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Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 260-267). Also available for download via the World Wide Web; free to University of Oregon users.

Ecuador was ‘refounded’ at the turn of the 21st century, with the articulation of progressive and inclusive ideals in a new Constitution. Social movements and leftist intellectuals in Ecuador have expressed that president Rafael Correa has failed to uphold the 2008 Constitution’s goals and values. President Correa and his Alianza PAIS government have utilized the rhetoric of the revolutionary ideals articulated in the Constitution, but in practice, they have continued to implement the status quo Western development model, and a large part of their development strategy involves ‘neo-extractive’ activities. Hydroelectric energy production is contributing to the ‘neo-extractive’ development model in Ecuador, and its implementation has often violated Constitutional rights. This thesis is an analysis of natural resource extraction in Ecuador and its social repercussions, with a focus on hydroelectric energy production. It is shown that the hydroelectric industry in Ecuador is not as “clean,” sustainable, or non-extractive as it is purported to be, through a case study of the San José del Tambo hydroelectric project and the exploration of an international support for hydroelectric extractivism, the United Nations Clean Development Mechanism, and its misleading framing of extractive projects as “sustainable development.” Social movements in Ecuador are acting to reverse the perversion of their originally revolutionary ideals, and to implement a post-extractive model informed by those revolutionary ideals.

Orientador : Rubens Murilo Marques / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-07-18T01:23:41Z (GMT). No. of bitstreams: 1 TobarAcosta_MiguelIgnacio_D.pdf: 16488332 bytes, checksum: 3f350ca3193a22d5ce7b0ee924a27cce (MD5) Previous issue date: 1972 / Resumo: Não informado. / Abstract: Not informed. / Doutorado / Doutor em Ciências Médicas

The same theme of one unorthodox man opposing a self-appointed authoritative religious institution is interpreted is interpreted in two different ways in two related works by Karl Friedrich Gutzkow: his Novelle, Der Sadduzaer von Amsterdam (1834), and in his drama, Uriel Acosta (1846). Both works fictionalize the life Uriel Acosta (1585-1640), an unorthodox Jew who fled the Spanish Inquisition in Portugal to the relatively tolerant country of Holland. Acosta’s problems were not with the government of Holland, however, but with his own orthodox Jewish temple authorities. He opposed the written interpretations of the Talmud and attempted to question the very idea of institutionalized religion as a mere human invention. For this skepticism he was excommunicated and persecuted. Eventually he took his own life, leaving behind his autobiography, A Specimen of Human Life, which Gutzkow read. This thesis attempts to define the likenesses as well as the contrasts in Gutzkow’s two interpretations. The twelve year span elapsing between the two works effects changes in the author’s use of characterization and in his resolution of the plot. The method of investigation used was to analyze each work for plot, form, and content; the latter included style and characterization. Materials used were simply the two works themselves as well as supplementary reading regarding developments in the author’s life during the years between the writing of the Novelle and the drama.

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Submitted by Irvana Coutinho (irvana@ufpa.br) on 2017-05-12T13:38:01Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMulheresProcessos.pdf: 2940890 bytes, checksum: 55139aed384ea11544289de9db534bc5 (MD5) / Approved for entry into archive by Irvana Coutinho (irvana@ufpa.br) on 2017-05-12T13:38:36Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMulheresProcessos.pdf: 2940890 bytes, checksum: 55139aed384ea11544289de9db534bc5 (MD5) / Made available in DSpace on 2017-05-12T13:38:36Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMulheresProcessos.pdf: 2940890 bytes, checksum: 55139aed384ea11544289de9db534bc5 (MD5) Previous issue date: 2016-05-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo analisa a concepção de educação para mulheres em escritos das autoras Nísia Floresta e Soledad Acosta de Samper, relacionando esta concepção de educação com o processo de descolonização da América Latina. A pesquisa parte da questão investigativa: qual a concepção de educação para as mulheres presente nos escritos da brasileira Nísia Floresta (1810-1885) e da colombiana Soledad Acosta de Samper (1833-1913), e como esta concepção se articula ao contexto histórico de descolonização do continente latino-americano? Apresenta como objetivo central analisar a concepção de educação para mulheres presente nos escritos de Nísia Floresta e Soledad Acosta de Samper, compreendendo como este pensamento se articula ao contexto histórico de descolonização da América Latina. Trata-se, metodologicamente, de uma tese teórica, baseada nos pressupostos analíticos da história cultural e da história comparada do pensamento social latino-americano. As fontes são constituídas pelos escritos de Nísia Floresta e Soledad Acosta de Samper, especialmente aqueles que possuem relação direta e indireta com o tema educacional. Os resultados confirmam a hipótese de pesquisa inicialmente levantada, qual seja, a de que os escritos sobre educação de Nísia Floresta, no Brasil, e Soledad Acosta de Samper, na Colômbia, são dois modelos de produção intelectual latino-americana que colocam em debate a formação educacional da mulher em estreita relação com os movimentos políticos de descolonização do continente sul-americano. Os escritos destas autoras constituem um pensamento fronteiriço que emerge na densa e secular trama da decolonialidade na América Latina. Nísia e Soledad são indiscutivelmente escritoras que desafiaram o seu tempo, pois refletiram sobre as condições de opressão a que estavam submetidas as mulheres latino-americanas, bem como os negros e os índios, produzindo fissuras na história. Além disso, ambas propuseram uma educação pautada nas necessidades reais de independência de seus países, destacando uma educação para as mulheres como um direito, o que refutava o discurso hegemônico da incapacidade intelectual das mulheres para aprender e construir conhecimento científico. / This study analyzes the concept of education for women in writings of authors Nísia Forest and Soledad Acosta de Samper, relating this concept of education with the decolonization process in Latin America. The research part of the investigative question: what is the concept of education for women present in the writings of the Brazilian Nísia Foresta (1810-1885) and the Colombian Soledad Acosta de Samper (1833-1913), and how this concept is linked to the historical context of decolonization of Latin American continent? It presents as a central objective to analyze the concept of education for women present in the writings of Nísia Foresta and Soledad Acosta de Samper, understanding how this thought is linked to the historical context of decolonization of Latin America. Methodologically, it is a theoretical thesis, based on analytical assumptions of cultural history and comparative history of Latin American social thought. The sources are constituted by the writings of Nísia Foresta and Soledad Acosta de Samper, especially those who are directly and indirectly related to the educational theme. The results confirm the research hypothesis initially raised, namely, that the writings on education of Nísia Foresta, in Brazil, and Soledad Acosta de Samper, in Colombia, are two models of Latin American intellectual production that put in debate the educational formation of woman in close relationship with the political movements of decolonization of the south American continent. The writings of these authors are a border thinking that emerge in the dense and secular plot of decoloniality in Latin America. Nísia and Soledad are undoubtedly writers who challenged her time, because they reflected about the conditions of oppression that Latin American women were subjected, as well as blacks and Indians. In addition, both proposed an education based on the real needs of independence of their countries, emphasizing education for women as a right, which refuted the hegemonic discourse of intellectual inability of women to learn and build scientific knowledge. / Este estudio analiza la concepción de educación para mujeres en los escritos de las autoras Nísia Foresta y Soledad Acosta de Samper, relacionando esta concepción de educación con el proceso de descolonización de América Latina. La investigación parte de la pregunta: ¿Cuál es la concepción de educación para mujeres presente en los escritos de la brasileña Nísia Floresta (1810-1885) y de la colombiana Soledad Acosta de Samper (1833-1913), y cómo esta concepción se vincula con el contexto histórico de descolonización del continente latinoamericano? El objetivo central es analizar la concepción de educación para mujeres presente en los escritos de Nísia Floresta y Soledad Acosta de Samper, comprendiendo cómo este pensamiento está ligado al contexto histórico de descolonización de América Latina. Es, metodológicamente, una tesis teórica, basada en supuestos analíticos de la historia cultural y la historia comparativa del pensamiento social latinoamericano. Las fuentes están constituidas por los escritos de Nísia Floresta y Soledad Acosta de Samper, especialmente aquellos que están directa e indirectamente relacionadas con el tema educativo. Los resultados confirman la hipótesis de investigación inicialmente planteada, a saber, que los escritos sobre educación de Nísia Foresta, en Brasil, y de Soledad Acosta de Samper, en Colombia, son dos modelos de producción intelectual latinoamericana que ponen en debate la formación educacional de la mujer en estrecha relación con los movimientos políticos de descolonización del continente sudamericano. Los escritos de estas autoras son un pensamiento fronterizo que surge en el denso y secular tejido de la decolonialidad en América Latina. Nísia y Soledad son, indudablemente, escritoras que desafiaron a su tiempo, ya que reflejaron sobre las condiciones de opresión a que las mujeres de América Latina fueron sometidas, así como los negros y los indios. Además, ambas propusieron una educación basada en las necesidades reales de la independencia de sus países, haciendo hincapié en la educación para las mujeres como un derecho, lo que refutaba el discurso hegemónico de la incapacidad intelectual de las mujeres para aprender y construir conocimiento científico.

Thesis (Ph. D.)--Ohio State University, 2006. / Full text release at OhioLINK's ETD Center delayed at author's request

Diss. Stockholm : Stockholms universitet, 2006.

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