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Research Doctorate - Doctor of Philosophy (PhD) / This thesis explores theoretical aspects of the affective dimension of literature. Beginning with Aristotle's tying of katharsis to the drama, the pattern of affective relations is completed through the establishing of terms for each of the three broad traditional genres. These relations can be expressed in the ratio: as katharsis is to the genre of the dramatic, so kenosis is to the genre of the lyric, so kairosis is to the genre of the epic. Within each of these affective relations, further relations are determined for the identity structures within each genre. In defining these identity structures, the philosophical, theological, psychological and literary aspects of katharsis, kenosis and kairosis are explored. Of particular use in mapping these identity structures and literary affects were the philosophical theories of Aristotle, Kant, Hegel, Heidegger, Sartre, and Wittgenstein; the theological views of D.G. Dawe, John Macquarrie, Charles Pickstone, and Ernest F. Scott; the psychological theories of C.J. Jung, Jacques Lacan and Julia Kristeva; the literary theories of Mikel Dufrenne, Stanley Fish, Toshihiko and Toyo Izutsu, Hans Robert Jauss, W.R. Johnson, Frank Kermode, William Elford Rogers, and D.T. Suzuki; and the literary works of Homer, Shakespeare, George Herbert, S.T. Coleridge, Charles Baudelaire, Wallace Stevens, and James K. Baxter. Taking up Aristotle's project to grant cognitive value to the experience of art, this thesis argues for the centrality of identity structures within the dimension of the affective. The thesis further determines that literature's affective dimension is the domain within which aesthetic identity is established. Such imaginative identity structures amount to a cultural catalogue of identity possibilities. As the keepers of this catalogue, the three interpretive genres amount to a body of affective knowledge that is its own dimension.

Research Doctorate - Doctor of Philosophy (PhD) / This thesis explores theoretical aspects of the affective dimension of literature. Beginning with Aristotle's tying of katharsis to the drama, the pattern of affective relations is completed through the establishing of terms for each of the three broad traditional genres. These relations can be expressed in the ratio: as katharsis is to the genre of the dramatic, so kenosis is to the genre of the lyric, so kairosis is to the genre of the epic. Within each of these affective relations, further relations are determined for the identity structures within each genre. In defining these identity structures, the philosophical, theological, psychological and literary aspects of katharsis, kenosis and kairosis are explored. Of particular use in mapping these identity structures and literary affects were the philosophical theories of Aristotle, Kant, Hegel, Heidegger, Sartre, and Wittgenstein; the theological views of D.G. Dawe, John Macquarrie, Charles Pickstone, and Ernest F. Scott; the psychological theories of C.J. Jung, Jacques Lacan and Julia Kristeva; the literary theories of Mikel Dufrenne, Stanley Fish, Toshihiko and Toyo Izutsu, Hans Robert Jauss, W.R. Johnson, Frank Kermode, William Elford Rogers, and D.T. Suzuki; and the literary works of Homer, Shakespeare, George Herbert, S.T. Coleridge, Charles Baudelaire, Wallace Stevens, and James K. Baxter. Taking up Aristotle's project to grant cognitive value to the experience of art, this thesis argues for the centrality of identity structures within the dimension of the affective. The thesis further determines that literature's affective dimension is the domain within which aesthetic identity is established. Such imaginative identity structures amount to a cultural catalogue of identity possibilities. As the keepers of this catalogue, the three interpretive genres amount to a body of affective knowledge that is its own dimension.

109f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-07-17T13:13:04Z No. of bitstreams: 1 dissertacao ana simões versao final_2013.pdf: 1159086 bytes, checksum: 2272551c83bb5d27dac5208dc44e904f (MD5) / Approved for entry into archive by Ana Portela(anapoli@ufba.br) on 2013-07-18T16:56:40Z (GMT) No. of bitstreams: 1 dissertacao ana simões versao final_2013.pdf: 1159086 bytes, checksum: 2272551c83bb5d27dac5208dc44e904f (MD5) / Made available in DSpace on 2013-07-18T16:56:40Z (GMT). No. of bitstreams: 1 dissertacao ana simões versao final_2013.pdf: 1159086 bytes, checksum: 2272551c83bb5d27dac5208dc44e904f (MD5) Previous issue date: 2013 / CAPES / Este estudo experimental teve o objetivo de comparar o desempenho na condição de grupo e individual, em um jogo virtual de construção de pontes. Analisaram-se as diferenças na percepção de conflitos sobre o trabalho em equipe e de estados afetivos antes e após a realização do jogo. Foi testado também o papel mediador dos estados afetivos na qualidade do desempenho de grupo e na percepção de conflitos. Participaram 114 estudantes de nível superior e pós-graduação (70 mulheres e 44 homens), 65% da área de ciências sociais e humanas, com idade média de 24 anos. Foram alocados, aleatoriamente, 54 participantes na condição individual e 60 na condição de grupo. Por meio de um questionário eletrônico, foram mensurados os afetos positivos e negativos e a percepção de conflitos sobre o trabalho em equipe, antes e após o jogo. O desempenho foi medido em termos de resultado e de processo. A percepção de conflitos sobre o trabalho em equipe foi baixa para os participantes das duas condições, antes e após o jogo. Os estados afetivos eram mais positivos que negativos e se mantiveram assim após a realização do jogo para ambas as condições, embora se tenha observado uma redução de intensidade. Grupos apresentaram melhor desempenho que os indivíduos. Participantes na condição de grupo relatam maior uso de etapas de resolução de problemas que os indivíduos isoladamente. Apenas a etapa de organização das informações se correlacionou ao desempenho em ambas as condições experimentais, sinalizando ser uma etapa-chave no ciclo de resolução de problemas. Os estados afetivos não exerceram papel mediador na relação entre a condição (individual e grupal) e o desempenho, o que também ocorreu em relação à percepção de conflitos. Sugere-se, em estudos futuros, o uso de priming para ativar mais intensamente os estados afetivos dos participantes. This experimental study aimed to compare the performance in group and in individual condition in a bridge construction virtual game. We analyzed the differences in teamwork conflicts perception and affective states before and after the game. It was also tested the mediating role of affective states on the quality of group performance and conflicts perception. Participants for this study included 114 pos-graduate and graduate students (70 women and 44 men), 65% from social sciences and humanities, whose average age was 24 years. 54 participants were randomly assigned to individual and 60 to team condition. An electronic questionnaire measured positive and negative affects and conflicts perception, before and after the game. Performance was measured in terms of outcome and process. Conflicts perception was low for participants of the two experimental conditions before and after the game. Affective states were more positive than negative and remained so after the completion of the game for both conditions, however with a reduction in intensity. Groups performed better than independent individuals. In the group condition, participants reported greater use of problem-solving steps than individuals alone. Only organizing information correlated with performance in both experimental conditions, signaling is a key step in problem solving cycle. The mediating role of affective states in the relationships between experimental condition (individual and team) and performance and with conflict perception was not found. It is suggested that priming can be used in future studies to activate more participants’ affective states. / Salvador

A presente dissertação tem como objetivo explorar os elementos constituintes da teoria sobre a afetividade humana conforme desenvolvida por Espinosa na Ética, analisando seus pressupostos metafísicos bem como a relação dos afetos com o intelecto humano. Serão enfatizadas as particularidades desta teoria mediante análise e exposição dos conceitos centrais que a compõem, identificando as características estruturais do universo conceitual espinosista. A análise crítica utilizada conta também com a avaliação sobre um dado posicionamento interpretativo que pretende destacar a existência de um enfraquecimento do naturalismo espinosista. Destacando-se assim a necessidade de negar certas noções sobre a afetividade humana que a colocam como sendo composta por traços contrários ao conatus. O propósito da dissertação repousa na busca por evidências onde a forma de naturalização, como encontrada na Ética, revele seu caráter constitutivo na teoria afetiva de Espinosa, destacando assim duas formas pelas quais o conceito de ação pode ser entendido nesta obra. Por fim, pretende-se determinar a origem das paixões humanas em Espinosa, expondo o interior da problemática por elas imposta à empreitada medular da Ética, em um tratamento onde a afetividade é vista como caráter fundamental da existência humana. / The aim of this study is to present the constituent elements of Spinoza's theory of human affects in Ethics, through a study of its metaphysical presuppositions and their involvement as a full part of the human intellect. The particularities of this theory will be emphasized and its central concepts will be analyzed in terms of the structural characteristics of Spinoza's conceptual framework. An interpretation that objects to Spinoza’s alleged naturalism will also be evaluated, arguing that some of our affective experiences cannot be explained by the concept of conatus, as is proven in the beginning of the third part of Ethics. Some evidence will be provided against this interpretation, and hence, in favor of Spinoza’s naturalism as it is found in Ethics, highlighting two ways in which the concept of action can be understood in this work. Finally, we aim to determine the origin of human passions, according to Spinoza, in order to elucidate the sense in which they are problematic from the perspective of ethical theory, whilst preserving the view that affectivity is a fundamental character of human existence.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This master s thesis experimented the fabulation to think encounters regarding teachers formation. Such encounters were produced by affects (SPINOZA, 2013) triggered by the animation Coraline (2009). The encounters dialogue with visual diaries were constructed during the Supervised Teaching Practice in the Visual Arts Teaching Major. The memory that I have fabricated was not the one about a recall or a review of what the teaching formation diaries contained, but it was the creation, which might have come from these registers. Moved by Deleuze s (1997) and Deleuze e Guattari s (1995) thoughts, I have produced, with connections from the past, something in constant development, an anti-narrative, about to happen, breaking the time sequences of events. The secret world constructed in this research is not about another world, but this world, here and now, what happens in complete immanence, all that might become. I operated with concepts such as affects and encounters to trace the sewing of this research, to map this rhizome, where methodic thinking is defeated by disorder towards the creation of new territories. The experimentation through the memory was the fabulation, which invades the character Coraline s quotidian and elements present in the pedagogical diaries. The text was built in the mix of such borders, in the teaching living based on the fabulation I produced in this research. / Esta dissertação experimentou da fabulação para pensar os encontros de uma formação docente. Encontros esses produzidos pelos afetos (SPINOZA, 2013) disparados pela animação Coraline e o Mundo Secreto (2009). Encontros que conversaram com os diários visuais, construídos no momento dos Estágios Curriculares Supervisionados na Graduação em Licenciatura em Artes Visuais. A memória com a qual fabulei não foi aquela que diz respeito à lembrança ou resgate do que está contido nos diários de formação docente, mas o que pode ser criado a partir desses registros. Movimentada pelo pensamento de Deleuze (1997) e Deleuze e Guattari (1995), produzi com estas conexões com o passado que está em constante devir, por vir, uma antinarrativa, rompendo com as sequências temporais dos acontecimentos. O mundo secreto em construção na pesquisa não diz respeito a outro mundo, e sim a este mundo, no aqui e agora, no que acontece em plena imanência, em tudo que pode vir a ser. Operei com conceitos como afetos e encontros para traçar a costura da pesquisa, mapear esse rizoma, onde o pensamento metódico é desafiado pela desordem e para a criação de novos territórios. A experimentação com a memória foi a própria fabulação, que adentra no cotidiano da personagem Coraline e nos elementos presentes nos diários pedagógicos. Foi na mistura dessas fronteiras que o texto se construiu, na vivência de uma docência fabuladora que produzi esta pesquisa.

A presente dissertação tem como objetivo explorar os elementos constituintes da teoria sobre a afetividade humana conforme desenvolvida por Espinosa na Ética, analisando seus pressupostos metafísicos bem como a relação dos afetos com o intelecto humano. Serão enfatizadas as particularidades desta teoria mediante análise e exposição dos conceitos centrais que a compõem, identificando as características estruturais do universo conceitual espinosista. A análise crítica utilizada conta também com a avaliação sobre um dado posicionamento interpretativo que pretende destacar a existência de um enfraquecimento do naturalismo espinosista. Destacando-se assim a necessidade de negar certas noções sobre a afetividade humana que a colocam como sendo composta por traços contrários ao conatus. O propósito da dissertação repousa na busca por evidências onde a forma de naturalização, como encontrada na Ética, revele seu caráter constitutivo na teoria afetiva de Espinosa, destacando assim duas formas pelas quais o conceito de ação pode ser entendido nesta obra. Por fim, pretende-se determinar a origem das paixões humanas em Espinosa, expondo o interior da problemática por elas imposta à empreitada medular da Ética, em um tratamento onde a afetividade é vista como caráter fundamental da existência humana. / The aim of this study is to present the constituent elements of Spinoza's theory of human affects in Ethics, through a study of its metaphysical presuppositions and their involvement as a full part of the human intellect. The particularities of this theory will be emphasized and its central concepts will be analyzed in terms of the structural characteristics of Spinoza's conceptual framework. An interpretation that objects to Spinoza’s alleged naturalism will also be evaluated, arguing that some of our affective experiences cannot be explained by the concept of conatus, as is proven in the beginning of the third part of Ethics. Some evidence will be provided against this interpretation, and hence, in favor of Spinoza’s naturalism as it is found in Ethics, highlighting two ways in which the concept of action can be understood in this work. Finally, we aim to determine the origin of human passions, according to Spinoza, in order to elucidate the sense in which they are problematic from the perspective of ethical theory, whilst preserving the view that affectivity is a fundamental character of human existence.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2016-01-07T16:19:09Z No. of bitstreams: 2 Dissertação - Gabriela Silva Domiciano - 2015.pdf: 3881042 bytes, checksum: 591a1908b5c191bf56bc969d9862a0c4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2016-01-07T16:38:54Z (GMT) No. of bitstreams: 2 Dissertação - Gabriela Silva Domiciano - 2015.pdf: 3881042 bytes, checksum: 591a1908b5c191bf56bc969d9862a0c4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-01-07T16:38:54Z (GMT). No. of bitstreams: 2 Dissertação - Gabriela Silva Domiciano - 2015.pdf: 3881042 bytes, checksum: 591a1908b5c191bf56bc969d9862a0c4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-20 / This work tells about the realization process of an investigation that relates two worlds that attract and entice me: visual culture and alimentation. The goal was to research how students of the Technical Course on Service for Alimentation, a Youth and Adult Education Modality at the Federal Institute of Education, Science and Technology of Goiás relate and create associations between visualities and alimentation. Of qualitative nature, this investigation involved semi structured interviews using images requested to a group of six collaborators. Based on these images and on the themes raised in the interviews, I conducted a focus group attended by five collaborators. The interviews and the focal group brought to light stories and memories suggested and alluded by the images connecting the research collaborators with their experiences and feeding practices. Besides these issues the study provides reflections on feelings of joy, happiness, and pleasure associated with eating. / Este trabalho narra o processo de realização de uma investigação que relaciona dois universos que me atraem e instigam: cultura visual e alimentação. O objetivo foi pesquisar como alunos do curso Técnico em Cozinha do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA), do Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG/GO) se conectam e criam associações entre visualidades e alimentação. De cunho qualitativo, a pesquisa envolveu entrevistas semiestruturadas a partir de imagens solicitadas ao grupo de seis participantes. Com base nessas imagens e nos temas levantados nas entrevistas, realizei um grupo focal no qual participaram cinco pessoas. As entrevistas e o grupo focal trouxeram à tona histórias e memórias sugeridas e insinuadas pelas imagens aproximando os integrantes da investigação de suas vivências e práticas alimentares. As falas apontam algumas contradições que envolvem visualidade e alimentação, como noções de privação e fartura, afetos e questões sociais que ressaltam o modo como os alimentos ajudam a constituir ligações locais e familiares. Além desses temas, o estudo reflete, também, sobre as sensações de alegria, felicidade e prazer associadas ao comer.

Le trouble de personnalité limite (TPL) suscite l’intérêt de la communauté scientifique et clinique notamment en raison de sa prévalence et des comportements potentiellement dommageables pour la personne qui y sont associés. Plus précisément, certains auteurs considèrent qu’il s’agit du trouble de la personnalité le plus répandu au sein de la population psychiatrique. Aussi, les patients limites seraient susceptibles d’adopter des comportements dangereux pour leur intégrité mentale et physique (p. ex., conduites à risque, tentatives de suicide, automutilation) lorsque l’intensité de leur souffrance surpasse leur capacité à réguler les émotions. À l’heure actuelle, le diagnostic de la pathologie limite au Canada et aux États-Unis se base fondamentalement sur les critères établis par la cinquième version du Manuel diagnostique et statistique des troubles mentaux (DSM-5; American Psychiatry Association, APA, 2015). Les auteurs de ce manuel considèrent qu’il serait risqué d’établir un diagnostic de TPL avant l’âge de 18 ans, à l’exception des adolescents qui en présentent les caractéristiques depuis plus d’un an de façon à altérer significativement leur fonctionnement social, scolaire/professionnel ou individuel. Pourtant, plusieurs publications ont fait état dans les dernières décennies de facteurs de risque du TPL se manifestant dès l’enfance, tels que l’exposition à des évènements traumatiques en bas âge, surtout lorsque ceux-ci surviennent dans la relation avec les principales figures de soins, ou une relation parent- enfant imprévisible. Selon certains auteurs, l’appareil psychique de l’enfant qui est confronté à de tels traumas est submergé de façon à compromettre son développement affectif et cognitif. Il en résulte un recours aux mécanismes de défense immatures et une v gestion inefficace des émotions. Les connaissances actuelles concernant le développement des traits de personnalité limite se basent soit sur l’expérience clinique des auteurs ou encore sur les résultats d’études rétrospectives. Pourtant, il semble que l’identification précoce d’indices associés au TPL permettrait d’offrir aux enfants à risque des soins appropriés à leurs besoins et de prévenir l’évolution du trouble. Dans cet objectif, les relations entre les traits de personnalité limite, les mécanismes de défense privilégiés par l’enfant, les antécédents traumatiques et la capacité à réguler les affects ont été explorées. L’étude a été menée auprès de 15 enfants âgés entre six et 11 ans, pris en charge par la protection de l’enfance. Ils ont été exposés à des évènements traumatiques dans leur milieu familial d’origine et sont ainsi considérés à risque de développer une symptomatologie limite. Les éducateurs de suivi en charge du dossier de chaque enfant ont également collaboré à l’étude. Dans les deux articles, les traits de personnalité limite ont été mesurés à l’aide de l’Échelle de traits de personnalité limite pour enfants (ÉTPLE ; Terradas & Achim, 2010; traduction du Borderline Personality Features Scale for Children; BPFS-C; Crick, Murray-Close, & Woods, 2005). Les mécanismes de défense privilégiés par les enfants ont été évalués dans le premier article à partir de deux questionnaires, soit le Response Evaluation Measure-Youth Version (REM-Y-71 pour les enfants de 8 ans et plus, REM-Y-22 pour les enfants de 6 et 7 ans ; Araujo, Medic, Yasnovsky & Steiner, 2006), administré auprès des enfants, et une version adaptée du Response Evaluation Measure-Parent Version (REM-P ; Yasnovsky et al., 2003), complétée par les éducateurs de suivi. Des analyses de corrélation de Pearson et une analyse de profil ont été appliquées afin de comparer les résultats obtenus vi par les enfants et les éducateurs à ces instruments. Les résultats indiquent certaines relations entre les deux versions de l’échelle, toutefois celles-ci furent insuffisantes pour permettre le calcul d’un score composite. Les éducateurs auraient tendance à rapporter un niveau plus bas de mécanismes de défense pour chaque facteur. Par la suite, les relations entre les traits de personnalité limite et les mécanismes de défense selon la perspective de l’enfant ou de l’éducateur ont été testées à l’aide d’analyses de corrélation de Pearson. Les résultats obtenus selon le point de vue des éducateurs s’avèrent pour la plupart contradictoires avec la théorie. Notamment, le recours aux mécanismes de défense immatures serait associé à moins de manifestations d’instabilité affective et de comportements autodestructeurs, mais à davantage de relations interpersonnelles négatives. D’un autre côté, les mécanismes de défense matures seraient liés à moins d’instabilité affective, de problèmes identitaires, de relations négatives avec les pairs et de comportements autodestructeurs selon la perception des enfants eux-mêmes. Ces résultats apparaissent cohérents avec les écrits et études antérieures. Une analyse de régression linéaire a finalement permis de constater le pouvoir prédictif d’un modèle incluant le facteur 1 (mécanismes de défense immatures, perspective des enfants) et le facteur 2 (mécanismes de défense matures, perspective des enfants) sur la variance des scores aux sous-échelles de l’ÉTPLE (c.-à-d., instabilité affective, problèmes d’identité, relations interpersonnelles négatives, comportements autodestructeurs). Dans le second article, une grille d’analyse du jeu libre de l’enfant, issue du Children’s Play Therapy Instrument (CPTI ; P. Kernberg, Chazan, & Normandin, 1998), a été utilisée pour mesurer la présence de jeu traumatique, les thèmes de jeu élaborés par les enfants, la vii capacité de régulation et de modulation des affects et les mécanismes de défense utilisés dans le segment de jeu libre. Une échelle, inspirée des écrits de Romano (2010), a permis de préciser le type de jeu traumatique présenté par le participant. D’abord, des analyses descriptives ont été utilisées afin de dresser un portrait (c.-à-d., analyses de fréquence, tests de rangs signés de Wilcoxon pour échantillons associés) de l’échantillon selon les différentes variables à l’étude. Les résultats suggèrent que les participants présentent majoritairement un segment de jeu traumatique et des thèmes de jeu à caractère traumatique, une utilisation prédominante de mécanismes de défense de type impulsifs ou limites (considérés immatures) et une régulation rigide de leurs émotions dans le jeu. Ensuite, les relations entre les traits de personnalité limite et les autres variables ont été étudiées à l’aide d’analyses de corrélation bilatérale non-paramétrique Tau-B de Kendall. Les résultats de l’étude ne permettent pas de démontrer de relations significatives entre les traits de personnalité limite et les mécanismes de défense ou la capacité de régulation affective. Toutefois, la capacité à réguler les affects serait liée au type de mécanisme de défense privilégié par les enfants. Les résultats des deux études sont néanmoins modestes, notamment en raison de la taille et du caractère homogène de l’échantillon. Une réplication de la recherche tenant compte des limites serait pertinente.

Denna kvalitativa empiriska studie handlar om vilka uppfattningar om matematik elever i årskurs 2 respektive 5 har. Vidare undersöker den vad som motiverar eleverna och vad som påverkar dem. Olika statliga undersökningar som Skolverket genomför indikerar att elever i allt yngre åldrar uttrycker sig negativt om matematik och trenden bland äldre elever är att flertalet uttrycker sig negativt om matematik. I denna studie framkommer det att både elever i årskurs 2 respektive 5 har negativa uppfattningar och upplevelse om matematik, men att det även finns positiva saker om matematik att lyfta fram. Något som visar sig i denna studie är att det finns kritiska röster till all bokräkning som sker på övervägande del av matematiklektionerna och att detta kan vara värt att fundera över om man kan förändra undervisningen på något sätt. Alla eleverna som intervjuades i föreliggande studie anser att räkna matematik på datorn eller plattan är ett roligare sätt. Att undervisningens uppbyggnad påverkar elevernas uppfattning om matematik och när under dagen som lektionen är. Eleverna i denna studie är medvetna om att matematik är ett viktigt ämne och att de kommer att behöva det i framtiden men de är väldigt osäkra på när, var och hur. / <p>Matematik</p>