RESUMOColleges nos Estados Unidos e faculdades no Brasil existiam antes da criação de universidades. Instituições radicalmente diferentes, têm marcado profundamente o desenvolvimento da educação superior nos dois países. O college nasceu privado, mais ligado ao seu Board of Trustees (Conselho de Curadores) do que à Coroa Inglesa, e com profunda orientação religiosa. As primeiras faculdades no Brasil, criadas por Dom João VI, seguiam o modelo das Grandes Escolas Francesas: eram instituições seculares, de formação de profissionais. Seus professores costumavam ser médicos de renome que se dedicavam tangencialmente às atividades docentes. Nos Estados Unidos, os professores moravam nos colleges com os estudantes e assumiam a responsabilidade na formação do caráter de seus alunos, estando no lugar dos pais (in loco parentis). Este trabalho traça um paralelo entre a educação superior nos Estados Unidos e no Brasil, dando ênfase à influência do modelo de origem no desenvolvimento dos dois sistemas. Procura mostrar como o exemplo das instituições fundantes se constitui em marca indelével, presente nos períodos tanto de continuidade como nos de mudança dos sistemas. ENSINO SUPERIOR -HISTÓRIA DA EDUCAÇÃO -BRASIL -ESTADOS UNIDOS ABSTRACT THE MARK OF ORIGIN: A COMPARISON BETWEEN COLLEGES IN THE UNITED STATES AND FACULDADES IN BRAZIL. Colleges in the UnitedStates and faculdades in Brazil were the first higher education institutions in those countries which existed before universities. These two old and traditional institutions, radically different from each other, have marked deeply the development of higher education in both countries. Most colleges were private from the Esse artigo é parte do projeto de pesquisa "Universidade: continuidade e ruptura" e contou com a colaboração de Aline Durrán S. de Bittencourt, bolsista de iniciação científica do Conselho Nacional de Desenvolvimento Científico e Tecnológico -CNPq.

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This article draws a parallel between higher education in the United States and Brazil placing emphasis on its different origins. The college tradition in the United States began with Harvard in the seventeenth century soon after the pioneers settled in the new land. These institutions were private, closer to their Board of Trustees than to the British Crown, and had a deeply religious character. Since one of their objectives was to train religious leaders, character formation was very valued. Located far from city centers, colleges used to operate as almost a total institution. The first Brazilian higher education institutions were created in the early nineteenth century when the Portuguese Royal family left Lisbon for its colony, Brazil. Schools of Medicine, Law, Pharmacy, etc. were called Faculdades. Highly elitist they were located in large cities. They followed the model of Napoleonic Great French Schools, which were secular institutions aimed at training professionals. United States and Brazil have quite different higher education systems, but both still sustain, to a large extent, their respective marks of origin and pay tribute to them.

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Abstract. The best Brazilian universities are public, free of charge, and highly selective. At the beginning of the twenty-first century, many public universities began to allocate places on all of their courses to underrepresented groups. The targets of these affirmative action policies were usually African-Brazilian and Native students coming from public schools. This article introduces data on Brazil's higher education system since its early beginnings: its expansion, the segmentation between public and private sectors, and the elitist character of its public universities. It points out the specificities of race relations in the country since the arrival of the Portuguese, and the historical context that favored the introduction of inclusion policies in public universities. It then deploys qualitative data in order to present the experiences of African-Brazilians and Natives who entered one elite university -the Federal University do Rio Grande do Sulthrough affirmative action policies. This university is located in the South of the country, in the region that has the highest percentage of white people amongst the general population. The analysis focuses on the educational trajectory, family support and expectations, race relations in the university, resilience processes, and one group of racial quota students' plans for the future. By reporting on this pioneering experience, the importance of diversity in the student body and the challenges the university has to tackle in order to face this new reality are highlighted. Keywords: university students, affirmative action, racial quotas, resilience, elite university, Brazilian higher education, diversity in the university. 10.17323/1814-9545-2016-2-259-285 Higher education developed late in Brazil. Unlike Spain, which in the sixteenth century created five universities in its American dominions, Portugal avoided the establishment of university courses in its over- DOI:

Resumo O artigo analisa uma política de inclusão de estudantes negros em uma importante universidade pública de pesquisa nos Estados Unidos, desde o período em que foi implementada, através do Projeto 500, no final da década de 1960, até os dias atuais. Levam-se em conta relações raciais e peculiaridades do sistema de educação superior norte-americano na contextualização dessa política de ação afirmativa. Examina-se o modo como um grupo historicamente discriminado em instituições de educação superior que formam a elite branca do país questiona não apenas a organização interna da instituição, mas também a relação universidade e sociedade.

One hundred years after the discovery of acetylcholine (ACh) by Otto Lowei, ACh receptors, transporters and synthesizing and degrading enzymes became well-recognized contributors to cognition, neuromuscular, metabolic and immune processes. However, newer technologies identified unexpected molecular controllers over ACh signaling, including the SLEEPLESS, Isl1 and Lynx1 genes. These regulators are responsible, among other effects to the fine-tuned identity, functioning modes, dynamics and inter-cellular interactions of cholinergic cell types in and out of the brain, changing our understanding of ACh’s roles in human health and wellbeing. Furthermore, Genome-Wide Association Studies identify new disease-associated mutations and single nucleotide polymorphisms in coding and non-coding sequences within these genes. These discoveries add autism, amyotrophic lateral sclerosis, acute cardiac events, narcolepsy and obesity to the established acquired and inherited neuromuscular, stress-induced, dementia and epilepsy disorders that were traditionally associated with impaired ACh functioning. At the molecular level, cholinergic signaling involves both up- and down-regulation events of transcription, epigenetic modulations, alternative splicing and microRNA suppression that together coordinate the multi-targeted ACh signaling in brain and body functions and are also responsible to the reactions of patients to anti-cholinesterase therapeutics of Alzheimer’s disease as well as to global exposure to agricultural pesticides and to individual tendencies for nicotine addiction, calling for new basic and translational research venues for regulating ACh signaling. Integrating these molecular ACh regulators into every discussion of cholinergic issues, should incorporate data obtained by clinicians and molecular geneticists, neuroscientists and structural biochemists over the past decades into a refreshed look at the intricate checks and balances over cholinergic signaling. Our understanding of the cholinergic regulators is incomplete, but time is ripe to summarize the recent reports on checks and balances of cholinergic signaling and their implications in health and disease.

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