La thèse est centrée sur l'édition critique des apostilles inédites de Tassoni au Roland Furieux, et sur l’évolution de son interprétation du poème de l’Arioste à partir des apostilles de jeunesse jusqu'à la Secchia rapita (le Seau Enlevé). Le premier chapitre est consacré aux apostilles de Tassoni : on considère tous ses textes annotés (15 dont il est certainement l’auteur), avec un bref résumé du débat critique sous-jacent à chacun de ces textes, s’il est présent. Ensuite, sont soulignés les aspects communs à toutes les apostilles de Tassoni, dont l’importance n’est pas marginale car elles ont été écrit par une personnalité de premier plan dans le panorama culturel italien du début du XVIIème siècle. La dernière partie du chapitre met les apostilles en relation avec les autres œuvres du Tassoni, où l’élément fragmentaire, celui du texte inachevé et non définitif, est toujours présent. Le deuxième chapitre est centré sur les apostilles au Roland Furieux, dont on fournit l’édition critique en appendice. Les apostilles, dont la longueur est variable, sont environ 2600 et incluent des observations sur tout le poème. Elles critiquent tout ce que Tassoni, d’après Castelvetro, considère contraire aux rigoureuses catégories d’Aristote et du Tasse. Après une brève introduction, le chapitre analyse les apostilles – divisées selon leurs caractéristiques formelles et narratives (action et personnages) –, avec une attention particulière pour les annotations qui soulignent les inventions bizarres, et plus en général pour les aspects les plus spécifiques des apostilles et de leur auteur. Dans le troisième chapitre, on analyse le rapport entre la vision du Roland Furieux qui résulte des apostilles et celle qui est présente dans les œuvres de la maturité, en essayant de reconstruire l’idée de l’épique et en particulier du poème de l’Arioste, et son évolution dans la pensée de Alessandro Tassoni. / My PhD thesis is about the critical edition of the inedited annotations by Tassoni to the Orlando Furioso, and the way his interpretation of Ariosto’s epic poem changes from the annotations written during his youth till The Rape of the Bucket. The first chapter is about Tassoni’s annotations : we consider all his noted texts (15 of which we can say for sure that are by him), with a short summary of the critic debate regarding each one of these texts, if it is present. Then, we underline the aspects that are common to all Tassoni’s annotations, whose importance is not secondary since they have been written by a personality of the Italian cultural scene of the early XVII century. The last part of the chapter compares the annotations with other works by Tassoni, where the fragment can always be found as a stylistic element. The second chapter is about the annotations to the Orlando Furioso, whose critical edition is in the appendix of the thesis. The annotations are about 2600, of different lengths, and they include comments about all the epic poem. They attack all that according to Tassoni (following Castelvetro) breaks the categories of Aristotle and Tasso. After a short introduction, the chapter analyses the annotations – classified based on their formal and narrative features (such as action and characters) –, with a particular attention to the annotations that underline the strange inventions and more generally for the more specific aspects of the annotations and of their author.In the third chapter, we analyze the relation between the vision of the Orlando Furioso that can be gathered from the annotations and the one that characterizes the works of Tassoni’s maturity, trying to reconstruct the idea of epic and specially of Ariosto’s epic poem, and its evolution in Alessandro Tassoni’s thought.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-22T11:44:46Z No. of bitstreams: 1 Ronaldo Gonçalves Balsalobre.pdf: 3869638 bytes, checksum: ccc898b662a2c1c4c69b74953a380228 (MD5) / Made available in DSpace on 2018-11-22T11:44:46Z (GMT). No. of bitstreams: 1 Ronaldo Gonçalves Balsalobre.pdf: 3869638 bytes, checksum: ccc898b662a2c1c4c69b74953a380228 (MD5) Previous issue date: 2018-09-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims at investigating the teaching perspective on teaching material and the continuing education course of the Universitário Sistema Educacional (USE) institution. Based on the teacher's perspective, it analyzed the teaching material adopted by this institution in one of its continuing education courses, named “The Teacher Manager”, offered to schools that use their didactic materials to guide the teaching and learning processes in private schools in the State of São Paulo with which it has a teaching partnership. “The Teacher Manager” is one of the several courses offered by the USE and it was chosen by this researcher because it allows to verify the possibility of changes in pedagogical tasks, such as time management, planning management, relationship management, learning management, and continuing education management. A qualitative methodology was conducted with the application of semistructured questionnaires in three schools in the State of São Paulo, together with the teachers who are part of the USE partner school portfolio and who belong to the segments ranging from the Early Childhood Education to High School Education and who had already taken part in previous continuing education courses offered by the USE. For a more comprehensive understanding of the research context, we will present the history, trajectory, conceptions and teaching material designed by the USE for this educational segment. For the conceptual framework of this study, in addition to the teaching material, the pedagogic proposal, the internal regulations, the Law of Guidelines and Bases (LDB), the National Curricular Guidelines and the Federal Constitution of Brazil, we have also drawn on the conceptual framework of Abramowicz, Ausubel, Freire, Imbernón, Lück, Monteiro, Ronca, among others. With this study, we hope to see significant advances in teachers’ achievements as well as the strengthening of professional development programs designed and conducted by the advisory services of the USE education system in order to re-signify the teacher role by promoting the real praxis in teaching / Este estudo tem como objetivo investigar o olhar docente sobre o material pedagógico e o curso de formação continuada do Universitário Sistema Educacional (USE). Analisou, a partir do olhar do professor, o material didático adotado e um dos cursos de formação continuada, “O Professor Gestor”, oferecido por essa instituição de ensino às escolas que se utilizam dos seus materiais didáticos apostilados, desenvolvidos pela própria USE, para nortear o processo de ensino e aprendizagem em escolas particulares do estado de São Paulo com as quais tem parceria. “O Professor Gestor” é um entre os diversos cursos disponibilizados pelo USE. Ele foi escolhido porque permite verificar a possibilidade de mudanças nos fazeres pedagógicos, tais como: gestão do tempo; gestão do planejamento; gestão do relacionamento; gestão da aprendizagem; e gestão da formação continuada. Utilizamos uma metodologia de caráter qualitativo, com aplicação de questionários semiestruturados em três escolas no estado de São Paulo, junto aos professores que fazem parte da carteira de escolas parceiras do USE, nos segmentos da Educação Infantil ao Ensino Médio, e que já haviam participado de cursos de formação continuada oferecidos por essa instituição de ensino. Para uma compreensão mais abrangente do contexto de pesquisa, discorreremos sobre a história, trajetória, concepções e material didático disponibilizado pela USE para esse segmento educacional. Como aporte para embasar esta pesquisa, além do material didático, da proposta pedagógica, do regimento interno, da legislação Lei de Diretrizes e Bases (LDB), dos Referenciais Curriculares Nacionais e da Constituição Federal, contamos também com o olhar de Abramowicz, Ausubel, Freire, Imbernón, Lück, Monteiro, Ronca, entre outros. Esperamos, com este estudo, constatar os avanços nos fazeres dos professores de modo significativo, bem como o fortalecimento dos programas de formação desenvolvidos e realizados pela assessoria do sistema de ensino do USE, com vistas a ressignificar o papel do professor, promovendo as reais práxis na docência