Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2017-2018 / Le présent mémoire interroge l'articulation du narrateur-enfant et de l'esthétique réaliste magique dans deux romans québécois de la Révolution tranquille : L'Océantume de Réjean Ducharme et L'Amélanchier de Jacques Ferron. Il consiste en trois chapitres étroitement liés menant ultimement à une réflexion d'ordre sociocritique. L'objectif principal est de déceler, par l'étude du narrateur-enfant associé au réalisme magique, la critique sociale contenue dans les romans de Ducharme et de Ferron. Pour ce faire, nous proposons d'abord un survol historique des origines du réalisme magique. Nous examinons sa capacité en tant qu'outil de réflexion critique et présentons ses caractéristiques formelles dans le but d'y lier les romans de Ducharme et de Ferron. Puis, nous étudions la possibilité pour un narrateur-enfant d'établir et de maintenir cet univers réaliste magique. Pour mener cette analyse, nous recourons principalement à la narratologie de façon à bien saisir le fonctionnement et les différentes manifestations de la voix narrative réaliste magique. Nous rapprochons le potentiel critique du narrateur-enfant à celui du réalisme magique. Par l'entremise de ce rapprochement, nous pouvons enfin tirer des conclusions sur la façon dont les romans perçoivent le Québec de leur époque, promis au progrès de la modernité.

Call number: LD2668 .T4 1985 M37 / Master of Arts

In 1978 a group of evangelical philosophers and theologians held a meeting to decide what the definitive statement on the doctrine of inerrancy would be. Drawing on the thought of B.B. Warfield and others this group came up with a statement comprising of a short statement, nineteen articles including both statements of affirmation and denial, as well as, an exposition of these articles. Taken in its entirety, this statement is intended to be the Evangelical statement determining all subsequent information about the doctrine of inerrancy. Leading evangelicals, including Carl F.H. Henry signed this document in order to establish a consensus on what one meant when using the term inerrancy. Almost three decades later this term is still used with a sense of confusion and the doctrine is no less controversial. In fact, it still is responsible for the division of departments in many evangelical institutions of higher education in North America. The following thesis hopes to help loosen this doctrine from its theological ‘stronghold’ and place it in a position where it will be less likely to cause division amongst evangelicals. By examining the thought of both B.B. Warfield, who helped create the doctrine, and Carl F.H. Henry, who played a contemporary role in the formation of the Chicago Statement and who might rightly be considered the evangelical theologian of the twentieth century, this thesis brings to light certain presuppositions of the doctrine of inerrancy that allow it take a position that undergirds other theological doctrines. By identifying the nature of truth and authority as the main tenants of the inerrantist position, the thesis examines these terms in light of the thought of both Warfield and Henry. Their thought is found to be remarkably similar to certain principles and concerns raised by Enlightenment philosophers and it is concluded that the understandings of truth and authority presupposed by the doctrine of inerrancy ultimately are biased by Enlightenment philosophy and so are an inadequate representation of the terms as used in Scripture and tradition. The thesis suggests that an adequate understanding of truth would be primarily Christological in nature and, therefore, a larger category than the one presupposed by the doctrine of inerrancy. Also, an adequate understanding of authority would presuppose the contemporary work of the Holy Spirit, which again makes for a much larger pneumatological category than the one presupposed by the doctrine of inerrancy as it is currently defined. Enlarging these categories in no way necessitates the denial of inerrancy altogether. Rather it removes the doctrine of inerrancy from its theological pedestal and places it amongst other beliefs that might support the truth and authority of Scripture but by no means establish them. The concluding chapter ends with a statement of what this new doctrine of inerrancy might look like.

In the New Testament and in the early church fathers’ writings, the Son is understood to be ontologically equal to the Father and subordinate to him. Whether understood as ingenerate-generate, sender-sent, commanded-obedient, subordination shows the distinction between the Father and Son. As seen in church history, minimizing these distinctions can lead to modalism and pressing them too far leads to Arianism. In the Bible, obedience or subordination does not mean ontologically inferior. Rather, obedience results from faith and love. Although some fathers connected obedience to Christ’s humanity, they were doing so while rejecting the Arian argument that the Son’s obedience meant he was ontologically inferior. They affirmed the voluntary obedience of the Son as an expression of his love for the Father and rejected any sense of coercion or determinism. The doctrine of the eternal generation of the Son from the Father’s ousia held together the equality and subordination of the Son to the Father. Beginning with Christ’s atoning work rather than metaphysics, P. T. Forsyth and Jürgen Moltmann believe that the Son’s obedience is crucial for the atonement to be the free act of grace of the Sovereign God. Because of this, the Son’s obedience must be divine, and thus eternal. Otherwise, the obedience would be from Christ’s humanity, and humanity would contribute in inappropriate ways to the atonement. They also believe that subordination, obedience, humility, and servanthood complete the understanding of divine love. The unity provided by the same divine love is expressed according to the particularity of the Person. In the Trinitarian relationship, the Son’s eternal obedience is his free response to the Father. Here subordination is not oppression, but perfect love freely given to the perfect Lover. This fuller conception of divine love that a proper emphasis on obedience affords has great potential to help Trinitarain theology contribute to the elimination of oppression and the improvement of human relationships and to do so in a manner consistent with the biblical witness.

The purpose of the investigation was two-fold: (1) to develop an educational design for consciousness-raising in social justice education using Paulo Freire's literacy method, and (2) to investigate its effect on the Incarnate Word sisters' attitude toward the economically poor, Workshop sessions examined social justice concepts of the economically poor as stated in the Acts of the Congregation's General Chapter and applied Freire's method of consciousness-raising outlined in his Pedagogy of the Oppressed and his Education for Critical Consciousness.

Made available in DSpace on 2016-04-28T18:23:28Z (GMT). No. of bitstreams: 1 LAEL - Regina Maria Loreto de Oliveira.pdf: 400212 bytes, checksum: 70a1367ac863b9c75a8ecb5ad1440bd3 (MD5) Previous issue date: 2006-10-20 / According to the educators Freire (1976, 1983, 1986, 2002, 2004) and Gadotti (2003),Youth and Adults Education (EJA henceforth, referring to Educação de Jovens e Adultos in Portuguese) allows pupils to comprehend their own language and to have access to the means of cultural production, prioritizing a dialogic relation between the students and the teacher, who plays, according to the psychologist Vygotsky (1984, 1993, 1994, 1999) and a Brazilian researcher of his studies, Kohl (1992, 1995, 2004), the mediator role, in such a way the learner becomes independent and autonomous. This study aims at assessing, through questionnaires answered by twelve EJA English language teachers, six of them working at public school and the others at private school in Sao Paulo, not only what their perceptions about mediation and teacher-mediator are, but also verifying how an authoritarian and non-dialogical conception still prevails in the teachers discourse. This questionnaire is a translation into Portuguese of twelve questions elaborated by Feuerstein (1980, 2002), who is a psychologist as well, each one associated with one parameter of mediation considered by the alluded theorist and studied by the Brazilian followers Martins de Souza et al. (2003). The teachers answers were investigated under the perspective of Halliday s (1985/1994) systemic- functional grammar, focusing on Modalization, internally realized by the Modal Operator and the Mood Adjunct expressed through causality and externally realized by adding a pseudo-sentence, the Grammatical Metaphor, which may be phrased subjectively and objectively. The recurrent utilization of must, have to, need and can in the answers denotes that the teachers are not acquainted with mediation in the scope of EJA / De acordo com os educadores Freire (1976, 1983, 1986, 2002, 2004) Gadotti (2003), o EJA, Ensino de Jovens e Adultos, é aquele que permite ao educando compreender a língua nacional e ter acesso aos meios de produção cultural, priorizando uma relação dialógica entre alunos e professores, devendo estes últimos, segundo o psicólogo Vygotsky (1984, 1993, 1994, 1999) e uma das divulgadoras de sua obra no Brasil, Kohl (1992, 1995, 2004), atuar primordialmente como elementos mediadores de molde a formar aprendizes autônomos e independentes. Este estudo tem por objetivo principal aferir, através de questionários respondidos por doze professores de língua inglesa de EJA, sendo seis da rede pública e seis da rede privada de ensino no município de São Paulo, quais suas percepções sobre mediação e professor-mediador, assim como verificar o quanto uma concepção autoritária e não dialógica de ensino ainda prevalece no discurso dos docentes. Este questionário contém a tradução de doze questões elaboradas pelo psicólogo Feuerstein (1980, 2002), cada uma das quais associada a um parâmetro de mediação por ele considerado relevante e estudado pelos divulgadores de sua obra Martins de Souza et al. (2003). As respostas aos questionários foram analisadas sob a perspectiva da gramática sistêmico-funcional (Halliday,1985/1994), focalizando a Modalização, realizada internamente pelo operador finito modal e pelo adjunto de modo freqüência e externamente realizada pela adição de uma pseudosentença, a metáfora gramatical, que pode ser objetiva ou subjetiva. A utilização recorrente de deve, tem, precisa e pode nas respostas aponta para professores que não costumam utilizar a mediação no âmbito do EJA

Made available in DSpace on 2016-04-28T19:59:18Z (GMT). No. of bitstreams: 1 Marilene Vieira.pdf: 576617 bytes, checksum: b3f4dd6c271b8f52bc7b5fa3eaacbd0e (MD5) Previous issue date: 2009-09-22 / Secretaria da Educação do Estado de São Paulo / The present dissertation analyzes the short stories A visita, Uma noite de chuva and A travessia by the writer Josué Guimarães, based on the theoretical teachings of Tzvetan Todorov and Felipe Furtado. Our intention is to specify the characteristics of the fantastic, the strange and the wonderful in each story. We begin with a theoretical discussion in which we put these two authors in dialogue, aiming to emphasize their similarities and differences. Felipe Furtado, in his book A construção do fantastico na narrativa (1980), criticizes the definitions of Todorov s views presented in the book Introdução a literatura fantástica (1992). He argues that, by attributing the primacy of the definition of fantastic, strange and wonderful to the reader, Todorov is actually privileging a second element and not the most important one the ambiguity. Furtado concentrates his definition of fantastic, strange and wonderful on the ambiguity that arises from the stories through the presence of the supernatural element. His definition begins with the mutual reminding of the text elements that must turn themselves to the fantastic, in case the ambiguity remains; or to the strange, in case the superiority from the reality prevails; or still the wonderful, if the elements contribute to the maintenance of an arbitrary reality. With both authors in dialogue, we study the short stories mentioned, intending to explicit and clear the ways and characteristics of the supernatural in the narratives that compose the corpus of the present research and, by doing so, emphasizing the characteristics of each discourse / A presente dissertação faz a análise dos contos A Visita, Uma noite de chuva e A travessia do escritor Josué Guimarães à luz dos ensinamentos teóricos de Tzvetan Todorov e de Felipe Furtado; com o intuito de especificar as peculiaridades do fantástico, do estranho e do maravilhoso em cada narrativa. Para tanto iniciamos com uma discussão teórica em que colocamos em diálogos os dois teóricos, objetivando salientar suas diferenças e semelhanças. Felipe Furtado em seu livro A construção do fantástico na narrativa (1980) critica a teoria e as definições de Todorov presentes no livro Introdução a literatura fantástica (1992). Ele argumenta que Todorov ao atribuir a primazia da definição do fantástico e também do estranho e do maravilhoso ao leitor está privilegiando um elemento secundário e não e não o principal a ambigüidade. Furtado centra sua conceituação do fantástico, do estranho e do maravilhoso na ambigüidade que surge na narrativa a partir da presença do elemento sobrenatural. Sua definição parte da evocação mútua dos elementos do texto que deverão voltar-se ao fantástico, caso haja a permanecia da ambigüidade, ou ao estranho caso ocorra à supremacia da realidade ou ao maravilhoso se os elementos e somarem para a manutenção de uma realidade arbitrária. Com os dois autores em diálogo analisamos os contos citados, objetivando explicitar os caminhos e as peculiaridades do sobrenatural em cada narrativa que compõem o corpus desta pesquisa e assim salientar as características de cada discurso

Submitted by Rosana Moreira (rosanapsm@outlook.com) on 2018-08-17T19:33:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_LiberalismoIgualitarioFundamento.pdf: 1303187 bytes, checksum: 36dfa827992b3afadd3162e619e8e8e0 (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2018-08-27T15:35:03Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_LiberalismoIgualitarioFundamento.pdf: 1303187 bytes, checksum: 36dfa827992b3afadd3162e619e8e8e0 (MD5) / Made available in DSpace on 2018-08-27T15:35:03Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_LiberalismoIgualitarioFundamento.pdf: 1303187 bytes, checksum: 36dfa827992b3afadd3162e619e8e8e0 (MD5) Previous issue date: 2017-11-24 / O presente estudo tem por escopo demonstrar a possibilidade de ajuizamento de ações individuais para postulação de prestações, como medicamentos, tratamento e insumos, para além das políticas públicas estabelecidas no âmbito do SUS, tendo o liberalismo igualitário como teoria da justiça adequada para respaldar esse entendimento em nosso ordenamento jurídico. Para tanto, indicamos a teoria de John Rawls como suficiente para embasar essa ponderação. Acreditamos que a leitura da teoria de Rawls não deve ser lida exclusivamente com uma conotação individualista, mas especialmente no âmbito da proteção dos indivíduos na sociedade de cooperação, funcionando o SUS como uma das instituições mais importantes da estrutura básica da sociedade. Defendemos que o SUS deve ser aplicado não apenas pelo acesso igualitário, mas, sobretudo, equitativo, devendo ser enfrentando pela sociedade não apenas o financiamento do sistema de saúde, mas os problemas de gestão e de corrupção responsáveis por afetar nossas receitas. Destacamos as posições tomadas pela Suprema Corte no julgamento das ações individuais postulando prestações para além do SUS e os precedentes que estão sendo firmados para solução do fenômeno da judicialização da saúde. Também destacamos o papel do CNJ a partir do Fórum Nacional do Poder Judiciário para a Saúde, a fim de que os Tribunais de Justiça pudessem otimizar a gestão processual e a solução das lides. / The purpose of this study is to demonstrate the possibility of filing individual actions for the postulation of benefits, such as medicines, treatment and supplies, in addition to the public policies established within SUS, with egalitarian liberalism as a theory of justice adequate to support this understanding In our legal system. To do so, we indicate John Rawls's theory as sufficient to support this consideration. We believe that the reading of Rawls's theory should not be read exclusively with an individualistic connotation, but especially with regard to the protection of individuals in the cooperative society, with the SUS functioning as one of the most important institutions of the basic structure of society. We argue that the SUS must be applied not only by equal but, above all, equitable access, and that society must face not only the financing of the health system, but also the management and corruption problems responsible for affecting our revenues. We highlight the positions taken by the Supreme Court in the judgment of individual actions postulating benefits beyond the SUS and the precedents that are being established to solve the phenomenon of health judicialization. We also highlight the role of the CNJ from the National Forum of Judiciary for Health, so that the Courts of Justice could optimize the procedural management and the solution of the cases.

Made available in DSpace on 2016-04-27T14:31:45Z (GMT). No. of bitstreams: 1 Dissertacao VALTER MARTINS GIOVEDI.pdf: 932037 bytes, checksum: 92137e91816092d4144bd1eaef5b5552 (MD5) Previous issue date: 2006-06-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The purpose of this is to analyze the freireana teaching-learning concept, emphasizing its epistemological concepts linked to existential phenomenology. In other words, the reader will find a bibliographical research performed in the sense to search categories that will evidence all the philosophical influences Paulo Freire had in his work. I hereby denominate this teaching-learning concept of existencial-phenomenology . Therefore, this text is divided into two main chapters. The first chapter has the purpose to promote a general overview of the main epistemological chains developed in western philosophy in modern times, reaching the existencial-phenomenology , passing through empirics, rationalism, naturalism, Husserl s phenomenology and Marxism. The text has the intent to contextually show the mains ideas defended by phenomenology-existencial , showing how this philosophical chain stands face the current limitations in the epistemological chains that came before. In the second chapter, there is a systematization of the freireano thinking emphasizing first the political category and then the teaching-learning concept. We tried to demonstrate how the freireano teaching-learning concept has a dimension that goes beyond conventional concepts in regards of contemplating the dialogic investigation of the curriculum as an essential element, therefore necessary, to the teaching-learning process. After configuring the freireano teaching-learning concept in all its several dimensions (dialogic, dialogic construction of the curriculum, educator role and the relation educator-educated), I finish the work by analyzing the epistemological precepts of the freireano teaching-learning concept linked to existential phenomenology. I present into categories the intension of the conscience, the being-in-the world, with-the-world and with-the-others, the teaching-learning as knowledge act and others, are present in freireano thinking and serve as fundamentals so Freire could develop and legitimate his positions regarding his teaching-learning concept and, therefore, his liberating pedagogy / O intento desse trabalho é fazer uma análise da concepção freireana de ensino-aprendizagem enfatizando, os seus pressupostos epistemológicos ligados à fenomenologia existencial. Em outras palavras, nele o leitor ou a leitora encontrarão uma pesquisa bibliográfica feita no sentido de buscar em várias obras de Paulo Freire categorias que evidenciam as influências que ele sofreu da corrente filosófica, que aqui denominei de Fenomenologia Existencial, sobre a sua concepção de ensino-aprendizagem. Para tanto, esse texto divide-se em dois capítulos que se articulam. O primeiro capítulo tem como objetivo apresentar um panorama geral das principais correntes epistemológicas que se desenvolveram na história da filosofia ocidental a partir da modernidade, chegando até a Fenomenologia Existencial, passando pelo empirismo, pelo racionalismo, pelo naturalismo, pela fenomenologia de Husserl e pelo marxismo. Nele existe a intenção de contextualizar as principais idéias defendidas pela Fenomenologia Existencial, mostrando como essa corrente filosófica se posiciona frente às limitações presentes nas perspectivas epistemológicas anteriores a ela. No segundo capítulo, é feita uma sistematização do pensamento freireano dando ênfase primeiramente à categoria da politicidade e posteriormente ao ensino-aprendizagem. Procurou-se demonstrar como o conceito freireano de ensino-aprendizagem possui uma dimensão que vai além das concepções convencionais, na medida em que contempla o processo de investigação dialógica do currículo como um elemento essencial, portanto necessário, ao processo de ensino-aprendizagem. Depois de configurada a concepção freireana de ensino-aprendizagem em suas diversas dimensões (dialogicidade, construção dialógica do currículo, papel do educador e a relação educador-educandos), termino o trabalho analisando os pressupostos epistemológicos da concepção freireana de ensino-aprendizagem, ligados à fenomenologia existencial. Mostro como categorias como a intencionalidade da consciência, o ser-no-mundo, com-o-mundo e com-os-outros, o ensino-aprendizagem como ato de conhecimento e outras, estão presentes no pensamento freireano e serviram como fundamentos para que Freire pudesse desenvolver e legitimar suas posições a respeito da sua concepção de ensino-aprendizagem e, portanto, de sua Pedagogia Libertadora

Made available in DSpace on 2016-04-27T14:32:23Z (GMT). No. of bitstreams: 1 Solange de Lima Oliveira.pdf: 3342387 bytes, checksum: c7ae2c3373e0ea51a521e77066b03135 (MD5) Previous issue date: 2008-12-11 / Secretaria da Educação do Estado de São Paulo / The theme of this Dissertation is educating for participation within the public school. Its object is to influence the thinking of Paulo Freire in politics curricular Childhood Education in the municipality of Diadema. Specifically, this work propose to answer the following question: How does the education for participation, announced in the proposed Child Rearing of Diadema, is being implemented? Among the researched subjects are: historical context of the city formation, built as a result of important social achievements and difficulties the current educational context; the process of Reorientation of the children's Educational Program under implementation phase and the experience of the Conselho Mirim developed as a space used by citizen's to exercise their citizenship. This empirical research looks into how citizen's formation for participation, implicitly announced in Diadema's children's Educational programme proposal, is being achieved. The collection and analysis and documentary studies as well as observations and semi-structured interviews, demonstrate the importance of a democratic, participating, competent and happy school, where educators and families value dialogue and learn about how children think of and feel about the school and the learning process, and know when they are listened to and cared for, they can feel capable and willing to learn and participate as reality modifiers. This research allowed conclude on the relevance and the possibility to educate for participation in the Children's Education, with benchmarks freireanos. This demonstrated that this practice depended on the political-educational option of educators of secretary of education in the municipality of Diadema. The Henfil EMEI, with all of its educators, students and family, is demonstrating that the democratic ideals of education can become a dream possible / Este trabalho procura investigar a formação para a participação no espaço da escola pública, bem como a influência do pensamento de Paulo Freire na política curricular de Educação Infantil, no município de Diadema, São Paulo. Entre vários pontos abordados, consideram-se importantes: o contexto histórico da construção daquele município, construído sob importantes lutas e conquistas sociais, o contexto educacional atual, o processo de Reorientação Curricular da Educação Infantil em fase de sua implementação e a experiência do Conselho Mirim como espaço criado para o exercício da participação cidadã. A pesquisa empírica investiga como a formação para a participação, implicitamente anunciada na Proposta Curricular da educação Infantil de Diadema, está sendo concretizada. A coleta e a análise dos dados apoiadas em revisão bibliográfica, em análise documental, em observações e entrevistas semi-estruturadas, apontam para a importância da construção coletiva de uma escola democrática, participativa, competente e alegre, em que educadores e familiares valorizem o diálogo e, conhecendo como as crianças sentem e pensam sobre a escola e os processos de ensino, saibam que, quando são ouvidas e atendidas, podem sentir-se capazes e aptas para aprender e participar como agentes transformadores da realidade. Essa pesquisa permitiu concluir sobre a relevância e a possibilidade de formar para a participação na Educação Infantil com referenciais freireanos. Demonstrou que a viabilidade dessa prática dependeu da opção políticopedagógica de diferentes instâncias de educação, no Município de Diadema. A EMEI Henfil, com o conjunto de seus educadores, educandos e familiares, está demonstrando que a utopia da educação democrática pode tornar-se um sonho possível