Resumo Professora, desde 2006, de um dos mais prestigiados departamentos de educação franceses (Université Paris Descartes), Rebecca Rogers tem sua trajetória acadêmica marcada pelos estudos sobre mulheres e gênero, traçados sempre na relação com a história da educação. Nascida nos Estados Unidos da América, fez sua carreira na Europa, em particular na França. Cursou o doutorado na École des Hautes Études en Sciences Sociales, sob a orientação de Dominique Julia. Iniciou a atividade docente na University of Iwoa. Em 1994, obteve uma posição na Université de Strasbourg como maitre de conference. Em 2015, assumiu a presidência da International Standing Conference for the History of Education (ISCHE), sociedade científica internacional de maior relevância na área de história da educação. Sua formação e trânsito na arena educativa, bem como as escolhas teóricas e metodológicas são abordadas nesta entrevista, que se estende ainda sobre as relações tramadas com pesquisadoras brasileiras em projetos realizados nas Faculdades de Educação da Universidade Estadual de Campinas - UNICAMP e Universidade de São Paulo. Os debates atuais sobre gênero emergentes na esfera pública na França e os desafios enfrentados pela investigação histórico-educativa, seja na dimensão de uma história transnacional da educação, seja na consolidação de um campo de pesquisa também emergem no discurso de Rebecca Rogers. Este rol de temáticas torna a entrevista densa em problematizações, abrindo um leque de interrogações que instigam o leitor na sua reflexão acerca do cenário político e acadêmico internacional.

Abstract Professor since 2006 at one of the most prestigious French Departments of Education, (Université Paris Descartes), Rebecca Rogers’s academic trajectory has been associated from the start with Women and Gender studies and the History of Education. Born in the USA, she has built her career in Europe, particularly in France. She earned her PhD at the École des Hautes Études en Sciences Sociales under the supervision of Dominique Julia. She began her teaching career at the University of Iowa in the United States, and in 1994 obtained a position at the Université de Strasbourg as Maître de Conference. In 2015, she assumed the presidency of the International Standing Conference for the History of Education (ISCHE), the most relevant scientific society in the field of History of Education. Her academic background and involvement in the educational arena as well as the theoretical and methodological choices are addressed in this interview, which also describes the relationship established with Brazilian researchers in projects carried out in the Faculties of Education of UNICAMP and USP. The current debates about gender emerging in the public sphere in France and the challenges faced by historical-educational research, whether in the dimension of a transnational history of education or in the consolidation of a field of research also emerge in Rebecca Rogers’ interview. This list of topics makes the interview dense in problematizations, opening a range of questions that challenges readers interested in the international academic and political scene.

When grown in the presence of exogenous collagen I, Mycobacterium bovis BCG was shown to form clumps. Scanning electron microscopy examination of these clumps revealed the presence of collagen fibres cross-linking the bacilli. Since collagen is a major constituent of the eukaryotic extracellular matrices, we assayed BCG cytoadherence in the presence of exogenous collagen I. Collagen increased the interaction of the bacilli with A549 type II pneumocytes or U937 macrophages, suggesting that BCG is able to recruit collagen to facilitate its attachment to host cells. Using an affinity chromatography approach, we have isolated a BCG collagen-binding protein corresponding to the previously described mycobacterial laminin-binding histone-like protein (LBP/Hlp), a highly conserved protein associated with the mycobacterial cell wall. Moreover, Mycobacterium leprae LBP/Hlp, a well-characterized adhesin, was also able to bind collagen I. Finally, using recombinant fragments of M. leprae LBP/Hlp, we mapped the collagen-binding activity within the C-terminal domain of the adhesin. Since this protein was already shown to be involved in the recognition of laminin and heparan sulphate-containing proteoglycans, the present observations reinforce the adhesive activities of LBP/Hlp, which can be therefore considered as a multifaceted mycobacterial adhesin, playing an important role in both leprosy and tuberculosis pathogenesis.

A preocupação com a problemática da cultura escolar despontou no âmbito de uma viragem dos trabalhos históricos educacionais e de uma aproximação cada vez mais fecunda com a disciplina de história, seja pelo exercício de levantamento, organização e ampliação da massa documental a ser utilizada nas análises, seja pelo acolhimento de protocolos de legitimidade da narrativa historiográfica. O artigo representa uma síntese das investigações que vêm sendo realizadas pelos pesquisadores e pretende apreender como cultura escolar vem sendo apropriada pela área da História da Educação brasileira enquanto categoria de análise e campo de investigação. Para tanto foi dividido em três partes. Na primeira, aborda as definições de cultura escolar mais utilizadas. Trabalhos de Dominique Julia, André Chervel, Jean-Claude Forquin e António Viñao Frago são visitados, procurando-se estabelecer similitudes e diferenças entre as concepções dos autores. Discorre, também, sobre a disseminação desses textos no Brasil. Na segunda parte, sem pretender realizar uma revisão bibliográfica completa nem um exaustivo levantamento de títulos e autores, chama a atenção para algumas das dimensões da realidade educacional brasileira às quais os pesquisadores têm buscado entender com o concurso da noção de cultura escolar. Ao final, aponta alguns dos desafios que precisam ser levados em conta para o prosseguimento das investigações e para o aprofundamento teórico-metodológico das pesquisas que utilizam os arcabouços aqui discutidos.

The concern with the issue of school culture has arisen in the context of a turn taken by the works in the history of education and of an ever so fruitful confluence with the discipline of History, be it for the practice of gathering, organization and expansion of the documental mass of data to be used in the analyses, be it by the acceptance of legitimacy protocols from the historiographic narrative. The article represents a synthesis of the investigations that have been conducted by researchers, and intends to apprehend how school culture has been taken on board by the field of History of Brazilian Education as a category of analysis and as a topic of study. To such purpose, the paper is composed of three parts. The first part deals with the most commonly used definitions of school culture. Works by Dominique Julia, André Chervel, Jean-Claude Forquin and António Viñao Frago are focused here in an attempt to establish similarities and differences between the ideas of the various authors. The dissemination of these texts in Brazil is also discussed in this first part. The second part of the article, without any intention of representing a complete bibliographic review or a comprehensive listing of titles and authors, draws attention to some of the dimensions of the Brazilian education reality, which the researchers have been trying to understand with the aid of the notion of school culture. Finally, the article points out some of the challenges that have to be faced in carrying on these studies and in strengthening the theoretical-methodological foundations of the studies that use the general framework discussed here.

Based on field research in Recife and Rio de Janeiro, this article attempts to demonstrate why the analysis of the demand for respect, a central point in the social and political discourse of poor Brazilian city-dwellers, allows one to highlight a fundamental dimension in the meaning of democratic citizenship in modern societies. First, this demand indicates the importance of the attachment to respect and the denouncement of humiliation among low-income urban Brazilians. Second, it unveils the tension between hierarchy and equality. The article then goes on to evoke certain social and political representations among the populations studied, leading to questions about the relationship between moral life and the right to legal protection. Finally, the article discusses how the importance ascribed to morality is relevant to contemporary discussion on the sociology of recognition.

A partir d'enquêtes de terrain à Recife et à Rio de Janeiro, dans cet article on se propose de montrer en quoi l'analyse de la demande de respect, centrale dans le discours social et politique des pauvres urbains brésiliens, permet de mettre en évidence une dimension centrale du sens de la citoyenneté démocratique dans les sociétés modernes. On souligne d'abord la centralité de l'attachement au respect et de la dénonciation de l'humiliation dans les milieux populaires urbains brésiliens. O s'intéresse ensuite à la tension entre hiérarchie et égalité que ce souci de respect exprime. Puis, on évoque certaines des représentions sociales et politiques des populations considérées, ce qui nous amène à interroger le rapport entre vie morale et droit à la protection juridique. On verra, enfin, comment l'importance accordée à la moralité présente un intérêt pour les discussions contemporaines en sociologie de la reconnaissance.