Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T17:12:53Z (GMT). No. of bitstreams: 1 Camargo_RicardoLeite_D.pdf: 21658535 bytes, checksum: 558ea0144db5b959d1079c7c665bc9ca (MD5) Previous issue date: 2002 / Resumo: Esta pesquisa teve por objetivo verificar se uma intervenção segundo os moldes abaixo apresentados, poderia favorecer a construção das estruturas lógicas elementares em crianças da primeira fase do ciclo básico. A intervenção realizada apresentou três características específicas, sendo que as duas primeiras a diferenciam das intervenções encontradas em outros trabalhos: 1) foi desenvolvida pelo pesquisador que atuou junto a uma classe toda como um segundo professor, contando com a presença e, por vezes a participação da professora da turma; 2) ocorreu no horário regular das aulas, em encontros com 1 :40h de duração, os quais se deram durante 5 meses, três vezes por semana; 3) teve como estratégia o uso de jogos e atividades específicas para a construção das estruturas lógicas elementares. Para proceder a esta verificação foram avaliados dois grupos de crianças que compuseram o grupo-controle e o grupo experimental. O grupo experimental participou da intervenção mencionada, indicando consideráveis avanços na construção das estruturas lógicas elementares distanciando-se assim dos resultados encontrados no grupo controle e no pré-teste do grupo experimental. Considerou-se, portanto, que a intervenção pedagógica, realizada nos moldes acima mencionados pode favorecer a construção das estruturas lógicas elementares em crianças da primeira fase do ciclo básico / Abstract: The purpose of this research project has been to verify if an intervention according to the pattern presented below would aid in the elaboration of elementary logical structures in children of primary school grades. The intervention carried out had three specific features, of which the first two distinguished it from interventions identified in other projects: 1) it was developed by the researcher who worked with an entire class as the second teacher, along with the presence, and at times, participation of the class's main teacher; 2) it took place during the normal class hours, in sessions of 1 hour and 40 minutes duration, over a period of 5 months, three times a week; 3) it used a strategy of games and specific activities to build the elementary logical structures. The verification was carried out by evaluating two groups of children that made up the control-group and the experimental group. The experimental group participated in the above mentioned intervention, showing considerable advances in the elaboration of elementary logical structures, and creating a distance in this way from the results found in the control-group and in the pretest of the experimental group. The conclusion, therefore, was that pedagogical intervention, carried out according to the pattern above mentioned, could aid in the elaboration of elementary logical structures in children of primary school grades / Doutorado / Doutor em Educação

Orientador: Corinta Maria Grisolia Geraldi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T19:50:10Z (GMT). No. of bitstreams: 1 Ferreira_GlauciadeMelo_M.pdf: 21325383 bytes, checksum: 8fe2185af3c2457ed6628644ec521ad2 (MD5) Previous issue date: 2004 / Resumo: Este trabalho refere-se a uma experiência de construção de proposta inovadora, no âmbito da rede particular de ensino do Brasil, tematizando nele a relação de mediação desempenhada pela coordenação pedagógica e a construção de parcerias para realizar o trabalho no cotidiano escolar que esta mediação permitiu. A história da escola é também a da constituição da formadora e do projeto de formação que foi possível desenvolver, sendo um trabalho com a pedagogia Fremet e não sobre ela. Os elementos fundamentais nessa empreitada foram: a minha própria experiência de trabalho nesta escola, a memória de professores e minha e o arquivo da escola com extenso material de documentação. O 1 ° capítulo contextualiza o surgimento de experiências inovadoras, mostra os pilares nos quais está assentada a escolarização e propõe o questionamento a estes pilares e apresenta, em linhas gerais as idéias de Freinet. O 2° capítulo traz o relato da história da escola, o 3° trata da construção de parcerias necessárias com professores, alunos e pais. O 4° capítulo extrai aprendizagens: sobre as dificuldades que enfrentam os projetos de inovação, sobre a mediação da coordenação nos processos de mudança, sobre o papel da escola como lugar da prática e da reflexão, sobre a importância do diálogo, sobre a pluralidade do espaço escolar e sobre a constituição de sujeitos na interação. Um aliado foi o Grupo de Estudos e Pesquisa em Educação Continuada, da Unicamp, que se coloca na perspectiva de ver no trabalho do professor e dos que atuam na escola as possibilidades de produção de conhecimento que aí se originam, rejeitando modelos de teorização que prescrevem receitas e atribuem rótulos a estes atores / Abstract: This work reports the construction of an innovating project in the scope of the private schools in Brazil. Its main themes are the role played by the pedagogical coordination in mediating different parts and the establishment of partnerships in order to carry out the dai1y school work. The later is allowed by the former. The history of the school is also the history of the constitution of the coordinator and the project of coordination which was possible to develop; it is a work with Freinet' s Pedagogy and not about it. The basic elements in this work were: my own working experience in this school, the memory of the teachers, my own and the school files, with extensive documentation. Chapter One locates the emergence of innovating educational experiments, shows the basis on which schooling was built, questions these same basis and presents, in general lines, the ideas of Freinet. Chapter Two reports the history of the school. Chapter Three is about the establishment of the necessary partnerships with teachers, students and parents. Chapter Four offers lessons: on the obstacles which the innovating projects have to face, on the mediation of the coordination during the changing processes, on the role of the school as a place of practice and thinking, on the importance of dialogue, on the plurality of the school place and on the constitution of citizen through the interaction inside it. The Grupo de Estudos e Pesquisa em Educação Continuada, of Unicamp (Group of Studies and Research on Continuous Education of Unicamp) worked as a strong allied. It sees in the work of the teachers and the other people inside the school the potential of producing knowledge about it, thus refusing the theoretical models which give on1y prescriptions and labels to these actors / Mestrado / Mestre em Educação

Orientador: Rosely Palermo Brenelli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T20:35:37Z (GMT). No. of bitstreams: 1 Bariccatti_KarenHyelmagerGongora_M.pdf: 2149615 bytes, checksum: 6a6e967bdefe11478a1cad380ab3cfbc (MD5) Previous issue date: 2003 / Mestrado

Orientador: João Batista Freire da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-07-25T00:09:36Z (GMT). No. of bitstreams: 1 Scarpato_MartaThiago_M.pdf: 2200859 bytes, checksum: eed81ddd66773490e50bf7dd6d64b6db (MD5) Previous issue date: 1999 / Resumo: Neste trabalho escrevi sobre a influência, na minha formação como professora e bailarina, de dois grandes pensadores: Rudolf von Laban e Célestin Freinet. Proponho a dança na escola como um recurso metodológico para o trabalho do professor. Um recurso importante para a formação integral do aluno que vive um final de século, que o espaço físico e contato com a natureza tornam-se raros. As preocupações da escola vão pouco além de manter o aluno imóvel por horas, sentado em sua carteira, ouvindo o professor falar, copiando lições da lousa. Apresento reflexões sobre que corpo a escola quer formar: um corpo submisso ou um corpo com autonomia para agir. Aponto as convergências de idéias entre Laban e Freinet que podem vir a formar uma proposta de movimento dançante para o professor usar em sala de aula com seus alunos / Abstract: In this paper I write about the influence the great thinkers Rudolf Laban and Célestin Freinet exercised on my development as a teacher and dancer. I propose dance at school as a methodological aid for the teachers' work. Dance is an essential support for the complete development of students who live at the end of the century when space and contact with nature are becoming rare. The concerns of the school hardly go beyond the intention of keeping students quiet for hours, sitting at their desks, listening to the teachers, and copying lessons from the black-board. I present considerations about what body the school needs to form - either a submissive body or one who is free to act. I point to the convergences of Laban's and Freinet's ideas which can conceive a proposal for a dancing movement to be used by the teachers in the c1assroom / Mestrado / Educação Motora / Mestre em Educação Física

This thesis analyses the significance of socio-historical conceptions of money in relation to the development of American literary modernism from 1896 to 1944. Taking as its starting point Jean-Joseph Goux's contention that there was a correlation between the end of gold-backed money in France and the birth of French modernist literature, this study considers how far this claim is tenable in the American case. In 1896, the key debate surrounding the presidential election was over whether money should be backed by gold or silver specie, which became a major public issue. Faith in the gold standard was challenged, raising the possibility that the source of monetary value was negotiable. Subsequent policy changes, financial panics, the Depression and the World Wars all affected public conceptions of money, until the Bretton Woods Agreement instituted an international gold standard supported by the gold-backed U.S. dollar in 1944, effectively re-establishing a firm relationship between gold and money. Since the 1990s, New Economic Criticism has sought to understand the ways in which money and literature converge throughout history. Although several studies of money and American literary realism have been undertaken, the relationship between money and American literary modernism specifically has largely been overlooked in scholarship. Analysing the works of Robert Herrick, Gertrude Stein, F. Scott Fitzgerald and John Dos Passos, this thesis contends that a certain strand of American modernism developed as a series of reflections upon the relationship between money, value and realistic representation, in which the limitations of realism are exposed. Calling for a re-historicisation of the relationship between money and literature, this study argues that particular socio-historical moments in the story of American money emphasised the fluidity of money, sending social conceptions of value into flux in a society in which money functioned as the general equivalent by which all values were measured. These moments when accepted face values were called into question offered American writers the language and structure by which to consider and challenge the limitations of existing literary forms by comparing money with literature. Both paper money and literature, forms of representation which function via the inscription of words upon paper, contain an inherent duality; they have both a material value, in terms of their composition from paper and ink, and a deeper capacity to represent a certain value in the society in which they circulate. Modernism is concerned with such a duality, emphasising the materiality of the text and exposing the text's status as a representation that can never equal the reality that it represents. The authors discussed here confronted the discrepancy between written language as a reflection of the real world and words as material constructs in themselves through the metaphor of money, manifesting in both textual theme and structure, where the boundaries of realist representation are broken down via the use of unconventional forms. Utilising the method of close textual analysis and situating the texts examined within the wider socio-historical contexts of which they were born, the thesis focuses upon four different moments in the story of U.S. money and literature. This historically contingent approach facilitates the argument that these literary texts function as sites at which to examine and come to terms with contemporaneous social issues, helping to broaden both the purpose and structure of American literature in the early-twentieth century.

Tesis para optar al grado de Magíster en Literatura mención Literatura Chilena e Hispanoamericana. / Esta tesis tiene como objetivo principal estudiar la novela La Ciudad de los Césares (1936) de Manuel Rojas. En el primer capítulo se compara la crítica, utopía, desmitificación y/o remitificación de la leyenda sudamericana de la Ciudad de los Césares en la novela de Rojas, y las posteriores novelas Pacha Pulai de Hugo Silva y En la Ciudad de los Césares de Luis Enrique Délano. El segundo capítulo estudia innovaciones en el modo de narrar esta novela de Rojas. En los capítulos tres, cuatro y cinco se pone a prueba nuestra hipótesis sobre la búsqueda y deseo carente de los aventureros marginales que son los personajes principales de la novela. Estudiamos lo que los aventureros encuentren en esta ciudad escondida que pertenece a otra dimensión de la realidad, y si su interacción con ese mundo imaginario constituye una crítica social. Se analiza el texto usando una metodología estructuralista. El análisis de algunas de las relaciones entre el mito, los personajes, el escenario, los temas y los motivos ayuda a entender posibles significados de la manera en que se configura el mundo imaginario de la novela. A través de la aplicación de este método también se espera encontrar cómo ciertos elementos estructurales, como el narrador y el escenario, se actualizan en esta obra.

M.A. (Afrikaans) / In comparing these two novels the perceptual, psychological and ideological facets of focalization are discussed. Perceptual focalization comprises two main aspects namely the focalizer's spacial orientation as regards himself and the focalized object and secondly the focalizer's position regarding the past, present and future in the text. The psychological facet of focalization comprises the cognitive background and development of the narrator-focalizer as well as his emotional orientation towards the focalized. The life world and value system of the focalizer determines the ideological perspective against which the characters and events in the novel are evaluated...

William Impey (1818-1896) came to South Africa as a Wesleyan Methodist Missionary in 1839. He held various missionary and colonial appointments until 1860 when he succeeded William Shaw as Chairman of the Albany and Kaffraria District and General Superintendent of Wesleyan Methodist Missions in South-East Africa. Impey's major contribution was in the provision of education for the indigenous peoples of this region, especially as President of Healdtown (1868-1878). This institution eventually became one of the most highly thought of mission education academies in South Africa. To date little has been known of the life and work of William Impey despite his senior position in South African Wesleyan Methodism. J Whiteside's History of the Wesleyan Methodist Church of South Africa, the last comprehensive history of South African Methodism, published in 1906, only devotes a few lines to Impey. He does however make further reference to Impey's work in his section on education. The Methodist Archive at Manchester University, which contains the personal records of all 19th century Wesleyan Methodist ministers, also has very little information about Impey. The reason for this relative lack of information is that he resigned from the Wesleyan Methodist Church in 1878 on doctrinal grounds. Impey came under the influence of 19th century liberal theology and eventually drew the conclusion that he could no longer accept the doctrine of 'eternal punishment'. He believed that the only honest thing for him to do was to resign from the Wesleyan Methodist Church, which he believed required its ministers to adhere to this doctrine. He was accepted for ordination by the Anglican Church and served as a deacon in 1878 and then as a priest until his death in 1896. Impey's journal affords the reader an opportunity to have a glimpse into what life was like for a 19th century missionary living and working in South Africa. Perhaps its particular value lies in the many detailed entries Impey made about his personal spiritual experiences. The aim of this thesis is to place the life's work of William Impey in its historical and theological context in the belief that this will enable us better to understand the 19th century missionaries. It is hoped that this study will make a further contribution to our understanding of both 19th century missionaries and the times in which they lived and worked.

The controversy surrounding the period 1928-1930, the period of Li Li-san's leadership of the Chinese Communist Party, is the central topic of this paper. The controversy itself is over what role the Comintern played in the formation of what is commonly referred to as the "Li Li-san line." The conclusions drawn in this paper show that, though the Comintern did play a small part in the formation of Li's policy, that, nevertheless, his line was of his own making. The disastrous attempt at urban insurrection in 1930 was of Li's own doing: he had been receiving signals for some time that his policies were contradictory to those of the Comintern. In order to give the reader a sense of how this leadership controversy and the policy differences arose, there is also a presentation of some of the background information regarding the labor movement and the CCP's role in it, and Li Li-san himself -his part in the labor movement and his own personality. / Arts, Faculty of / Political Science, Department of / Graduate

The purpose of this thesis is to examine Webster's The Duchess of Malfi, a representative example of the Jacobean "horror" play, in terms of its possible relationship to Antonin Artaud's Theatre of Cruelty, a dramatic theory chiefly propounded in The Theater and its Double. The introductory section outlines the basic aims and principles of a Theatre of Cruelty as postulated by Artaud, and attempts to show why, in view of recent theatrical experiments, Webster's play might profitably be investigated within this twentieth century context. The first two chapters proceed to a discussion of Webster's complex theatrical form, attempting to show how and why he makes full use of any available dramatic and theatrical device and convention to aid in the presentation of his personal vision of man and society. The play is thus first examined in the context of Total Theatre, a principle basic to a Theatre of Cruelty. The central chapters of the thesis investigate the thematic lines in The Duchess of Malfi, and attempt to show how in spite of the many components from which the play is constructed, there nevertheless emerges a unified and coherent dramatic vision. This vision is seen as being developed in three ways, separable for purposes of discussion but ultimately closely inter-related, namely visual imagery, verbal imagery and characters-in-action. Thematic presentation through visual and verbal imagery is discussed in Chapter III, while Chapter IV deals in more detail with aspects of characterization. The argument advanced in Chapter IV is that Webster's method of characterization is based on what is basically a simple Good and Evil contrast, with the characters developed as opposed Forces or symbols. The characters in action, seen as opposed Forces, constitute a third presentation of the central themes, working with and strengthening the presentation of the themes as explored in the visual and verbal imagery. The final chapter of the thesis examines the play in somewhat more general terms. An attempt is made to relate The Duchess of Malfi to more traditional genres—tragedy, comedy and satire. Webster's particular use of certain features of these traditional forms is discussed. Because the play is imperfect if measured against the accepted conventions of tragedy, the theory is advanced that it might be viewed as related philosophically to the contemporary Theatre of the Absurd, on which the Theatre of Cruelty has had considerable formative influence. Throughout the discussion of themes and characterization, references to Artaud and interpretations of Artaud's ideas are included wherever possible to point out the closeness of the relationship between The Duchess of Malfi and Artaud's Theatre of Cruelty. The thesis advanced throughout is that the play contains within itself elements which were not formally advanced as an approach to drama until this century. In effect, a Jacobean Theatre of Cruelty is being suggested as existing in fact if not in name. Concluding remarks suggest that if the felt relationship between The Duchess of Malfi and the Theatre of Cruelty is seen to be a valid one, an investigation of other works by Jacobean dramatists might prove of use in giving meaning and significance to much of the violence, horror and grotesquery which appears in the plays of the period. The response of the Jacobean dramatists to their times can be seen as in many ways analogous to the response to the human condition in the dramas of the contemporary avant-garde. / Arts, Faculty of / English, Department of / Graduate