23T18:50:33Z (GMT). No. of bitstreams: 1 ENCRUZILHADAS METODOLOGICAS - EBM.pdf: 9930480 bytes, checksum: 5d8250e56e6672ec964cd12cd6d480f8 (MD5) Previous issue date: 2021-12-09 Quem é negro no Brasil? Esta pergunta suscita várias reflexões sobre a estrutura populacional de Salvador, da Bahia e do Brasil, além de permite uma discussão das características dos estudantes matriculados na rede e, concomitantemente, da reflexão dos profissionais da educação, inicia o processo de construção de metodologias para inserção da temática étnico-racial no currículo. A Lei nº 10.639/2003, no primeiro parágrafo, indica a obrigatoriedade do estudo da História da África e dos Africanos. É neste conteúdo que centramos o presente estudo, fazendo um panorama histórico e geográfico do Continente Africano, no sentido de subsidiar as professoras e professores dos Anos Iniciais do Ensino Fundamental em ampliar sua visão sobre o continente africano plural, diverso, com seu legado de técnicas e conhecimentos, ampliando percepção para além de sua divisão geopolítica formatada após a colonização do Continente pelos países europeus. Toda nossa proposta de discussão é atravessada pelo estudo de currículo. Um currículo que permita pensar a História da África e dos Africanos para além dos estereótipos de fome, atraso no desenvolvimento, pobreza da população e dos recursos minerais, guerras etc., ou seja, apenas uma visão negativa do mesmo. Esta (re)construção do currículo, na escola, passa pela compreensão da complexidade das questões que o envolve, das escolhas dos professores, das necessidades de transversalisar os temas. A metodologia de pesquisa é de abordagem predominantemente qualitativa, inspirada nos pressupostos da Pesquisa-Ação, tendo como método de procedimento a Pesquisa-Formação realizada em três escolas da Rede Municipal de Ensino de Salvador (Escola Municipal do Pescador, Escola Municipal General Labatut e Escola Municipal Professora Sonia Cavalcanti) do segmento dos Anos Iniciais do Ensino Fundamental. A pesquisa a partir dos projetos elaborados nas escolas participantes da pesquisa, em um processo de construção coletiva e formação das professoras e professores, nos incitaram a inserir, no currículo, alguns povos africanos. Estes elementos foram levados para o cotidiano da escola em várias atividades nos diversos componentes curriculares e na culminância de projetos. Por fim, propusemos caminhos, pistas, indicações e proposições acerca da construção de um currículo que contemple a temática da História da África e dos Africanos, de forma transversal ao conteúdo obrigatório dos Anos Iniciais do Ensino Fundamental (1º ao 5º ano). Estas reflexões levaram a construção do Referencial Curricular Municipal para Educação das Relações Étnico-Raciais de Salvador. Who is black in Brazil? This question raises several reflections on the population structure of Salvador, Bahia and Brazil and allows for a discussion of the characteristics of students enrolled in the network and, at the same time, the reflection of education professionals and starts the process of building methodologies for the insertion of the ethnic-racial theme in the curriculum. Law 10.639/2003, in the first paragraph, indicates the obligation to study the History of Africa and Africans. It is on this content that we focus this study, making a historical and geographic overview of the African Continent, in order to support teachers from the Initial Years of Elementary Education in broadening their vision of the plural, diverse African continent and its legacy of techniques and knowledge, in addition to its geopolitical division formatted after the colonization of the Continent by European countries. Our entire proposal for discussion is crossed by the study of curriculum. A curriculum that allows thinking about the History of Africa and Africans, beyond the stereotypes of hunger, development delay, poverty of the population and mineral resources, wars, etc., that is, just a negative view of it. This (re)construction of the curriculum, at school, involves an understanding of the complexity of the issues that involve it, of the teachers' choices, of the needs to cross-cut the themes. The research methodology is a predominantly qualitative approach, inspired by the assumptions of Action Research, having as a method of procedure the Training Research carried out in three schools of the Municipal Education Network of Salvador in the segment of the Initial Years of Elementary Education. From the projects developed in the schools participating in the research, and in a process of collective construction and training of teachers, it led us to include some African peoples in the curriculum. These elements were taken to the daily life of the school in various activities in the many so curriculum components and in the culmination of projects. Finally, we proposed paths, clues, indications and proposals about the construction of a curriculum that addresses the theme of African and African History, transversally to the mandatory content of the Initial Years of Elementary School (1st to 5th year). These reflections led to the construction of the Municipal Curriculum Framework for Education in Ethnic-Racial Relations in Salvador.

Rumah sakit berperan sebagai sarana pelayanan kesehatan yang memberikan pelayanan kepada masyarakat dalam meningkatkan derajat kesehatan. Salah satunya untuk menjaga mutu pelayanan dengan menjalankan rekam medis dengan baik dan benar yaitu dengan mengisi rekam medis dengan lengkap dan akurat. Tujuan penelitian ini adalah meninjau kelengkapan isi pencatatan medis berkas rekam medis yang ada di pelayanan rawat inap dengan mereview lembar resume medis pasien yang telah pulang setelah perawatan rawat inap dilakukan. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan cross sectional secara deskriptif. Lokasi penelitian ini dilakukan di RSUD Cililin dan waktu penelitian dilakukan pada bulan juni sampai dengan bulan juli 2021. Populasi penelitian ini sebanyak 2 orang. Sampel terdiri dari 1 petugas assembling yang meninjau langsung berkas pasien rawat inap yang diberikan setelah hari perawatan telah selesai dan 1 orang kepala rekam medis guna memonitoring pelaksanaan assembling. Teknik pengumpulan data dengan cara analisis kualitatif berkas resume medis pasien rawat inap yang telah pulang dengan menggunakan Teknik random sampling untuk pengambilan data penelitian. Dalam pelaksanaan rekam medis di RSUD Cililin masih banyak ditemukannya formulir resume medis yang pengisiannya tidaklengkap, masih banyak DPJP yang tidak mematuhi Standar Prosedur Operasional maupun peraturan menurut Peraturan Menteri Kesehatan. Jadi dapat disimpulkan bahwa pelaksanaan penyelenggaraan pengisian rekam medis belum mematuhi peraturan yang berlaku baik dari Standar Prosedur Operasional rumah sakit maupun peraturan Menteri kesehatan. Disarankan bagi Dokter Penanggung Jawab Pelayanan, perawat untuk selalu mematuhi undang-undang yang berlaku tentang pengisian rekam medis khususnya resume medis.

In this article, we discuss about the tradicional communities, culturally differentiated groups, that have their own forms of social organizations, they occupy and use territories and natural resources at their cultural, social and economic reproduction, and use knowledges and practices acquired by the tradition. We are based on studies produced by researchers that understand the scientific and tradicional knowledge as having common origins: the human capacity of observing and building ways of interpret the world. We defend theneed of an inclusive resume that allows knowledge exchanges between these communities and the educational institutions. We emphasize the urgency of the occurrence of these interlocutions at the institutions that graduate for the labour world, considering the need of employes that have knowledge for beyond the market needs. Nesse artigo, discutimos acerca das comunidades tradicionais, grupos culturalmente diferenciados, que têm formas próprias de organização social, que ocupam e usam territórios e recursos naturais na sua reprodução cultural, social e econômica, e utilizam conhecimentos e práticas adquiridos pela tradição. Baseamo-nos em estudos produzidos por pesquisadores que compreendem os conhecimentos científicos e tradicionais como tendo origens comuns: a capacidade humana de observar e construir formas de interpretar o mundo. Defendemos a necessidadede um currículo inclusivo que permita trocas de saberes entre essas comunidades e as instituições de ensino. Destacamos a urgência de essas interlocuções ocorrerem nas instituições que formam para o mundo do trabalho, haja vista a necessidade de trabalhadores que possuam um conhecimento para além das necessidades do mercado.

[ES] El objetivo de este proyecto es doble en una pequeña aldea de Requena (Barrio Arroyo). Como primer objetivo se establece la modificación del abastecimiento de agua potable para los habitantes que residen habitual o esporádicamente en la aldea, extrayendo el agua de un pozo situado en las proximidades de ésta. El segundo objetivo es dar cobertura de riego a una zona rústica muy próxima a la aldea, donde los habitantes de ésta desean implantar una serie de cultivos para su posterior aprovechamiento. Para ello se procede al diseño y dimensionado de la red de abastecimiento que llenará un depósito de agua para su posterior potabilización, el cual se situará en la parte alta de la aldea y está conectado con un pozo situado en la zona rústica. Además, se aprovechará la construcción del pozo para llenar un segundo depósito que almacenará el agua destinada al riego de los cultivos y sus dimensiones se establecen en función de las necesidades hídricas de los cultivos a implantar. Tras obtener las necesidades de agua que requieren los cultivos que los habitantes de la aldea proponen, se procederá al diseño y dimensionado de la red de riego para satisfacer dichas necesidades., [EN] This project objetive is double for a small village near Requena (Barrio Arroyo). The first goal stablishes the modification of the water supply for the inhabitants who live there sporadically or continuosly, by extracting from a well nearby the village. The second one is the irrigation system provides a rustic place close to the village, where the people wants to set up a network for a crops and make the most of it. Therefore we proceed to size and design the supply network that will fill the water tank and its after purification, who will be placed at the highest point in the village also is conected with a well at the rustic place. Besides, taking advantage from the well¿s construction a second tank will be filled destinated to cultivation and its size will be in order to the hidric necessity by the farming that could be introduced After knowing the necessity of water supply that needs the crops, the inhabitants propose to proceed with the size and design of the water supply network for satisfy their needs

Submitted by Renata Aline Souza Silva (rassilva@uefs.br) on 2022-05-02T19:32:27Z No. of bitstreams: 1 DISSERTA??O _SAYONARA MOREIRA_2021.pdf: 3768865 bytes, checksum: b41a87b6e379bf6f96f5c1b790087a80 (MD5) Made available in DSpace on 2022-05-02T19:32:27Z (GMT). No. of bitstreams: 1 DISSERTA??O _SAYONARA MOREIRA_2021.pdf: 3768865 bytes, checksum: b41a87b6e379bf6f96f5c1b790087a80 (MD5) Previous issue date: 2021-08-23 The present text presents the result of a research, whose general objective was to analyze interfaces between the school curriculum and the Home Pedagogical Service (APD) in the pursuit of an inclusive educational approach in the municipal public schools of Feira de Santana and has as specific objectives: to characterize the organization of APD in the Municipal Public Education Network of Feira de Santana and problematize the implications of APD for the subjects involved in intra- and extra-school environments. For the development of the research, a qualitative approach was chosen, whose method is the narrative, of a descriptive and analytical nature. The scenario consists of two municipal public schools of education in Feira de Santana, state of Bahia, in which two students, whose health was compromised and prevented from being in the physical space of the school, were enrolled. In addition to the schools, their homes, places where classes were held, also constituted a space for teaching and learning and, therefore, were environments that were part of the research. The methodological instruments used were: document analysis, consisting of a course plan or Curriculum Proposal; School's Political Pedagogical Project; quiz; conversations with the research subjects, namely: coordinators, school principals, classroom teachers, Specialized Educational Service (AEE) teacher, health professionals and mothers of APD students. The results obtained from this research were: the APD is characterized as a pedagogical action for children and adolescents from the Initial and Final years of elementary school who are in a situation of illness and cannot physically attend school and, therefore, have classes with the teacher with acting in APD designated by the Municipal Education Department of Feira de Santana and, in the case of a student in a situation of APD with a disability, in addition to this teacher, the AEE teacher is referred. In addition, there is: the importance of the relationship between the teachers in the classroom and the teacher with their work in APD; the need to maintain the relationship between students in APD situation with the class in which they are enrolled and vice versa; validation of students' schooling by family members, understanding the learning process as a collective action; the classes (APD) contributed to the participation of students in the activities proposed by health professionals. It was concluded that even without the physical presence of the students at school, they provoked pedagogical and curricular reflections regarding the (re)organization of their documents and daily planning, attentive to diversity and human difference. Finally, the mobilization of students generated concern in municipal public policies seeking to guarantee this right to children and adolescents in a condition of illness. O presente texto apresenta o resultado de uma pesquisa, cujo objetivo geral foi analisar interfaces entre o curr?culo escolar e o Atendimento Pedag?gico Domiciliar (APD) na consecu??o de uma abordagem educacional inclusiva nas escolas p?blicas municipais de Feira de Santana e tem como objetivos espec?ficos: caracterizar a organiza??o do APD na Rede P?blica Municipal de Educa??o de Feira de Santana e problematizar as implica??es do APD para os sujeitos envolvidos nos ambientes intra e extraescolares. Para o desenvolvimento da pesquisa optou-se por uma abordagem qualitativa, cujo m?todo ? a narrativa, de natureza descritiva e anal?tica. O cen?rio ? constitu?do por duas escolas p?blicas municipais de educa??o de Feira de Santana, estado da Bahia, em que duas estudantes, com a sa?de comprometida e impedimento de estarem no espa?o f?sico da escola, estavam matriculadas. Al?m das escolas, suas resid?ncias, locais em que aulas aconteciam, tamb?m se constitu?ram como um espa?o de ensino e aprendizagem e, portanto, foram ambientes que fizeram parte da pesquisa. Os instrumentos metodol?gicos utilizados foram: an?lise documental, constitu?da por plano de curso ou Proposta Curricular; Projeto Pol?tico Pedag?gico da escola; question?rio; conversas com os sujeitos da pesquisa, a saber: coordenadoras, diretoras das escolas, professoras da sala de aula, professora de Atendimento Educacional Especializado (AEE), profissionais da ?rea de sa?de e m?es das estudantes do APD. Os resultados obtidos dessa pesquisa foram: o APD se caracteriza como uma a??o pedag?gica para crian?as e adolescentes dos anos Iniciais e Finais do Ensino Fundamental que estejam em situa??o de adoecimento e n?o podem frequentar a escola fisicamente e, portanto, t?m aulas com a professora com atua??o em APD designada pela Secretaria Municipal de Educa??o de Feira de Santana e, em caso de estudante em situa??o de APD com defici?ncia, al?m dessa professora ? encaminhada a professora de AEE. Acresce-se ainda: a import?ncia da rela??o entre as professoras da sala de aula e professora com a atua??o em APD; a necessidade de manter a rela??o entre as estudantes em situa??o de APD com a turma em que est?o matriculadas e vice-versa; valida??o da escolariza??o das estudantes por parte dos familiares, entendendo o processo de aprendizagem como a??o coletiva; as aulas (APD) contribu?ram para a participa??o das estudantes nas atividades propostas pelos profissionais da ?rea de sa?de. Concluiu-se que mesmo sem a presen?a f?sica das estudantes na escola, elas provocaram reflex?es pedag?gicas, curriculares no que se refere a (re)organiza??o dos seus documentos e planejamentos di?rios atentos a diversidade e a diferen?a humana. Por fim, a mobiliza??o das estudantes gerou inquieta??o nas pol?ticas p?blicas municipais em busca da garantia desse direito ?s crian?as e adolescentes em condi??o de adoecimento.

Basic education, such as compulsory schooling from 4 to 17 years old, is considered to derive from the person and deber of the state, society and family. The high school corresponds to the space-time in which human formation idealized by basic education concludes by securing, even theoretically, a certain model of society. In the study of the normative documents of Brazil, Chile and Argentina, which establishes the current national curriculum bases for high school, it is evident that the objectives and principles of comprehensive education, in not reference of the day school, but the characteristics of the student to want to form. This documentary study aims to clarify possible convergences in the flexibility of the general curriculum bases and the formative itineraries of the normative documents about the secondary school curriculum and the concepts of comprehensive education expressed in the Brazilian curriculum organizations and laws, Chilean and Argentine. If was found that these documents belong to the same ideological matrix, present a curricular organization by competencies, emphasize the need for the development of the Life Project of young people and the Technical-Professional formation. La educación basica, como la escolarización obligatoria de 4 a 17 años, se considera el derecho de la persona y el deber del estado, la sociedad y la familia. La etapa de la educación secundaria corresponde al espacio-tiempo en el cual la formación humana idealizada por la educación básica concluye asegurando, incluso teóricamente, un cierto modelo de sociedad. En el estudio de los documentos normativos de Brasil, Chile y Argentina, que establece las bases curriculares nacionales actuales para la educación secundaria, es evidente que los objetivos y principios de la educación son la formación integral, no solo en relación a la jornada escolar extendida, silo tambien a las características del alumno a formar. Este estudio documental tiene como objetivo dilucidar posibles convergencias en la flexibilidad de las bases curriculares generales y los itinerarios formativos de los documentos normativos sobre el currículo de la escuela secundaria y los conceptos de Formación Humana Integral expresados ​​en las leyes y organizaciones curriculares brasileñas, chilenas y argentinas. Se encontró que estos documentos pertenecen a la misma matriz ideológica, presentan una organización curricular por competencias, enfatizan la necesidad del desarrollo del un Proyecto de Vida para los jóvenes y la formación Técnico-Profesional. A Educação Básica, como escolarização obrigatória dos 4 aos 17 anos, é considerada direito da pessoa e dever do Estado, da sociedade e da família. A etapa do ensino médio corresponde ao espaço-tempo no qual a formação humana idealizada pela educação básica se conclui assegurando, mesmo que teoricamente, um determinado modelo de sociedade. No estudo dos documentos normativos do Brasil, Chile e Argentina, que dispõe sobre as atuais bases nacionais curriculares para o ensino médio, evidencia-se como fins e princípios da Educação a Formação Integral, não se referindo apenas ao prolongamento do tempo da jornada escolar, mas às características do sujeito que se pretende formar. Este estudo documental pretende elucidar possíveis convergências na flexibilidade das bases curriculares gerais e itinerários formativos dos documentos normativos que dispõem sobre o currículo do Ensino Médio e nas concepções de Formação Humana Integral expressas nas leis e organizações curriculares brasileiras, chilenas e argentinas. Constatou-se que estes documentos pertencem a uma mesma matriz ideológica, apresentam uma organização curricular por competências, enfatizam a necessidade do desenvolvimento do Projeto de Vida dos jovens e a formação Técnico- Profissional

A dissertação traz à discussão questões ligadas ao Currículo e aos Projetos Escolares vistos sob o viés interdisciplinar. O objetivo principal foi de compreender o currículo escolar a partir de projetos escolares, na escola de tempo integral, sob a ótica da interdisciplinaridade. Buscou-se em autores como Fazenda (2004; 2006), Japiassu (1976), Moraes (1997; 2008), dentre outros, algumas das principais fontes de discussão e análise do problema da pesquisa, que, se delineia a partir de um estudo de caso, de abordagem qualitativa na Escola Municipal de Tempo Integral Vinícius de Moraes, localizada no centro de Palmas, Tocantins. O levantamento de dados e informações se desenvolveu a partir de observações in loco, documentos institucionais e por meio de um roteiro de entrevista semiestruturado, aplicado a cinco profissionais em exercício na escola. Identificou-se com o estudo que, embora seja comum o uso do termo interdisciplinaridade na escola, sua conceituação e entendimento pode apresentar dificuldades de compreensão e diferentes interpretações, posicionamentos e caminhos no desenvolvimento do currículo e dos projetos escolares. No entanto, a pesquisa identificou elementos metodológicos e epistemológicos com possibilidades e aberturas interdisciplinares. A construção de um trabalho interdisciplinar pode ensejar caminhos que colaborem para a integração da escola, por meio de seu currículo e por meio dos seus projetos, bem como auxiliar a compreender como esta epistemologia se desenvolve no cotidiano da escola. The dissertation brings to the discussion issues related to the Curriculum and School Projects seen from an interdisciplinary perspective. The main objective was to understand the school curriculum from school projects, in full-time school, from the perspective of interdisciplinarity. Authors such as Fazenda (2004; 2006), Japiassu (1976), Moraes (1997; 2008), among others, were sought for some of the main sources of discussion and analysis of the research problem that is outlined from a study of case, of qualitative approach in the Municipal School of Integral Time Vinícius de Moraes, located in the center of Palmas, Tocantins. The survey of data and information was developed from in loco observations, institutional documents and through a semistructured interview guide, applied to 05 professionals working in the field school. It was identified with the study that, although the use of the term interdisciplinarity in school is common, its conceptualization and understanding may present difficulties in understanding and different interpretations, positions and paths in the development of the curriculum and school projects. However, the research identified methodological and epistemological elements with interdisciplinary possibilities and openings. The construction of an interdisciplinary work can lead to ways that contribute to the integration of the school, through its curriculum and through its projects, as well as helping to understand how this epistemology develops in the daily life of the school.

A resume of the monograph "International Arbitration and EU Law" edited by José R. Mata Dona and Nikos Lavranos, in which examines the intersection of EU law and international arbitration based on the experience of leading practitioners in both commercial and investment treaty arbitration law. Надане резюме монографії "Міжнародний арбітраж та законодавство ЄС" за редакцією Жозе Р. Мата Дона і Нікос Лавранос, в якій розглядається питання перетину законодавства ЄС та міжнародного арбітражу на основі досвіду провідних практиків як комерційного, так і інвестиційного арбітражного договору.

A resume of monograph "Legal Challenges in the New Digital Age", which examines existing legal concepts and destructive technologies edited by Ana Mercedes Lopez Rodriguez, Michael D. Green and Maria Lubomira Kubica, the impact of digitalization on privacy and fundamental rights, new technologies in the legal field. The importance of the problem is associated with the emergence of new actors and ways of practicing law and conflict resolution, which may distort existing legal institutions and the traditional monopoly of the State on legislation and legal enforcement. Надане резюме монографії " Юридичні виклики в нову цифрову епоху" під редакцією Ана Мерседес Лопес Родрігес, Майкла Д. Гріна та Марії Любоміри Кубіці, в якій розглядаються існуючі правові концепції та руйнівні технології, вплив цифровізації на конфіденційність та основні права, нові технології в правовому полі. Важливість проблеми пов'язують із появою нових суб'єктів та способів здійснення юридичної діяльності та врегулювання конфліктів, що можуть порушити існуючі правові інститути та традиційну монополію держави на законодавство та правозастосування.

The objective of this work is to report the experience of the Alagoas Congress of Mental Health construction, and the contributions of the event in its three editions in the training of the students. This is a descriptive experience report, on a multidisciplinary congress held in 2017, 2018 and 2019 in the city of Maceió, in Alagoas, with themes related to psychiatric reform, mental health and psychosocial care. Students, professionals and users of the state's mental health services participated in the event. Scientific events, such as the Alagoas Mental Health Congress, comprise an option for the deepening of knowledge, professional training and training qualification by strengthening the discussions about psychiatric reform and practices in psychosocial attention, between students and professionals. They favor a reflection on the fundamentals of mental health care and assistance established in universities and in care settings, such as Psychosocial Care Centers. El objetivo de este trabajo es informar la experiencia de la construcción del Congreso Alagoano de Salud Mental y las contribuciones que el evento brindó en sus tres ediciones en la capacitación de los estudiantes involucrados. Este es un estudio descriptivo del tipo de informe de experiencia sobre un congreso multidisciplinario, celebrado en 2017, 2018 y 2019 en la ciudad de Maceió, en Alagoas, con temas relacionados con la reforma psiquiátrica, la salud mental y la atención psicosocial. Estudiantes, profesionales y usuarios de los servicios de salud mental del estado participaron en el evento. Los eventos científicos, como el Congreso Alagoano de Salud Mental, comprenden una opción para la profundización del conocimiento, la capacitación profesional y la calificación de la capacitación a través del fortalecimiento de las discusiones sobre la reforma y las prácticas psiquiátricas en la atención psicosocial, entre estudiantes y profesionales, lo que permite reflexión sobre los fundamentos de la atención y asistencia en salud mental establecidos en las universidades y en los entornos de atención, como los Centros de Atención Psicosocial. O objetivo deste trabalho é relatar a experiência da construção do Congresso Alagoano de Saúde Mental e as contribuições que o evento proporcionou em suas três edições na formação dos estudantes envolvidos. Trata-se de um estudo descritivo, do tipo relato de experiência, sobre um congresso multidisciplinar realizado em 2017, 2018 e 2019 na cidade de Maceió, em Alagoas, com temáticas relacionadas à reforma psiquiátrica, saúde mental e atenção psicossocial. Participaram do evento estudantes, profissionais e usuários dos serviços de saúde mental do estado. Eventos científicos, como o Congresso Alagoano de Saúde Mental, compreendem uma opção para o aprofundamento do conhecimento, capacitação profissional e a qualificação da formação por meio do fortalecimento das discussões acerca da reforma psiquiátrica e das práticas na atenção psicossocial, entre estudantes e profissionais. Favorecem a reflexão sobre os fundamentos do cuidado e da assistência em saúde mental constituídos nas universidades e nos cenários de cuidado, como os Centros de Atenção Psicossocial.

L’Épitomé de Zonaras abrège principalement Plutarque et Cassius Dion pour la partie consacrée à l’histoire romaine. Malgré les principes proclamés dans sa préface, Zonaras ne néglige pas les discours au style direct : bien au contraire, ils sont le lieu d’une grande fidélité. Tout comme les bons mots, ils ont l’avantage pour le chercheur de constituer un matériau bien délimité et a priori extrêmement proche du texte original. Nous montrerons que dans le cadre de cette matière très contrainte, Zonaras exploite pourtant une marge de liberté et d’originalité. Nous analyserons à cet effet son résumé des prosopopées de l’Histoire romaine de Dion (à partir des livres transmis aussi en tradition directe), pour montrer qu’il n’intervient qu’après une hiérarchisation des différents discours et selon des critères réguliers et cohérents. Ces critères ainsi déterminés, il devient alors possible d’imaginer ce que Zonaras a laissé de côté dans les discours dont il ne nous reste plus que des fragments transmis par l’Épitomé. La marge auctoriale se fait plus nette encore sur les bons mots : nous montrerons que le travail de Zonaras sur ces citations touche plus à la réécriture qu’au résumé et que Zonaras l’abréviateur cohabite alors avec un Zonaras auteur. The Epitome of Zonaras abridges mainly Plutarch and Cassius Dion for the part devoted to Roman history. In spite of the principles proclaimed in his preface, Zonaras does not neglect speeches with a direct style: on the contrary, they are the place of great fidelity. Just like the right words, they have the advantage for the researcher to constitute a well-defined material and a priori extremely close to the original text. We will show that in the context of this highly constrained subject, Zonaras nevertheless exploits a margin of freedom and originality. We will analyze for this purpose his summary of the prosopopées of the Roman history of Dion (from the books also transmitted in direct tradition), to show that he intervenes only after a hierarchy of the different speeches and according to regular criteria and consistent. These criteria thus determined, it becomes possible to imagine what Zonaras has left aside in the speeches of which we have nothing left but fragments transmitted by the Epitome. The margin of authorship is clearer still on the right words: we will show that the work of Zonaras on these quotations touches more on the rewrite than on the summary and that Zonaras the abbreviator then coexists with an author Zonaras.

La Bibliothèque du patriarche Photios de Constantinople est un recueil de trois cents notices bibliographiques motivé par une volonté encyclopédique de recension de la littérature antérieure connue de lui. Au sein de cette source essentielle pour appréhender l’héritage classique à Byzance au ixe siècle, cet article s’intéresse plus particulièrement aux notices consacrées aux romans d’Achille Tatius, de Jamblique et d’Héliodore. Dans le cas de ce dernier, le fait que nous possédions à la fois le roman lui-même et son résumé par Photios nous ouvre le champ d’une étude comparative fructueuse. À quelles modalités de lecture et d’approche des œuvres d’origine Photios se conforme-t-il pour établir son rapport ? Quels choix ou intentions président à sa composition ? Dans quelle mesure et selon quels critères certains épisodes ou aspects romanesques ont-ils été préférés à d’autres, pour leur part minorés, voire omis ? Telles sont les questions auxquelles cet article se propose de répondre. L’évidente subjectivité ainsi mise en valeur révèle alors, à rebours de toute servilité littérale, une authentique recherche d’innovation littéraire, propre à interroger la notion même d’épitomé. The Bibliotheca by Patriarch Photius of Constantinople is a collection of three hundred bibliographical records inspired by an encyclopaedic desire to review the existing literature known to him. Within this essential source to gather a comprehensive view of the classical legacy in 9th-century Byzantium, this paper focuses in particular on the records devoted to the novels of Achilles Tatius, Iamblichus and Heliodorus. In the case of the latter, the fact that we have preserved both the novel itself and its summary by Photius provides the basis for a fruitful comparative study. What reading processes and approaches of the original works does Photius select to write his records? Which choices or intentions account for the writing process? To what extent and according to which criteria have certain novelistic episodes or aspects been preferred to others, treated in a reduced form or even omitted? These are the questions that this paper aims at answering. The obvious subjectivity thus highlighted reveals, counter to any literal servility, an authentic quest for literary innovation, reconsidering therefore the very notion of epitome.

Compilations of earlier medical writings, often referred to as “medical encyclopaedias”, emerged as a new type of medical literature in Late Antiquity. The three great collections that have come down to us – by Oribasius, Aetius of Amida and Paul of Aegina – consist almost entirely of quotations and excerpts taken from well-known medical authors, especially Galen, but these were often rearranged, paraphrased, abbreviated or summarized with the stated aim of making the medical content more suitable for practical use. Our paper presents three case studies from the Libri medicinales of Aetius that illustrate how the compilers reshaped their sources, leaving their individual mark on them. Eine Gattung der medizinischen Literatur, die wir zuerst in der Spätantike beobachten können, sind die Sammlungen von Material aus früheren medizinischen Schriften, die oft auch als “medizinische Enzyklopädien” bezeichnet werden. Die drei erhaltenen großen Sammlungen – von Oreibasios, Aetios von Amida und Paulos von Aigina – bestehen beinahe vollständig aus Zitaten und Exzerpten aus bekannten medizinischen Autoren, besonders aus den Werken Galens, wobei der Text oft neu angeordnet, paraphrasiert, abgekürzt oder zusammengefasst wurde, mit dem ausdrücklichen Zweck, den praktischen Zugang zum enthaltenen medizinischen Wissen zu vereinfachen. Drei Fallstudien aus den Libri medicinales des Aetios sollen zeigen, wie die Kompilatoren ihren Quellen eine neue Form verliehen und ihnen ihre persönliche Prägung gaben.

On s’accorde aujourd’hui à considérer que l’épitomé connu sous le nom de Catastérismes est en fait une version maintes fois remaniée d’un texte original attribué à l’autorité d’Ératosthène. Des chercheurs, comme Jean Martin, en étudiant certaines fables qui y sont racontées et le nombre d’étoiles dans chacune des constellations, ont pu comprendre les différentes étapes de la transmission de cet ouvrage. Ainsi, l’Astronomie d’Hygin, les Scholies à Germanicus, l’Épitomé et l’Aratus Latinus dérivent tous d’une même tradition. Nous avons quant à nous réalisé tout d’abord une comparaison exhaustive entre l’Épitomé et le texte d’Hygin en recensant tous les termes associés à la brillance des étoiles. À la lueur de cet examen, nous avons osé avancer qu’Hygin donne en regard des magnitudes stellaires un portrait plus représentatif non seulement du ciel, mais peut-être aussi de la rédaction originale des Catastérismes. Dans le cadre de ce colloque, nous souhaitons approfondir cette question en étendant notre enquête aux autres témoins de cette tradition. Ces mentions sur la brillance des étoiles généralement jugées imprécises ou inutiles par les éditeurs ont ainsi un rôle à jouer dans les débats philologiques qui entourent toute la question ératosthénienne et peuvent nous aider à comprendre les étapes qui ont mené à la rédaction de l’Épitomé parvenu jusqu’à nous. There is now agreement that the epitome known as Catasterismi is in fact a repeatedly edited version of an original text attributed to the authority of Eratosthenes. Researchers, like Jean Martin, by studying certain fables told in the text and the number of stars in each of the constellations, were able to understand the different stages of its transmission. Thus, Hygin’s Astronomy, the Scholies to Germanicus, the Epitome and Aratus Latinus all derive from the same tradition. We have first made an exhaustive comparison between the Epitome and Hygin's text by listing all the terms associated with star brightness. In the light of this examination, we may now suggest that Hygin gives a portrait of the stellar magnitudes more representative not only of the sky, but perhaps also of the original wording of the Catasterismi. In this conference, we wish to go further by extending our investigation to other witnesses of this tradition. These mentions on the brightness of stars, generally considered imprecise or unnecessary by editors, thus have a role to play in the philological debates which surround the whole Eratosthenian question and may help us understand the steps that led to the writing of the Epitome as it came down to us.

La présente contribution propose une nouvelle interprétation de l’Abrégé de Justin, au-delà des mauvais jugements sur la qualité de son travail, et remet en question les hypothèses selon lesquelles la sélection du matériel de Trogue Pompée s’est effectuée au hasard et la série d’erreurs est la preuve de la pauvreté des moyens intellectuels de Justin. L’analyse de la manière dont Justin sélectionne le texte de Trogue montre que cette sélection n’était pas irrationnelle ; Justin a plutôt suivi un ensemble de critères identifiables. Bien que la connexion et la corrélation des anecdotes ne répondent pas à des critères strictement historiographiques, leur arrangement est néanmoins articulé de manière cohérente selon une structure début/développement/fin. Si Justin n’est pas intéressé par l’histoire, mais par la scène singulière, la conséquence évidente est qu’il pensait à un lectorat qui trouvait dans cette forme de compendium une réponse adéquate à ses propres exigences – une considération qui contribuera à l’établissement d’une chronologie pour l’Abrégé. The present contribution proposes a new understanding of Justin’s Epitoma. The analysis of the way in which Justin select Trogus’ material shows that this selection was not indiscriminate; rather, Justin followed a set of identifiable criteria. Even though the connection and correlation of the anecdotes do not respond to strictly historiographical criteria, their arrangement is nonetheless coherently articulated according to a common structure beginning/development/conclusion. Justin was not so much concerned about history as he was about selected scenes and events which he reported in detail and with gusto, and he did so for a like-minded audience – a consideration that will also contribute to the establishment of a firmer chronology for his work.

Der Grenzbereich zwischen Epitomai und Anthologien/Florilegien ist bislang noch unzureichend erforscht. Wie ließe sich etwa der Übergang von der Epitomierung eines autoritativen literarischen Werks in eine Anthologie bestimmen? Gibt es einen historischen oder chronologischen Prozeß, der von der Kürzung eines Buchs führt zur Bewahrung nur einzelner Teile/Verse/Sätze in einem Florilegium – oder umgekehrt?Besonders aufschlußreich sind in dieser Hinsicht die Debatten des sogenannten „Origenesstreits“ (Ende des vierten Jahrhunderts nach Christus): Der vorliegende Beitrag konzentriert sich auf die kontroverse Diskussion zwischen lateinischen Autoren wie Hieronymus und Rufinus darüber, wie mit den maßgeblichen Werken des griechischen Theologen Origenes im lateinischen Westen verfahren werden sollte: Darf nur der vollständige, „ganze“ Autor bewahrt werden – oder als Häretiker verdammt? Kann es einzelnes „Wahres“, Orthodoxes in einem sonst als Häretiker inkriminierten Autor geben? Wer wäre dann eigentlich der wahre Autor solcher akzeptablen Teile? Diese Diskussion ist nicht zuletzt erhellend, weil sie aufweist, welch komplexe Beziehung zwischen textpragmatischen und dogmatisch-theologischen Argumenten und Methoden besteht, und zugleich belegt, daß die sekundäre Verdichtung normativer, zugleich aber hochproblematischer Texte längst vor ihrer Fixierung in der handschriftlichen Überlieferung, die im Fall des Origenes wohl erst wenige Jahre zuvor im Osten des Imperiums (mit der Philokalia) begonnen worden war, debattiert wird. The confining area between epitomai and anthologies/florilegia had not been explored yet sufficiently. Where is the borderline the epitomizing of an authoritative work starts to become an anthology? Is there any chronological/historical process which leads from cutting down a book to only preserving a florilegium of single parts/verses/sentences – or vice versa? Particularly interesting in this regard are the debates of the socalled „Origenes-issue“ at the end of the fourth century AD. My contribution will focus on the controversial discussion between the Latin authors Jerome and Rufin, a discussion which allows to detect different phases and considerations in the treatment of Origenes’ main works in the Latin west: Is only the complete, „whole“ author to be preserved – or condemned as heretical? Could there be some „true“, pure and orthodox parts within an otherwise heretic author? Who, then, is their real author? These insights are enlighting not the least because a) the debate shows the complex relationship between textpragmatic and dogmatic/theological arguments and methods b) it makes evident a process of condensing an on the one hand normative, on the other hand highly problematic text already BEFORE the fixing of this selective treatment within the manuscriptual tradition (which, probably, had already started some years before in the East of the Empire, by the Philocalia).

Galien résume souvent les traités qu’il étudie. Il introduit des résumés même là où on ne les attend pas, dans les commentaires à des textes courts comme les Aphorismes hippocratiques ou dans des études de vocabulaire. Il peut même laisser à son lecteur le choix de consulter soit un résumé soit le traité intégral : il accorde la même considération à l’un qu’à l’autre. Galen often summarizes the treatises he studies. He introduces summaries even where they are not expected, in comments to short texts such as Hippocratic Aphorisms or in vocabulary studies. He may even leave his reader the choice of consulting either a summary or the integral treatise: he gives the same consideration to one as to the other.

Bei Oribasios, schriftstellerisch tätig ab der Mitte des 4. nachchristlichen Jahrhunderts, können wir in ungewöhnlich detaillierter Weise den Prozeß der Kürzung und Bearbeitung von Texten verfolgen. Das liegt daran, daß seine Hauptquelle, Galen, uns oft erhalten ist und so verglichen werden kann, und daß wir, zumindest teilweise, ein und denselben Text in drei verschiedenen Werken des Oribasios präsentiert bekommen, nämlich in den ausführlichen Collectiones medicae und in den kürzeren Fassungen für seinen Sohn Eustathios (Synopsis) und, noch kürzer, für seinen Freund Eunapios (Euporista). Ferner überliefern die späteren Sammelwerke des Aetios aus dem 6. und das des Paulos von Aigina aus dem frühen 7. Jahrhundert teilweise dasselbe Material, was auch dabei hilft, Textverderbnisse in allen diesen Quellen zu identifizieren und zu heilen, zumal die Überlieferung der jeweiligen griechischen Originale meist erst in Handschriften des Hoch- und Spätmittelalters vorliegt. Eine weitere Hilfe stellen die spätantiken lateinischen Oribasiusübersetzungen der beiden kleineren Werke dar. Vorgestellt werden hier Oribasios’ Ausführungen zur gesunden Luft, zu den Blutegeln und zum Schröpfen. Where medical texts are concerned, Oribasius, active in the second half of the 4th century AD, presents a remarkable instance of abbreviating redactions: His chief source, Galen, is often extant and available for comparison, and sometimes we can observe Oribasius’s technique in three of his medical works with similar content, but with different aims and length, i.e. the Collectiones medicae, the Synopsis, and the Euporista. Furthermore, the same material may be presented again in the later medical encyclopedias written by Aetius (6th century) and Paul of Aegina (7th century). This may at times be an important help for correcting corruptions that have occurred during transmission, especially as most of our Greek mss. come from the later middle ages. Likewise of help are the Latin versions of Oribasius’ shorter works, syn. and eup. The samples chosen for the present study are Oribasius’ chapters on air, on leeches, and on cupping.

Les abrégés ont constitué une forme à part entière de transmission des littératures dans le monde gréco-latin et une pratique philologique suffisamment répandue pour que certains textes ne subsistent aujourd’hui que dans une version abrégée. La question se pose donc de savoir pourquoi cette pratique s’est développée, et les réponses sont complexes. Les contraintes matérielles, qui elles-mêmes ont varié selon les époques (fragilité du support en papyrus, coût élevé du parchemin), ont certainem...

Résumer un ouvrage, condenser sa matière, revient aussi à donner des clés de lecture et de compréhension du texte, des clés d’intelligence de ces « intentions du poète » que le grammaticus a à charge de faire émerger. Lactantius Placidus ouvre chaque livre du commentaire qu’il fait de la Thébaïde de Stace par un résumé du contenu du livre de Stace concerné. Ces argumenta prosaïques, à construction essentiellement nominale, ont une double vocation de synthèse de la matière épique et de guide de lecture à la fois du texte et de l’exégèse. Lactantius y propose une lecture orientée de la Thébaïde en mettant en relief dans ses choix l’articulation des discours et la circulation de la parole épique, non les combats héroïques et les faits guerriers qui sont intériorisés et transformés en motifs rhétoriques et psychologiques. Le scholiaste pointe ainsi la construction par Stace d’une épopée de la parole et du tragique, plus que d’une épopée héroïque et guerrière. To summarize a book is also to give some keys which help to read the text and to make sense of it, to understand the intentio poetae that the grammaticus has to emphasize in his work. Lactantius Placidus opens each book of his commentary of Statius’ Thebaid summing up the main points of the book concerned. These prosaic argumenta, essentially constituted of nominal sentences, are both a synthesis of epic material and a way to guide the lector both in text and exegesis. Lactantius implicitly proposes in these argumenta to read the Thebaid from a determined point of vue, underlying the way speeches and voices are combined and articulated in the epic poem, giving less importance to heroic facts and fights which are interiorized and transformed into rhetorical and psychological motives. His interpretation points out a tragic and loquacious epic, rather than an heroic and warlike epic.

Il contributo mira ad analizzare le caratteristiche degli excerpta di Seneca Retore in rapporto con le sezioni auctae. In particolare, sono prese in esame le modalità di estrazione del frammento, la sua organizzazione sintattica, le peculiarità linguistiche e retoriche e le scelte dell’excerptor dal punto di vista della destinazione a un pubblico di allievi avanzati di scuola tardoantica. Nella parte conclusiva sono proposte ulteriori riflessioni su possibili ampliamenti della ricerca. The paper aims to analyze the characteristics of Seneca Maior’s excerpta in relation to the larger sections. In particular, the methods of extraction of the fragment, its syntactic organization, the linguistic and rhetorical peculiarities and the choices of the excerptor from the point of view of destination to an audience of advanced late antique school students are taken into consideration. In the final part, further reflections on possible research extensions are proposed.

Élaboré à une époque inconnue, l’Épitomé de la Collection d’hippiatrie grecque est en somme le seul traité complet de médecine des chevaux qui soit conservé en grec. L’examen des thèmes abordés et des ajouts par rapport à la Collection, qui pour la plupart relèvent de la thérapeutique, donne à penser que l’épitomateur était un praticien expérimenté, qui fit un tri dans la masse des textes de ses prédécesseurs et tenta une synthèse maniable assortie d’indications pratiques et de conseils inspirés par son expertise. The Epitome of the Corpus Hippiatricorum Graecorum is in effect the only complete treatise on equine medicine in Greek that we have. The exact date when it was produced remains uncertain, but a scrutiny of the subjects represented in it and of the novel additions (mainly concerning treatment) to what is transmitted by the Corpus makes us think that its author must have been a practising and well-versed vet, a practitioner that was responsible for a careful selection from the bulk of texts left by his predecessors and thus produced a manageable synthesis of procedures and advice underpinned by his own experience.

Les arguments narratifs aux tragédies d’Euripide, principalement conservés sur papyrus, ont constitué un recueil en soi qui a connu une large diffusion et a circulé de manière indépendante. Si leur utilisation dans le milieu scolaire ne fait aucun doute, en particulier grâce à leur contenu mythographique, d’autres indices mettent en évidence que ces arguments ont bénéficié d’un lectorat plus large et qu’ils étaient lus en soi comme une œuvre à part entière, plus facile et moins intimidante que la grande littérature tragique. The narrative arguments to Euripides’ tragedies, mainly preserved on papyrus, constituted a collection which was widely disseminated and circulated independently. If there is no doubt about their use in schools, especially because of their mythographic content, other evidence points to the fact that these arguments benefited from a wider readership and were read per se as a real work, easier and less intimidating than the great tragic literature.