Made available in DSpace on 2016-04-25T20:22:18Z (GMT). No. of bitstreams: 1 Cynthia Moreira Marcucci.pdf: 840018 bytes, checksum: e85ffd739108d19464a1874aa6fa81a5 (MD5) Previous issue date: 2008-05-14 / The main purpose of this thesis is to invite to a reflection on anthropology in light of the major paradigm shifts that have taken place in the hard-science core. I begin by relating the establishment of social sciences as from the Illuminist context, which imprinted their main characteristics concerning reality model, methodology and principles. I subsequently clarify the most important news brought in by the complex thought in both social sciences and biology, physics and chemistry in order to introduce the major concepts we work with: the order/disorder/organization/interaction tetralogical ring; the culture/nature dialogism, the individual/species/society trinitary ring, and complex time through dissipative structures. To end the first part I present the Buddhist thought as a bridge between science and tradition. The second chapter brings some considerations regarding linear and simplifying temporality, which raised three ideas that anthropology must reassess: the existence of a flat path through which one goes from the simpler to the most complex thinking; the mutual exclusion of the terms 'continuity' and 'rupture', and the vision that history establishes human universality. To support same, I studied archaic Greece's poems, evaluated some aspects of their myth and time and discussed the role of history in social science. In the third and last part I resume the rediscovery of Prigogine's time and relate it to determinism, freedom and ethics. When complexified, ethics leads to the resumption of anthropology's need for change, so that it truly becomes 'the science of man' / Esta tese tem como principal objetivo empreender uma reflexão sobre a antropologia diante das grandes transformações paradigmáticas ocorridas no núcleo duro das ciências. Para tanto, relacionei o estabelecimento das ciências sociais ao contexto iluminista, que lhe imprimiu as principais características quanto ao modelo de realidade, metodologia e princípios. Em seguida, esclareci a respeito das principais novidades introduzidas pelo pensamento complexo tanto na área das ciências sociais como na biologia e na físico-química, para apresentar os principais conceitos com os quais trabalhamos: o anel tetralógico ordem-desordem-organização-interação; a dialógica cultura-natureza, o anel trinitário indivíduo/espécie/sociedade; e o tempo complexo através das estruturas dissipativas. Para finalizar a primeira parte, introduzimos o pensamento budista como uma ponte entre a ciência e a tradição. Num segundo momento, apresentamos considerações a respeito da temporalidade linear e simplificadora que engendrou três idéias que precisam ser repensadas pela antropologia: a existência de um caminho plano pelo qual se vai do mais simples ao mais complexo; a exclusão mútua dos termos continuidade e ruptura; e a visão de que a história instaura a universalidade humana. Para esse fim estudamos os poemas da Grécia arcaica, levantamos aspectos do mito e de seu tempo e discutimos o papel da história nas ciências sociais. Por fim, retomamos a redescoberta do tempo prigoginiano e o relacionamos com o determinismo, a liberdade e a ética. Esta, complexificada, leva a uma retomada da necessidade de mudança na antropologia, para ela que venha a ser verdadeiramente a 'ciência do homem'

Made available in DSpace on 2016-04-26T14:57:07Z (GMT). No. of bitstreams: 1 Cynthia Moreira Marcucci.pdf: 840018 bytes, checksum: e85ffd739108d19464a1874aa6fa81a5 (MD5) Previous issue date: 2008-05-14 / The main purpose of this thesis is to invite to a reflection on anthropology in light of the major paradigm shifts that have taken place in the hard-science core. I begin by relating the establishment of social sciences as from the Illuminist context, which imprinted their main characteristics concerning reality model, methodology and principles. I subsequently clarify the most important news brought in by the complex thought in both social sciences and biology, physics and chemistry in order to introduce the major concepts we work with: the order/disorder/organization/interaction tetralogical ring; the culture/nature dialogism, the individual/species/society trinitary ring, and complex time through dissipative structures. To end the first part I present the Buddhist thought as a bridge between science and tradition. The second chapter brings some considerations regarding linear and simplifying temporality, which raised three ideas that anthropology must reassess: the existence of a flat path through which one goes from the simpler to the most complex thinking; the mutual exclusion of the terms 'continuity' and 'rupture', and the vision that history establishes human universality. To support same, I studied archaic Greece's poems, evaluated some aspects of their myth and time and discussed the role of history in social science. In the third and last part I resume the rediscovery of Prigogine's time and relate it to determinism, freedom and ethics. When complexified, ethics leads to the resumption of anthropology's need for change, so that it truly becomes 'the science of man' / Esta tese tem como principal objetivo empreender uma reflexão sobre a antropologia diante das grandes transformações paradigmáticas ocorridas no núcleo duro das ciências. Para tanto, relacionei o estabelecimento das ciências sociais ao contexto iluminista, que lhe imprimiu as principais características quanto ao modelo de realidade, metodologia e princípios. Em seguida, esclareci a respeito das principais novidades introduzidas pelo pensamento complexo tanto na área das ciências sociais como na biologia e na físico-química, para apresentar os principais conceitos com os quais trabalhamos: o anel tetralógico ordem-desordem-organização-interação; a dialógica cultura-natureza, o anel trinitário indivíduo/espécie/sociedade; e o tempo complexo através das estruturas dissipativas. Para finalizar a primeira parte, introduzimos o pensamento budista como uma ponte entre a ciência e a tradição. Num segundo momento, apresentamos considerações a respeito da temporalidade linear e simplificadora que engendrou três idéias que precisam ser repensadas pela antropologia: a existência de um caminho plano pelo qual se vai do mais simples ao mais complexo; a exclusão mútua dos termos continuidade e ruptura; e a visão de que a história instaura a universalidade humana. Para esse fim estudamos os poemas da Grécia arcaica, levantamos aspectos do mito e de seu tempo e discutimos o papel da história nas ciências sociais. Por fim, retomamos a redescoberta do tempo prigoginiano e o relacionamos com o determinismo, a liberdade e a ética. Esta, complexificada, leva a uma retomada da necessidade de mudança na antropologia, para ela que venha a ser verdadeiramente a 'ciência do homem'

Este trabalho tem por objetivo relacionar o ensino de História, as noções de tempo e as relações de temporalidade. O estudo aconteceu a partir da experiência de elaboração do curso de formação continuada O Ensino de História, as noções de tempo e as relações de temporalidade e sua aplicação junto aos professores da rede municipal de ensino do município de Arroio do Meio/RS. Pretendeu-se discutir fundamentos teóricos e metodológicos de maneira a correlacionar os temas e qualificar a ação docente no Ensino Básico. A pesquisa foi desenvolvida a partir da observação e análise de materiais produzidos pelos professores participantes e utilizando mecanismos vindos dos estudos etnográficos, como o caderno de campo. Nessa proposta utilizou-se o conceito de Tempo Histórico a partir dos estudos do historiador Reinhart Koselleck e suas contribuições para complexificar o entendimento das relações de temporalidade. A intenção da formação foi possibilitar uma análise das propostas de planejamento dos professores, de maneira a problematizar o conceito de tempo que perpassa a organização das aulas e dos conteúdos escolares. Ao finalizar a aplicação do curso de formação, foi possível observar uma ampliação nos entendimentos dos conceitos de forma a superar o modelo vigente de ensino baseado em uma visão linear e naturalizada de História. / The main objective of this study is to relate the teaching of History, the notions of time and the relations of temporality. The study occurred from the experience of elaborating the course of continuing formation The teaching of History, the notions of time and the relations of temporality and its application with the teachers of the municipal school network of the city of Arroio do Meio/RS. The intention was to discuss theoretical and methodological fundaments in a manner to correlate the topics and qualify the teachers practices in Basic Education. The research was developed based on observation and analysis of the materials produced by the participating teachers and the use of mechanisms from ethnographic studies, like the field notes. In this proposal, the concept of Historical Time was used, based on studies by the historian Reinhart Koselleck and his contributions, in order to complex the understanding of the relations of temporality. The intention of the formation was to make possible an analysis of the teaching plans, in a manner to problematize the concept of time that grounds the organization of classes and the school contents. By finalizing the application of the course of formation, it was possible to observe an enlargement of the understandings of the concepts in order to overcome the current model of teaching based on a linear and naturalized vision of History.

Les interactions culturelles dans la Méditerranée ancienne sont de plus en plus au centre des études sur l’Antiquité. Ce travail s’intéresse en particulier aux reflets des contacts entre la Mésopotamie et la Grèce anciennes dans la production littéraire. Sujet central et fil conducteur de la recherche est la temporalité narrative qui structure les textes littéraires, en particulier les compositions poétiques à sujet mythologique. La reconstruction proposée de la découverte de la Mésopotamie de la part de l’Occident moderne et contemporain permet de mettre en lumière les orientations idéologiques et les incohérences méthodologiques qui ont souvent biaisé l’interprétation et la systématisation des sources cunéiformes. Ce travail présente une synthèse et une réorganisation des « dimensions du temps » en Mésopotamie, dans une perspective de comparaison critique avec les analyses développées sur ces mêmes questions pour la Grèce. Le poème akkadien d’Erra a été sélectionné comme cas d’étude, en raison de son articulation narrative complexe, dans laquelle la composante temporelle est particulièrement significative pour la construction syntaxique et pour l’exégèse du texte même. Son analyse permet par la suite de développer un « parcours thématique guidé » à travers une série d’exemples choisis dans la production littéraire grecque des époques archaïque et classique, de l’épopée aux discussions philosophiques, jusqu’à la tragédie, afin de montrer que les parallélismes établis avec le poème d’ Erra révèlent l’encodage littéraire d’un « système de pensée » partagé. / The cultural interactions in the ancient Mediterranean are becoming ever more important in the studies on ancient times. This research focuses on the effects of the contacts between ancient Mesopotamia and Greece on literary texts. Narrative temporality, particularly in mythological poems, is the central argument and theme. The reconstruction here made of the discovery of Mesopotamia by the modern and contemporary Western culture allows shedding lights on the ideological orientations and the methodological incoherence which often distorted the interpretation and systematisation of cuneiform sources. This research proposes a synthesis and a reorganisation of the « dimensions of time » in Mesopotamia, in comparison with the same analyses on ancient Greece. The Akkadian poem of Erra has been chosen as case study, because of the complexity of its narrative, in which the temporal element is particularly relevant for the syntactic reconstruction and the exegesis of the text itself. Furthermore, the analysis of this text allows the development of a « thematic guided journey » through a series of literary examples from archaic and classical Greece, from epic to philosophy and to the tragedy, to show that the parallelisms with the Erra poem exemplify the literary coding of a « common way of thinking ». / Le interazioni culturali nel Mediterraneo antico sono sempre più al centro degli studi sull’Antichità. Questa ricerca si interessa ai riflessi dei contatti tra la Mesopotamia e la Grecia antiche nella produzione letteraria: argomento centrale e filo conduttore è la temporalità narrativa che struttura i testi letterari, in particolar modo le composizioni poetiche di soggetto mitologico. La ricostruzione qui proposta della scoperta della Mesopotamia da parte dell’Occidente moderno e contemporaneo permette di mettere in luce gli orientamenti ideologici e le incoerenze metodologiche che hanno spesso distorto l’interpretazione e la sistematizzazione della documentazione cuneiforme. Una sintesi e una riorganizzazione delle « dimensioni del tempo » in Mesopotamia sono proposte in chiave di comparazione critica con le analisi svolte su questi stessi temi per la Grecia. Il poema akkadico di Erra è stato selezionato come caso di studio per via della sua articolazione narrativa complessa, nella quale l’elemento temporale è particolarmente rilevante per la costruzione sintattica e l’esegesi del testo stesso. La sua analisi permette inoltre di sviluppare un « percorso tematico guidato » attraverso una serie di esempi scelti nell’ambito della produzione letteraria greca di epoca arcaica e classica, dall’epopea alle argomentazioni filosofiche, fino alla tragedia, al fine di mostrare che i parallelismi stabiliti con il poema di Erra esemplificano la codificazione letteraria di un « sistema di pensiero condiviso ».

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T18:20:46Z No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) / Made available in DSpace on 2017-10-24T18:20:46Z (GMT). No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) Previous issue date: 2016-09-27 / The research has investigated possible uses of Local History in the construction of a historical knowledge in students of the sixth year of elementary school, by the reconnaissance of temporality learning. The main objective is focused on the relationship between the study of the local and temporality, questioned as a closer space to the reality of the student, and the notions of time associated with social dynamics present in the contents taught in this school phase. The underlying hypothesis that pervades all the work, from its theoretical approach to the propositions of practical use, concerns the narrow correspondence between the domain of notions of time and history education. The research initially delimited questionings at the developing of concepts about Local History present in historiography, face the challenges of interpreting multiple formulations about the meaning of the passage of time. In a second stage, to better understand the interactions between the previous knowledge of the students about the history of their city and the ideas developed about the action of time in human life, the survey included the planning and running of a Teaching Unit with two groups of sixth year. This study used diversified teaching strategies, but complementary, including some practices inspired by school ethnography, case studies and activities in the form of classroom-workshop, carried out at the beginning of the school year. Thus, it was possible to point and analyze the impressions of the students about the proposed themes, the knowledge level about the contents and the ideas related to the several time arrangements mobilized by them. In its final part, the research points to possible uses for the teaching of Local History, also including some propositions for the teachers of fifth year. This propositional dimension encompasses all the work described in this paper, since that it is preferentially directed to teachers of the sixth year that will perform a similar work, taking as a reference the reflections of this research, in all its theoretical and practical steps. / A pesquisa investigou usos poss?veis da Hist?ria Local na constru??o de conhecimento hist?rico em alunos do sexto ano do Ensino Fundamental, a partir da verifica??o de aprendizado sobre temporalidade. O objetivo principal se concentrou na rela??o entre o estudo do local, problematizado como espa?o mais pr?ximo da realidade do aluno, e as no??es de tempo associadas ?s din?micas sociais presentes nos conte?dos ensinados nesta fase de escolaridade. A hip?tese subjacente que permeia todo o trabalho, desde sua abordagem te?rica at? as proposi??es de utiliza??o pr?tica, diz respeito ? estreita correspond?ncia entre dom?nio das no??es de tempo e ensino de hist?ria. A pesquisa inicialmente delimitou questionamentos na elabora??o de conceitos sobre Hist?ria Local presentes na historiografia, face aos desafios de interpretar as m?ltiplas formula??es sobre o significado da passagem do tempo. Em um segundo momento, visando compreender melhor as intera??es entre o conhecimento pr?vio dos alunos sobre a hist?ria da sua cidade e as ideias desenvolvidas acerca da a??o do tempo sobre a vida humana, a pesquisa incluiu o planejamento e execu??o de uma Unidade de Ensino com duas turmas de sexto ano. Este trabalho utilizou estrat?gias did?ticas diversificadas, por?m complementares, incluindo algumas pr?ticas inspiradas em etnografia escolar, estudo de caso e atividades em forma de aula-oficina, levadas a efeito no in?cio do ano letivo. Desta forma, foi poss?vel evidenciar e analisar as impress?es dos alunos acerca dos temas propostos, o n?vel de conhecimento sobre os conte?dos e as ideias referentes ?s v?rias modalidades temporais mobilizadas por eles. Na sua parte final, a pesquisa aponta poss?veis usos para o ensino de Hist?ria Local, incluindo tamb?m algumas proposi??es para professores de quinto ano. Esta dimens?o propositiva engloba todo o trabalho descrito nesta disserta??o, uma vez que a mesma est? direcionada preferencialmente ao professor de sexto ano que poder? realizar um trabalho similar, tomando como refer?ncia as reflex?es desta pesquisa, em todas as suas etapas te?ricas e pr?ticas.

Public space is one of the most essential components of urban spaces, as the notion refers to the society and its values. Besides, public spaces provide the society with an opportunity of expression and identification / they have the potential of signification and of orientation of citizens

Exemplified by fire crews, SWAT teams, and emergency surgical units, critical teams are a subset of action teams whose work is marked by finality, pressure, and potentially fatal outcomes (Ishak & Ballard, 2012). Using communicative and temporal lenses, this study investigates how organizations prime and prepare their embedded critical teams to deal with improvisation. This study explicates how organizations both encourage and discourage improvisation for their embedded critical teams. Throughout the training process, organizations implement a structured yet flexible “roadmap”-type approach to critical team work, an approach that is encapsulated through three training goals. The first goal is to make events routine to members. The second goal is to help members deal with non-routine events. The third goal is to help members understand how to differentiate between what is routine and non-routine. The grounded theory analysis in this study also surfaced three tools that are used within the parameters of the roadmap approach: experience, communicative decision making, and sensemaking. Using Dewey’s (1939, 1958) theory of experience, I introduce a middle-range adapted theory of critical team experience. In this theory, experience and sensemaking are synthesized through communicative decision making to produce decisions, actions, and outcomes in time-limited, specialized, stressful environments. Critical teams have unique temporal patterns that must be considered in any study of their work. Partially based on the nested phase model (Ishak & Ballard, 2012), I also identify three phases of critical team process as critical-interactive, meaning that they are specific to action/critical teams, and they are engaged in by critical teams for the expressed purpose of interaction. These phases are simulation, adaptation, and debriefing. These tools and phases are then placed in the Critical-Action-Response Training Outcomes Grid (CARTOG) to create nine interactions that are useful in implementing a structured yet flexible approach to improvisation in the work of critical teams. Data collection consisted of field observations, semi-structured interviews, and impromptu interviews at work sites. In total, I engaged in 55 hours of field observations at 10 sites. I conducted 31 semi-structured interviews with members of wildland and urban fire crews; emergency medical teams; and tactical teams, including SWAT teams and a bomb squad. I also offer practical implications and future directions for research on the temporal and communicative aspects of critical teams, their parent organizations, and considerations of improvisation in their work. / text

This dissertation investigates the development of progressive Christianity. It explores the ways in which progressive Christian churches in Canada adopt biblical criticism and popular theology. Contributing to the anthropology of Christianity, this study is primarily an ethnographic and linguistic analysis that juxtaposes contemporary conflicts over notions of the Christian self into the intersecting contexts of public discourse, contending notions of the secular and congregational dynamics. Methodologically, it is based upon two-and-a-half years of in-depth participant observation research at five churches and distinguishes itself as the first scholarly study of progressive Christianity in North America. I begin this study by outlining the historical context of skepticism in Canadian Protestantism and arguing that skepticism and doubt serve as profoundly religious experiences, which provide a fuller framework than secularization in understanding the experiences of Canadian Protestants in the nineteenth and twentieth centuries. In doing so, I draw parallels between the ways that historical and contemporary North American Christians negotiate the tensions between their faith and biblical criticism, scientific empiricism and liberal morality. Chapter Two seeks to describe the religious, cultural and socio-economic worlds inhabited by the progressive Christians featured in this study. It focuses on the worldviews that emerge out of participation in what are primarily white, middle-class, liberal communities and considers how these identity-markers affect the development and lived experiences of progressive Christians. My next three chapters explore the ways that certain engagements with text and the performance or ritualization of language enable the development of a distinctly progressive Christian modality. Chapter Three investigates progressive Christian textual ideologies and argues that the form of biblical criticism that they employ, along with entrenched concerns about the origins of the Christian faith ultimately, leads to a rejection of the biblical narrative. Chapter Four examines the ways in which progressive Christians understand individual 'deconversion' narratives as contributing to a shared experience or way of being Christian that purposefully departs from evangelical Christianity. The final chapter analyses rhetoric of the future and argues that progressive Christians employ eschatological language that directs progressive Christians towards an ultimate dissolution.

This dissertation investigates the development of progressive Christianity. It explores the ways in which progressive Christian churches in Canada adopt biblical criticism and popular theology. Contributing to the anthropology of Christianity, this study is primarily an ethnographic and linguistic analysis that juxtaposes contemporary conflicts over notions of the Christian self into the intersecting contexts of public discourse, contending notions of the secular and congregational dynamics. Methodologically, it is based upon two-and-a-half years of in-depth participant observation research at five churches and distinguishes itself as the first scholarly study of progressive Christianity in North America. I begin this study by outlining the historical context of skepticism in Canadian Protestantism and arguing that skepticism and doubt serve as profoundly religious experiences, which provide a fuller framework than secularization in understanding the experiences of Canadian Protestants in the nineteenth and twentieth centuries. In doing so, I draw parallels between the ways that historical and contemporary North American Christians negotiate the tensions between their faith and biblical criticism, scientific empiricism and liberal morality. Chapter Two seeks to describe the religious, cultural and socio-economic worlds inhabited by the progressive Christians featured in this study. It focuses on the worldviews that emerge out of participation in what are primarily white, middle-class, liberal communities and considers how these identity-markers affect the development and lived experiences of progressive Christians. My next three chapters explore the ways that certain engagements with text and the performance or ritualization of language enable the development of a distinctly progressive Christian modality. Chapter Three investigates progressive Christian textual ideologies and argues that the form of biblical criticism that they employ, along with entrenched concerns about the origins of the Christian faith ultimately, leads to a rejection of the biblical narrative. Chapter Four examines the ways in which progressive Christians understand individual 'deconversion' narratives as contributing to a shared experience or way of being Christian that purposefully departs from evangelical Christianity. The final chapter analyses rhetoric of the future and argues that progressive Christians employ eschatological language that directs progressive Christians towards an ultimate dissolution.

During the nineteenth century an unprecedented number of emigrants left Britain, primarily for America, Australia, Canada, and New Zealand. Recent historical scholarship has argued that these predominantly Victorian mass migrations belong to an even larger history of “Anglo” migration, characterized by its global reach and ideological investment in settlement. Situating my approach in relation to this wider framework, this thesis argues that Victorian periodicals played a key and overlooked role in both imagining and mediating the dramatic phenomenon of mass British settler emigration. As I argue in chapter 1, this is both owing to close historical and material links between settler emigration and the periodical press, and to the periodical’s deeper running capacities to register and moderate forms of modern motion. While most novels do little to engage with emigration, turning to periodicals brings to light a large range of distinct settler emigration texts and genres which typically work with cohesive spatio-temporal models to offset the destabilizing potentiality of emigrant mobility. Moreover, many now canonical texts originally published in periodicals can be situated alongside them; presenting opportunities to produce fresh readings of works by Charles Dickens, Anthony Trollope and others which I incorporate throughout. My first three chapters focus on settler emigration genres which circulated across a range of mainstream, predominantly middle-class periodicals: texts about emigrant voyages, emigration-themed Christmas stories, and serialized novels about colonial settlement. I argue that these texts are cohesive and reassuring, and thus of a different character to the adventure stories often associated with Victorian empire. The second part of my thesis aims to capitalize on the diversity and range which is a key feature of Victorian periodicals by turning to settler emigration texts that embody a feminized or radical perspective, and which often draw upon mainstream representations in order to challenge their dominant formations.