Abstract:Rich combustion of biogas inside an inert porous media reactor was investigated to evaluate hydrogen and syngas production. Temperature, velocities, and product gas composition of the combustion waves were analysed, while varying its filtration velocity, for a range of equivalence ratios (φ) from φ = 1.0 to φ = 3.5. A numerical model based on comprehensive heat transfer and chemical mechanisms was found to be in a good qualitative agreement with experimental data. Partial oxidation products of biogas (H 2 and … Show more
“…De acordo com Elliott (2018), a imagem da masculinidade que os jovens encontram na mídia, na cultura popular e até mesmo em livros didáticos e em demais aspectos do currículo escolar é reducionista e focada em aspectos da masculinidade tradicional, como força física, domínio e proeza heterossexual. Os que não se adequam a essa dicotomia sofrem diversos tipos de represálias e são vistos como inferiores Brito, 2022), o que molda sua forma de enxergar o mundo e a forma de ver a si mesmos (Toledo;Carvalho, 2018;Horton, 2019).…”
Section: Resultsunclassified
“…O processo de exclusão social é sutil e não se trata de uma falha do sistema, mas de um produto deste e isso naturaliza que alunos que não atendam a referência do homem heterossexual branco percebam que não são bem vindos na escola (Sawaia, 2001). Aliado a isso, Souza, Rodrigues e Ferreira (2023) explicam que diversas demandas sociais influenciam no fracasso e abandono escolar e dentre elas estão os estereótipos de gênero, que quando se encontram com demandas de classe, fazem com que alunos pobres sejam influenciados ao abandono escolar para a imersão no campo do trabalho para o sustento familiar, pois essa seria a principal responsabilidade do homem. Considerando o exposto até aqui, o objetivo deste estudo foi analisar a literatura publicada no formato de artigos científicos entre 2015-2022 sobre as masculinidades no contexto escolar.…”
The objective of this study was to analyze the literature published in the format of scientific articles between 2015-2022 on masculinities in the school context. Methodologically, the study consists of an integrative literature review, with a universe of 51 articles. The data were descriptively analyzed using an instrument called 'IR protocol' and later the findings were submitted to the content analysis procedure. As a result, it was possible to construct seven categories: 1) Masculinity performativity at school; 2) Teachers and the normalization of masculinities; 3) Male teachers; 4) Black masculinities at school; 5) Violence in schools and masculinities; 6) Male homosexuality at school; 7) Alternative masculinities at school. The analysis suggests that the performativity of masculinity at school involves aspects such as virility, strength, body changes and behaviors such as encouraging the practice of physical exercise. At school, the reference of masculinity is the cis-heterosexual-white, and that the school tries to produce male subjects based on this pattern, without considering that situations of school violence are linked to this model. Male teachers are not well seen in early childhood education, as the place of care is gendered for women and black masculinities, as well as homosexual masculinities are rejected and neglected by the entire school body. Finally, it is concluded that it is necessary to build alternative masculinities at school, but this requires the commitment of various social/political actors.
“…De acordo com Elliott (2018), a imagem da masculinidade que os jovens encontram na mídia, na cultura popular e até mesmo em livros didáticos e em demais aspectos do currículo escolar é reducionista e focada em aspectos da masculinidade tradicional, como força física, domínio e proeza heterossexual. Os que não se adequam a essa dicotomia sofrem diversos tipos de represálias e são vistos como inferiores Brito, 2022), o que molda sua forma de enxergar o mundo e a forma de ver a si mesmos (Toledo;Carvalho, 2018;Horton, 2019).…”
Section: Resultsunclassified
“…O processo de exclusão social é sutil e não se trata de uma falha do sistema, mas de um produto deste e isso naturaliza que alunos que não atendam a referência do homem heterossexual branco percebam que não são bem vindos na escola (Sawaia, 2001). Aliado a isso, Souza, Rodrigues e Ferreira (2023) explicam que diversas demandas sociais influenciam no fracasso e abandono escolar e dentre elas estão os estereótipos de gênero, que quando se encontram com demandas de classe, fazem com que alunos pobres sejam influenciados ao abandono escolar para a imersão no campo do trabalho para o sustento familiar, pois essa seria a principal responsabilidade do homem. Considerando o exposto até aqui, o objetivo deste estudo foi analisar a literatura publicada no formato de artigos científicos entre 2015-2022 sobre as masculinidades no contexto escolar.…”
The objective of this study was to analyze the literature published in the format of scientific articles between 2015-2022 on masculinities in the school context. Methodologically, the study consists of an integrative literature review, with a universe of 51 articles. The data were descriptively analyzed using an instrument called 'IR protocol' and later the findings were submitted to the content analysis procedure. As a result, it was possible to construct seven categories: 1) Masculinity performativity at school; 2) Teachers and the normalization of masculinities; 3) Male teachers; 4) Black masculinities at school; 5) Violence in schools and masculinities; 6) Male homosexuality at school; 7) Alternative masculinities at school. The analysis suggests that the performativity of masculinity at school involves aspects such as virility, strength, body changes and behaviors such as encouraging the practice of physical exercise. At school, the reference of masculinity is the cis-heterosexual-white, and that the school tries to produce male subjects based on this pattern, without considering that situations of school violence are linked to this model. Male teachers are not well seen in early childhood education, as the place of care is gendered for women and black masculinities, as well as homosexual masculinities are rejected and neglected by the entire school body. Finally, it is concluded that it is necessary to build alternative masculinities at school, but this requires the commitment of various social/political actors.
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