Ce mémoire aborde l’aspect chrétien de VAdversus Arium de Marins Victorinus, une œuvre latine composée à Rome au 4e siècle. Le premier chapitre présente brièvement Marins Victorinus et son œuvre. Le deuxième chapitre propose une revue partielle de l’état de la recherche sur cette œuvre depuis les travaux de Pierre Hadot (1968 ; 1971). Le troisième chapitre présente l’histoire du concept d’Esprit mère qui est à l’œuvre dans le livre I B de VAdversus Arium afin de montrer qu’il tire ses racines de la tradition chrétienne. Le quatrième chapitre aborde le concept d’androgynie du Logos, montrant d’une part qu’il repose sur une exégèse philosophique d’idées tirées de la théologie johannique et d’autre part qu’il tient une place importante dans la conception du salut que présente Marius Victorinus.

El tema de estudio que motiva la presente investigación es una de las maneras de entender cómo la Unidad se expresa a sí misma: el logos como imagen que manifiesta el principio, el Uno, y su función como hilo conductor hacia él. El término ‘logos’ puede ser traducido como ‘palabra’ —que evoca la noción de ‘expresión’—, pero ‘logos’ comporta una multiplicidad de sentidos y de formas de manifestación del principio. De manera que a través de las Enéadas no encontramos un logos sino muchos logoi que sucesivamente expresan a modo de imágenes el principio y los principios que de él se derivan. La tesis central de la presente investigación es, por tanto, que el logos es imagen. Para demostrarla, el texto aborda diversos aspectos del concepto ‘logos’ en el pensamiento de Plotino, que lo definen como hilo conductor para entenderlo y que pueden ser resumidos en su función como imagen que manifiesta y distiende en un nivel posterior aquello que en un nivel anterior comporta mayor unidad.

This study aims to investigate and illustrate the justifications employed by Russia and China for their use of veto during the Syrian civil war from 2011 to 2023. Utilizing Aristotle's rhetorical triangle, which consists of logos, pathos, and ethos, the analysis is conducted through a directed qualitative content analysis method. The findings are systematically divided into two sections based on these rhetorical categories. The first section examines the most prevalent arguments presented by Russia, identifying their use of logos, pathos, and ethos across various thematic areas, and revealing a consistent rhetorical approach over time. The second section similarly analyzes the arguments put forth by China. The study concludes that the fundamental ideas and arguments of both Russia and China have remained relatively stable over the years. Furthermore, the analysis indicates a predominant use of logos by Russia, while China exhibits a more balanced distribution of the rhetorical categories.

The aim of the study is to conduct a qualitative rhetorical analysis of websites where Reggio Emilia-inspired preschools present their pedagogy to gain increased knowledge of the content that is written, focusing on the environment and materials. The environment is important in the Reggio Emilia pedagogy and they are convinced that the environment is of great importance for children's play, interaction, and upbringing into a democratic society. Rhetorical text analysis examines how the schools present their activities on their websites and how the environment and material the preschools use in their activities emerges in their presentations. With the help of three research questions, we find out how the pedagogical materials used in their pedagogical activities appear and how they describe the different environments at preschool. What material do they present and how it is presented, do they describe specifically what material they use, or do they only give a general description. Do they consider the recipient's experience and background in the presentation? We use rhetorical text analysis according to Lennart Hellspong and the Reggio Emilia pedagogy to find out how well they have phrased their presentations, we have used rhetorical analysis also to analyze the images that are included in the presentations. We investigate how the transmitter's ethos, character and personality, appear in the text. How the text affects the recipient's emotions and thoughts, pathos. We look at how the transmitter uses language and thinking, logos, as a compelling, persuasive, tool. We examine the child perspective that emerges, if the children are also assigned ethos and pathos through the text and how the educator's role and relationships appear in the text. The result shows that there are very few preschools that present their pedagogical activities at all on their website. Among the few who do, it varies a bit how they do it. Some use many images to supplement the descriptive text of the presentation of their material while others do not show any images at all. Some preschools specifically describe the different materials used, while others use collective names such as natural materials. The result shows that all the presentations we analyzed describe parts of the Reggio Emilia pedagogy but only about half of the preschools use concepts that are typical of pedagogy such as "the environment as the third pedagogue", "the competent child" and "the hundred languages". / Studiens syfte är att göra en kvalitativ retorisk analys av förskolors hemsidor som är inspirerade av Reggio Emilia för att få ökad kunskap om det innehåll som skrivs fram, med fokus på verksamhetens miljö och material. Miljön är viktig i Reggio Emiliapedagogiken och man är övertygad om att miljön har stor betydelse för barns lek, samspel, och fostran in i ett demokratiskt samhälle. Genom retorisk textanalys undersöks hur förskolorna presenterar sin verksamhet, på sina hemsidor, och hur miljön och materialet de använder i sin verksamhet träder fram i deras presentationer. Med hjälp av tre forskningsfrågor tar vi reda på hur det pedagogiska materialet man använder i sin pedagogiska verksamhet framträder och hur väl man beskriver de olika miljöerna på förskolan. Vilket material som presenteras och hur det presenteras, beskrivs det specifikt vilket material man använder eller ger man bara en generell beskrivning. Tar man hänsyn till mottagarens erfarenhet och bakgrund i sin beskrivning. Vi använder retorisk textanalys enligt Lennart Hellspong och Reggio Emiliapedagogiken för att ta reda på hur väl man formulerat sina presentationer, vi har använt retorisk analys även för att analysera de bilder som finns med i presentationerna. Vi undersöker hur sändarens ethos, karaktär och personlighet, framträder i texten. Hur texten påverkar mottagarens känslor och tankar, pathos. Vi tittar på hur sändaren utnyttjar språket och tänkandet, logos, som ett övertygande, persuasivt, redskap. Vi undersöker vilken barnsyn som framträder, om även barnen tilldelas ethos och pathos genom texten och hur pedagogens roll och relationer framträder i texten. Resultatet visar att det är väldigt få förskolor som presenterar sin pedagogiska verksamhet över huvud taget på sin hemsida. Bland de få som gör det varierar det en del hur man gör det. En del använder sig av många bilder för att komplettera den beskrivande texten i presentationen av sitt material medan andra inte visar några bilder alls. Vissa beskriver specifikt vilka olika material man använde medan andra använder sig av samlingsnamn som exempelvis naturmaterial. Resultatet visar att alla de presentationer vi analyserat beskriver delar av Reggio Emiliapedagogiken men bara ca hälften använder begrepp som är typiska för pedagogiken såsom ”miljön som den tredje pedagogen”, ”det kompetenta barnet” och ”de hundra språken”.

En el contexto del siglo XII europeo, se impone la iconografía del Cristo Luz aureolado por una almendra mística, sosteniendo un libro abierto con inscripciones alusivas a una teología de la luz. La proliferación de la iconografía de la Maiestas Domini se produce en el contexto histórico de la reforma litúrgica canóniga agustiniana, cuyo origen se encuentra en san Rufo de Avignon y san Víctor de Marsella. Cataluña, se hace depositaria de la Regla se san Agustín, que propugna un ideal renovado de belleza mística neoplatónica.La llegada al Principado de manuscritos de la Homilía al Prólogo de Juan, escrita por Juan Escoto Eriúgena, es una prueba, en pleno siglo XII, de la relación entre una iconografía teológica de la luz y una tradición neoplatónica originada en el siglo IX en la corte carolingia. El texto de la Vox spiritualis aquilae representa la recepción de la teología de la luz en la iconografía de la Maiestas Domini y, con ella, una nueva forma de representar a Dios, al hombre y al mundo en el arte. / In the 12th century European context, predominates the iconography of Christ placed in a light mystic mandorla holding an open book containing inscriptions concerning a special theology of light.The Maiestas Domini iconography strongly arises together with the historical fact of the agustinian liturgical movement. The so called agustinian canonigas were originally born in saint Ruph of Avignon and saint Victor of Marseille holding the spirituality of the Rule written by saint Agustin himself and later moved into Cataluña renewing his original idea of neoplatonic mystical beauty. The arrival of collections of manuscripts into Catalonia containing the Homily to the Prologus of saint John by Scotus Eriugena is enough to proof the relationship between the theology of light iconography and the neoplatonic traditions originated in the 9th century Carolingian Court. The text of the Vox Spiritualis Aquilae involves a reception of the Theology of light within the Maiestas Domini iconography. It is a new way of representing God, man and world in art.

In this essay, The Politics of Sound on the Stage of Art. The Political Potential of Sound in Lawrence Abu Hamdan’s Saydnaya (the Missing 19dB), the aesthetical tensions between sound, art and politics are explored. The aim of this study is to examine the conditions and configurations of the perceptibility of sound within artistic contexts, and the political implications positioned therein. The inquiry is based on the ways in which sound is produced, theorized and negotiated in the sound installation Saydnaya (the Missing 19dB) by the artist Lawrence Abu Hamdan. This is conducted by analyzing the political problem of the whisper, as it is framed within the artwork, in correlation to Jacques Rancière’s notion of the voice as a division of phone and logos, as well as Brandon LaBelle’s concept of sonic agency. The essay also compares Earwitness Testimony to Rancière’s discussion of the sensorium of art, in order to examine the aesthetical conditions of the experience of art. I argue that sound entails different modes of perceptibility, due to its material conditions, and that it renegotiates visual representation within the conditions of the artistic scene. / Denna uppsats, Sonisk politik på konstens scen. Ljudets politiska potential i Lawrence Abu Hamdans ljudinstallation Saydnaya (the Missing 19dB), behandlar brytpunkterna mellan ljud, konst, och politik. Med utgångspunkt i gestaltningarna och tematiseringarna av ljud i Lawrence Abu Hamdans ljudinstallation Saydnaya (the Missing 19dB) syftar uppsatsen till att undersöka ljudets estetiska möjligheter och politiska implikationer. Detta görs genom en analys av den politiska potentialen i viskningen, såsom den gestaltas i verket, utifrån Rancières idé om rösten som uppdelad i läte och språk, samt Brandon LaBelles begrepp sonisk agens. Därtill undersöks öronvittnesmålets roll i relationen mellan konst och politik, utifrån Rancières idé om sensorium under konstens estetiska regim. Uppsatsen visar på hur ljudets materiella förutsättningar omförhandlar och problematiserar visuell representation, samt hur det inrättar en egen akustisk sfär genom vilken politik kan uppstå.

Syftet med denna uppsats är att utforska betydelsen av Logos-begreppet hos två nytestamentliga författare, och sedan ta ställning till om det finns någon koppling mellan texternas användning av begreppet. Vid jämförelsen av Logos-begreppet kommer jag fram till att de båda författarna använder sig av Logos, dels på liknande sätt, men att de skiljer sig på vissa saker. Det skiljer sig även inom Johannesevangeliet, där det sker en förflyttning från att tro på det inkarnerade Logos till att höra Jesu talade Logos, som en premiss för att uppnå frälsning/räddning. Min slutsats om Jakobsbrevet är att åhörarna aktivt ska både höra och göra Logos, vilket liknar förekomsten av Logos-begreppet i Joh 4, 5 och 8 dock inte i Joh 1.

Made available in DSpace on 2016-04-04T18:29:40Z (GMT). No. of bitstreams: 1 Diana Pancini Ribeiro.pdf: 3595414 bytes, checksum: 5704fc4a088f97a32ba1eaab61e87cbe (MD5) Previous issue date: 2008-02-11 / This research broaches the clinical and developing potential of the transitional use of the Thematic Story-drawing Procedure in early interviews held by undergraduate students in group supervision meetings, meant as activity which articulates knowledge transmission and holding. It is inserted, therefore, into a particular moment of the psychologist s academic development, which takes effect by means of the clinical care given to children, in the context of the psychodiagnosis. The research at issue, based on the discarding of the positivist view and the adoption of an epistemological paradigm which favors intersubjectivity, is structured according to a complex architecture, to the extent that clinical care and supervision are viewed as inseparable practices. 16 reports on the use of the Procedure, drawn up during a two-month period, along of which 16 undergraduates made twenty-four complete psychodiagnoses, were psychoanalytically evaluated, in close dialogue with the Winnicottian thought. Two of such reports are fully presented in the research. The analyses, on the whole, allow us to conclude that the transitional use of the Thematic Story-drawing Procedure seems to be heuristically important since it favors meaningful emotional communications among all the people involved in the interaction, in the contexts of the care provided for the children and the supervision provided for the students. / Este trabalho investiga o potencial cl?nico e formativo do uso transicional do Procedimento de Desenhos-Est?rias com Tema em primeiras entrevistas realizadas por alunos de gradua??o e em reuni?es de supervis?o grupal, concebida como atividade que articula transmiss?o de conhecimento e holding. Insere-se, portanto, em um particular momento da forma??o do psic?logo, que se realiza por meio do atendimento cl?nico a crian?as, no contexto do psicodiagn?stico. Pensada a partir do abandono de uma vis?o positivista e da ado??o de um paradigma epistemol?gico, que privilegia a intersubjetividade, a pesquisa se estrutura segundo arquitetura complexa, na medida em que entende o atendimento cl?nico e a supervis?o como pr?ticas indissoci?veis. Foram psicanaliticamente examinadas, em pr?xima interlocu??o com o pensamento winnicottiano, dezesseis narrativas do uso do Procedimento, elaboradas num per?odo de dois meses letivos, ao longo dos quais dezesseis alunos realizaram vinte e quatro psicodiagn?sticos completos. Duas narrativas s?o detalhadamente apresentadas na tese. O conjunto das an?lises permite afirmar que o uso transicional do Procedimento de Desenhos-Est?rias com Tema revela-se heuristicamente valioso por favorecer comunica??es emocionais significativas, entre todos os envolvidos, nos contextos do atendimento e da supervis?o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-11-24T11:21:49Z No. of bitstreams: 1 476411 - Texto Parcial.pdf: 722906 bytes, checksum: 986b895e283eb864bc2aa49dbaf05144 (MD5) / Made available in DSpace on 2015-11-24T11:21:49Z (GMT). No. of bitstreams: 1 476411 - Texto Parcial.pdf: 722906 bytes, checksum: 986b895e283eb864bc2aa49dbaf05144 (MD5) Previous issue date: 2015-10-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis brings up the insertion of Psychology in the public social assistance politics, particularly in Social Work, and more specifically, in the process of building the processes of the job that affects directly on the daily routine of the psychologists who work at SUAS (Social Assistance Care System), especially those who work at the CRASs (Social Assistance Reference Centers) connected to the FASC (Social Assistance and Citizenship Foundation) of Porto Alegre, Rio Grande do Sul, Brazil. This thesis is organized in three sections. The first section consists of a study about published academic production about Psychology in the Social Work in Brazil, with emphasis in its relationship with the CRASs. This draws a possibility to analyze the historical evolution of the researcher?s preoccupation regarding this issue, as well as observation of some basic characteristics of the productions. For this, a study took place inspired on a narrative review proposal with consultation of the electronic databases. In the second section, there is an attempt to characterize and discuss the work of the psychologists within the SUAS, more specifically of those working at the CRASs.This study parts from the premise that the psychologists are employed in the Social Assistance System, essential to the engineering and weaving of the politics, as well as being necessary to the users to warrant access to their social rights. The third and last section debates about the work processes and the practices of the psychologists. These last two studies are based on research analysys done with 27 professionals connected to CRASs, where data was collected through interviews and analysed with the help of Fundametal Theory (FT). The results obtained indicate that in the last years there has been an important involvement and investment in the Social Assistance area. Moreover, Social Assistance has been helping in the expansion and interiorization of the profession and in the development of practices different from the traditional. It is identified that the workers are working under adverse conditions that can be made explicit in the areas of formation and work relations, showing itself from the ways of hiring up to the development of routine activities in the SUAS.It is also highlighted, due to the field being new and in expansion, that its materialization as a source of reference of help to the social needs of the population still needs mediations for it to take place. The characterization of the psychologists workers of SUAS in Porto Alegre shows there are countless challenges in order to build a professional make that is commited with social rights. At last, even with the advances, implementation and regulation of SUAS is still not a complete reality in the daily work of professionals at CRASs. It is pointed out, especially, the challenge of the formation that, according to the interviewees, is still poor when it comes to prepare for working in the social sphere, lacking both references and techniques to complement the knowledge already instilled in the profession. / A presente Tese aborda a inser??o da Psicologia nas Pol?ticas Sociais P?blicas, particularmente a Assist?ncia Social, mais especificamente, o processo de constru??o dos processos de trabalho que repercutem diretamente no cotidiano das (os) psic?logas (os) que atuam no Sistema ?nico de Assist?ncia Social (SUAS) e, especialmente, nos Centros de Refer?ncia da Assist?ncia Social (CRASs), vinculados ? Funda??o de Assist?ncia Social e Cidadania (FASC), da cidade de Porto Alegre, estado do Rio Grande do Sul, Brasil. Esta Tese est? organizada em tr?s se??es. A primeira se??o consiste num estudo sobre a produ??o acad?mica publicada da Psicologia na Assist?ncia Social brasileira, com especial ?nfase na sua rela??o com os CRASs. Tal desenho possibilita a an?lise da evolu??o hist?rica da preocupa??o das (os) pesquisadoras (es) a respeito deste tema, assim como a observa??o de algumas das caracter?sticas fundamentais desta produ??o. Para tanto, foi realizado um estudo inspirado em uma proposta de revis?o narrativa com consulta ?s bases de dados eletr?nicas. Na segunda se??o procura-se caracterizar e discutir o trabalho da (o) psic?loga (o) no ?mbito do SUAS, especificamente das (os) trabalhadoras (es) que atuam nos CRASs.Tal estudo parte da premissa de que a (o) profissional da Psicologia ? uma (um) trabalhadora (or) da Assist?ncia Social, fundamental para a engrenagem e a tecelagem da pol?tica, assim como necess?ria (o) para a garantia do acesso das (os) usu?rias (os) ao direito social. A terceira e ?ltima se??o debate os processos de trabalho e as pr?ticas das (os) psic?logas (os). Estes dois ?ltimos estudos est?o alicer?ados em an?lise de pesquisa realizada com 27 profissionais vinculadas (os) aos CRASs, sendo que os dados foram obtidos por meio de entrevistas e analisados com o apoio na Teoria Fundamentada (TF). Os resultados alcan?ados indicaram que nos ?ltimos anos h? um envolvimento e um investimento importantes da ?rea em rela??o ? Assist?ncia Social. Al?m disso, a Assist?ncia Social tem colaborado para a expans?o e interioriza??o da profiss?o e para o desenvolvimento de pr?ticas diferentes das tradicionais.Identifica-se, que as (os) trabalhadoras (es) est?o submetidas a condi??es adversas que podem ser explicitadas no campo da forma??o e das rela??es de trabalho, aparecendo desde o modo de contrata??o at? o desenvolvimento das atividades rotineiras do trabalho no SUAS.Destaca-se ainda que, por ser este um campo novo e em expans?o, sua materializa??o como atendimento ?s necessidades sociais da popula??o ainda carece da constru??o de media??es para a sua realiza??o. A caracteriza??o das (os) trabalhadoras (es) psic?logas (os) do SUAS em Porto Alegre aponta in?meros desafios para a constru??o de um fazer profissional comprometido com os direitos sociais. Por fim, apesar dos avan?os, a regula??o e a implementa??o do SUAS ainda n?o s?o uma completa realidade no cotidiano de trabalho das (os) profissionais nos CRASs. Ressalta-se, especialmente, o desafio da forma??o que, conforme apontam as (os) entrevistadas (os), ainda ? prec?ria no que tange ao preparo para a atua??o no ?mbito social, carecendo tanto de referenciais como de t?cnicas que complementem os fazeres e saberes j? institu?dos na profiss?o.

Made available in DSpace on 2014-12-17T15:38:39Z (GMT). No. of bitstreams: 1 DenisBC.pdf: 1847462 bytes, checksum: b9fd1b22e8134a8d3ae14f471d0f4751 (MD5) Previous issue date: 2007-04-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In this thesis I discuss the role of the psychologist as a university professor and as intellectual from a specific context and also from a specific query. The context is the city of Teresina, capital city of Piau? state, which is peripheral in Brazil s northeast region. The defiance here is to build a critical psychological tradition that will deal with the challenges imposed by the reality of poverty and socio-economic backwardness of the region. The greatest difficulty is the lack of a public institution of learning that carries out instruction, research and extension with commitment to social transformation, and with the production of a psychological knowledge that is able to understand local reality. I take it that the undergraduate course in Psychology at UESPI [State University of Piau?] is the only one in Teresina that can take over such mission. The query is confronting violence against children and adolescents that defies us to ethically and politically commit to solidarity toward fragile human beings in need of adult involvement in order to survive this daily inhumanity. The involvement of psychologists from Teresina in this must result from a social commitment and a technical competence to deal with prevention and therapeutic consideration toward the victims. This dissertation is divided into three parts: the first is a study on the curriculum and the performance of psychologists, which revises the academic output in Brazil and envisages new queries to the theme, such as the role of teaching inside the curriculum, and presents social security (including Medicare) as the privileged field in which Brazilian psychologists perform. The second part contains a study on the concepts of childhood, adolescence and violence, which presents a consideration on the strategies to confront violence against children and adolescents. In the last part I discuss the role of the psychologist as teacher and intellectual in the context undergraduate course in Psychology at UESPI [State University of Piau?] from the commitment to the protection of children and adolescents / Nesta tese, discuto o papel do psic?logo como professor universit?rio e como intelectual a partir de um contexto espec?fico e de uma quest?o espec?fica. O contexto ? a cidade de Teresina, capital do Piau? Estado perif?rico da regi?o Nordeste brasileira. O desafio aqui ? construir uma tradi??o psicol?gica cr?tica que possa ser capaz de lidar com os desafios impostos pela realidade de pobreza e atraso s?cio-econ?mico da regi?o. A maior dificuldade ? a falta de uma institui??o de ensino que seja p?blica e que realize ensino, pesquisa e extens?o com o compromisso da transforma??o social e com a produ??o de um conhecimento psicol?gico capaz de entender a realidade local. Defendo que o curso de Psicologia da Universidade Estadual do Piau? ? o ?nico de Teresina que pode assumir tal miss?o. A quest?o ? o enfrentamento da viol?ncia contra crian?as e adolescentes, que nos desafia a um comprometimento ?tico-pol?tico de solidariedade com seres fr?geis que precisam do envolvimento de adultos para sobreviverem a essa barb?rie cotidiana. O envolvimento da Psicologia teresinense nesse enfrentamento deve resultar de um compromisso social e de uma compet?ncia t?cnica para lidar com a preven??o e o acolhimento terap?utico das v?timas. A tese est? dividida em tr?s partes: a primeira ? um estudo sobre a forma??o e a atua??o do psic?logo, que revisa a literatura produzida no Brasil e prop?e novas quest?es para o tema, como o papel do professor na forma??o e apresenta a Seguridade Social (Sa?de e Assist?ncia Social) como o campo privilegiado de atua??o para a Psicologia Brasileira. A segunda parte cont?m um estudo sobre os conceitos de inf?ncia, adolesc?ncia e viol?ncia, apresentando uma reflex?o sobre as estrat?gias de enfrentamento da viol?ncia contra crian?as e adolescentes. Na ?ltima parte, ? discutido o papel do psic?logo como professor e intelectual em Teresina no contexto do curso de Psicologia da UESPI a partir do compromisso com a prote??o da crian?a e do adolescente