The thesis examines a select amount of poesie by the artist Jean Cocteau, and through interpretation, explores the architecture of his work. This process of interpretation poses two questions: What is the role of the architect today, compared with his role as understood throughout history? How does the production of architecture today reflect the mechanisms of capitalism with its division of knowledge and labour, compared with an architecture which is inclusive and reconciliatory? / A clear message emerges from Cocteau's Poesie as a response to the two aspects of Orpheus: the first is represented by the processes of individual creativity, and the second by the collective realization of a project, whether it be a work of theatre, the production of a film, or the design and realization of a building. / A work does not end in handing it over for someone else to finish.

This study provides a contribution to an understanding and an interpretation of Frost's poetry. It emphasizes the relationship between his life with his wife and their children and the thematic content in the poetry.At his mother's knee, Frost learned to look for the two-sidedness of every aspect of life. This dualism of nature and of human nature is the key to understanding his poetry. Humans must be ready both to build and to refuse to build walls, both literally and symbolically.The paper singles out and discusses the central themes in Frost's poetry: communication, escape-return, sexism, fear, and love. Other important themes discussed include: farming, fulfilling household responsibilities, and facing tragedy, death, and old age.Structurally, Frost expressed these themes most often through the use of physical barriers, barriers which were nearly always symbolic of emotional conflicts. It is oftena lack of communication which results in a fear of separation or isolation, and fear is contrasted with security: love and togetherness. The woods and darkness are symbolic of a fear of the unknown, as are the repeated appearances of strangers, tramps, and intruders so frequent in the poems.There are descriptions of actual places and events in Frost's life which inspired many of the poems. The paper points out many of the actual landmarks, e.g., the stone wall which divided the fir trees from the apple orchard, the birch trees, the brooks, paths, woods, and even the red sleigh, each of which were to receive such a prominent place in world literature.The study presents an analysis of Frost's poetic style: his use of balance, contrast of light and dark imagery, and the clashing of antithetical elements which resounds throughout his poetry.It also deals with the less-publicized side of Frost's life, the "darker side," which includes his contemplation of suicide, his threats to members of his own family (sometimes with revolver in hand), and the numeroustragedies in his personal life, including the suicide of his son, Carol.The study includes a treatment of such delicate subjects as Frost's habit of sleeping in his mother's room throughout highschool (for fear of the dark) and his relationship with his secretary-companion, Kathleen Morrison, following his wife's death.The poems are divided into those reflecting Frost's childhood, adolescence, and adulthood. The latter category is the most significant and is comprised of poems reflecting Robert's courtship of his wife (poems of rejection and reconciliation), their marriage, and his life following her death.The overall significance of this study is in that it establishes the important influence Frost's marriage had upon his poetry. In spite of conflict and tensions, the marriage of Robert and Elinor Frost was one that "...rested on a true and deep bond, one that made the poetry possible. Elinor...provided judgment, encouragement, and the necessary faith" to enable Robert to be the creative artist that he was. If it were not for his responsibilities to his family, he might never have overcome his fear of speaking before large groups or have become as endeared to the American public.

Francis Poulenc has made a significant contribution to twentieth century repertoire for voice and piano. Many of his songs are published in collections under a single title. These collections are often referred to as cycles, but they do not always fall into the definition of a song cycle in the traditional sense. The goal of this paper is to disclose a cyclic nature on a structural level in the music of Banalités, using Tel jour telle nuit as a model for critical examination of both works. The introduction to the thesis addresses both the problem of defining a song cycle, and the implications such a definition has on categorizing the works Banalités and Tel jour telle nuit. Chapter One explores influences of composers, teachers and artistic movements on Poulenc's early life and outlines his significant compositional periods. In addition, this chapter cites specific works indicative of a maturation process in Poulenc's approach to vocal settings. Chapter Two investigates the poetic texts of Banalités and Tel jour telle nuit. Guillaume Apollinaire and Paul Eluard were integral figures in the developments of Surrealism and its formation as an artistic movement. The chapter analyses the linkage between the poems within each work, offering interpretive solutions. Chapter Three, which constitutes the main body of the paper, provides a detailed analysis of the general architecture and shape of each cycle in terms of formal structure, harmonic and melodic language, and text-music relationships. The analysis reveals that both cycles are highly integrated and unified through various devices, such as literal restatement of materials, intervallic relationships and stylistic resemblances at the levels of texture, tempo and tonal structure. Moreover, metric aspects of both poetry and music are shown to also contribute to that integration. In light of this investigation, unifying devices of both a covert and overt nature testify to the cyclic nature of Banalités and Tel jour telle nuit, yet point to the different type of cycle each work outlines. This conclusion helps the performers to convey the unity of the song cycles, thus doing justice to the sense in which Poulenc conceived the works. / Arts, Faculty of / Music, School of / Graduate

Orientador: Luciano Martins / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-18T06:13:55Z (GMT). No. of bitstreams: 1 Silva_Ricardo_M.pdf: 7122719 bytes, checksum: 2158ef1e18b38842317ac88f31ac57ce (MD5) Previous issue date: 1992 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Mestre em Ciência Política

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SANTOS, Jovelina Silva. Círculos Operários no Ceará: “Instruindo, educando, orientando, moralizando”(1915-1963). 2004. 270f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Pós-Graduação em Historia, Fortaleza (CE), 2004. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-09-12T11:41:59Z No. of bitstreams: 1 2004_dis_jssantos.pdf: 1188704 bytes, checksum: 01d21952f833d1c051f58979eb49fa80 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-09-13T12:35:15Z (GMT) No. of bitstreams: 1 2004_dis_jssantos.pdf: 1188704 bytes, checksum: 01d21952f833d1c051f58979eb49fa80 (MD5) / Made available in DSpace on 2017-09-13T12:35:15Z (GMT). No. of bitstreams: 1 2004_dis_jssantos.pdf: 1188704 bytes, checksum: 01d21952f833d1c051f58979eb49fa80 (MD5) Previous issue date: 2004 / The study accosts the Circle of Workmen in Ceará in the period that comprehends the foundation of the Circle of Christian Workman and Labourers of Fortaleza in 1915 and he First Regional Congress North and Northeast of the Workmen’s Circle in the year of 1963. The 1st part analyses the circle’s organization as a theological-politic project and as an instrument of the Catholic Church for her insertion in the world of work. It still makes a brief dialogue with the historiography of the circles in different spaces. The second part analyses the circle’s organization in Ceará, seeking to understand the estabilized relation with the sindicates and other organization. In the third part the focus is for education project of the workmen’s Circle comprehended in the dimension of a job turned toward the instruction and doctrination of the cearense workers in their diverse spaces. The fourth part visualizes over the cearense circles press like an informative and formative instrument, observing doctrinary function of this press. / O estudo aborda os Círculos Operários no Ceará, no período que compreende a fundação do Círculo de Operários e Trabalhadores Cristãos de Fortaleza em 1915 e o I Congresso Regional Norte e Nordeste dos Círculos Operários no ano de 1963. Na primeira parte, analiso a organização circulista enquanto projeto político-teológico e como instrumento da Igreja Católica para sua inserção no mundo do trabalho. Faz ainda um breve diálogo com a historiografia circulista, observando os enfoques dessa produção e os matizes da experiência circulista em diferentes espaços. Na segunda parte analiso a organização circulista no Ceará, buscando entender os vínculos estabelecidos com os sindicatos e outras organizações. Na terceira parte, o enfoque é para o projeto pedagógico dos círculos operários compreendido na dimensão de um trabalho voltado para a instrução e doutrinação dos trabalhadores cearenses em seus espaços diversos. A quarta parte, debruça-se sobre a imprensa circulista cearense como instrumento informativo e formativo, observando a função doutrinária desta imprensa.

MELO, Francisco Egberto de. Práticas de clientelismo, educação planejada e sonho da redenção humana em torno do PLAMEG – Plano de Metas do Governo Virgílio Távora (Ceará, 1963-66). 2013. 284f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-07T16:59:18Z No. of bitstreams: 1 2013-TESE-FEMELO.pdf: 3145236 bytes, checksum: 7f916afb19568ffa6a667fe2c14f2a99 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-07T17:32:44Z (GMT) No. of bitstreams: 1 2013-TESE-FEMELO.pdf: 3145236 bytes, checksum: 7f916afb19568ffa6a667fe2c14f2a99 (MD5) / Made available in DSpace on 2013-10-07T17:32:44Z (GMT). No. of bitstreams: 1 2013-TESE-FEMELO.pdf: 3145236 bytes, checksum: 7f916afb19568ffa6a667fe2c14f2a99 (MD5) Previous issue date: 2013 / o início dos anos de 1960, vivenciaram-se, no Brasil, diversos projetos de sociedade e de educação. No Ceará, o governador Virgílio Távora, representando a “União pelo Ceará”, iniciou o processo de implantação do seu Plano de Metas de Governo (Plameg), cujos objetivos principais eram o desenvolvimento do estado por meio da industrialização e a racionalização da máquina administrativa com vistas à intervenção nos rumos da economia e da modernização desenvolvimentista. Para o campo educacional, foram convidados professores vinculados aos projetos de educação popular, principalmente do Movimento de Educação de Base (Meb), que desenvolviam práticas educacionais referenciadas no solidarismo cristão sob a influência das encíclicas de João XXIII e nos princípios de Piaget e de John Dewey. O resultado foi a elaboração do Plano Estadual de Educação (PEE) e o Livro da Professora. Com base nestes três documentos, nas palestras e discursos do governador, em documentos administrativos e jornais da época, analiso como os projetos de educação, de sociedade e de formação humana se complementavam e se contradiziam no contexto de indefinições que culminou com o Golpe Civil-Militar de 1964. Fundada nas premissas de uma nova história política, a análise se desenvolve em três tessituras que se complementam: as práticas políticas fundadas no coronelismo, patrimonialismo e política de parentela com os projetos de modernização do Plameg; os projetos de modernização voltados para a industrialização e os projetos educacionais que visavam formar um homem cristão e solidário com o seu meio; as propostas de educação libertadora resultantes da circulação de ideias pelo Nordeste Brasileiro e as práticas habituais educativas da época.

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