Detta arbete syftar till att undersöka, analysera och jämföra hur döden skildras i två skönlitterära barnböcker. Litteraturanalysen och tidigare forskning ska tydliggöra vilken vetenskaplig forskning som finns om hur barn förstår och bearbetar döden i olika åldrar och vilka konsekvenser, ansvarsområden och pedagogiska verktyg detta ålägger vårdnadshavare och skolan. Den ena boken som kommer att undersökas är Bröderna Lejonhjärta av Astrid Lindgren som publicerades 1973, den andra heter Lill-Pär och jag av Cecilia Davidsson och publicerades 2013. Fokus kommer att ligga på hur författaren skildrar döden i böckerna och även hur protagonisterna uttrycker, hanterar och bearbetar sin sorg över förluster och mötet med döden. Vidare ska skillnader i de två böckerna analyseras, samt hur och i vilken utsträckning man kan använda sig av böckerna i arbetet med barn som sörjer efter en förlust. Studien kommer att fokusera på språkstil, ordval, bilder och symbolspråk samt genre. Det kommer slutligen redovisas en sammanfattning om hur böckerna kan användas i undervisningssammanhang. / The purpose of this qualitative litterary study is to analyse death as a motif in two children’s books. Scientistic researches aim to show how children handle and understand death in different ages and which consequences this imposes for the adults around the children. Furthermore, the study will show how fictional children’s books can become a tool for guardians and the school who meet children in grief. The books that will be analysed are Astrid Lindgren’s The Brothers Lionheart, which was published in 1973 and Cecilia Davidsson’s Lill-Pär och jag, which was published in 2013. The main focus lies on how the main characters in the books handle their grief and how the authors describe death as a motif. To analyse that motif, the study will focus on language style, choice of words and symbols in the text. Whether the books are useful for communication between teachers and children who grief is analysed in this study.

Orientador: Maria Lygia Quartim de Moraes / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-18T05:56:51Z (GMT). No. of bitstreams: 1 Massini_MarioGuillermo_M.pdf: 1712981 bytes, checksum: 768ad523bac985fb20f1ddea73137e8b (MD5) Previous issue date: 2011 / Resumo: Essa pesquisa tem por objetivo analisar a experiência anarquista da Colônia Cecília, que ocorreu entre os anos de 1890 e 1894, numa região próxima à cidade de Palmeira, Estado do Paraná, Brasil. Procuramos nos concentrar na análise da evolução dos aspectos simbólicos e imaginários, entendidos como elementos fundamentais no momento de pensar sobre a criação de um projeto libertário do tipo que foi impulsionado. Realizamos também uma revisão dos principais desenvolvimentos acontecidos na comunidade e em torno dela, como da trajetória intelectual e política de Giovanni Rossi, mentor do empreendimento. Além disso, foi de nosso interesse destacar as obras artísticas e de ficção, assim como as acadêmicas e científicas, que tiveram como objeto o coletivo anarquista, que contribuíram para dar vida a essa experiência no imaginário coletivo / Abstract: The purpose of the present work is to analyze the anarchist episode in Colonia Cecilia, which happened between 1890 and 1894, in the area near to the city of Palmeira, Estado de Paraná, Brazil. We will focus the analysis in the development of symbolic and imaginary features, understood as essential components when thinking about the creation of a libertarian plan such as the one that was boosted in that occasion. We will also go through the main events that happened in and around the community, as well as Giovanni Rossi's intellectual and political career, who was the mentor of the plan. Moreover, it was our concern to highlight the artistic and fiction works, as well as the academic and scientific ones, which had as objective the anarchist group, and help to conceive that experience in the collective ideology / Mestrado / Teoria Sociologica e Pensamento Social / Mestre em Sociologia

Orientador : Sergio Eduardo Montes Castanho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T14:18:49Z (GMT). No. of bitstreams: 1 Moraes_JoseDamirode_D.pdf: 6293995 bytes, checksum: 15f9a8977ae615367a56a0b2a992de20 (MD5) Previous issue date: 2007 / Resumo: O trabalho tem o propósito de analisar as trajetórias e os dilemas das três signatárias do Manifesto pela Reconstrução Educacional do Brasil: Armanda Álvaro Alberto, Cecília Meireles e Noemi Silveira Rudolfer. O documento, também conhecido como Manifesto dos Pioneiros de 1932, foi elemento importante no novo contexto político, econômico, social e cultural que emergia pós-revolução de 1930. As trajetórias e os dilemas das mulheres signatárias são reveladores dos movimentos que afloravam nas primeiras décadas do século XX no país e indicam o compromisso de cada uma com a educação, arena de debates e disputas no processo de modernização pelo qual passava a sociedade brasileira no período. Nesse sentido, são investigadas as relações, contradições e coerência entre as ações das signatárias, a educação da época e a concepção da Escola Nova. Não se trata de biografias, mas da análise da participação de Armanda, Cecília e Noemi como sujeitos históricos que atuaram e se envolveram com o projeto educacional renovador nos anos 1930. O trabalho, portanto, procura contribuir no sentido de apresentar e debater os limites, alcances e significados dos percursos dessas educadoras. A pesquisa ampara-se em fontes documentais encontradas em arquivos de Brasília, São Paulo, Rio de Janeiro. Os documentos consultados ? e outros produzidos no período - estão relacionados com as trajetórias das signatárias e ajudam no entendimento da educação à época / Abstract: This work intends to analyse the trajectories and the dilemmas of the three signatory women of the Manifesto for the Reconstruction of Education in Brazil: Armanda Álvaro Alberto, Cecília Meireles and Noemi Silveira Rudolfer. The document, also known as Pioneers' Manifesto of 1932, became an important element within the political, economical, social and cultural context which was caming up after 1930 revolution. The trajectories and the dilemmas of the signatory women are able to reveal the social, cultural and political movements which emerged in the very first decades of the 20th century in the country, and they indicate the compromise of each one to education, which was an arena of debates and disputes related to the modernization process by which brazillian society was going through in such a period. The investigation focuses on the relations, the contradictions and the coherence between actions held by the signatories, the education in the mentioned period and the conception of the New School (Escola Nova). This work is not a biographical one: it is an analysis of the participation of Armanda, Cecília and Noemi as historical individuals which acted and got involved in the renovated educational project of the 1930's. Hence, this work aims to contribute in showing and debating the limits, amplitudes and meanings of the trajectories of these three educator women. The investigation is supported by documental resources available in archive departments in Brasília, São Paulo and Rio de Janeiro. The examined documents - and others written in the mentioned period - are related to the trajectories of the signatory women and help to understand education in those times / Doutorado / Filosofia e História da Educação / Doutor em Educação

Den här uppsatsen syftar till att undersöka utanförskapet som tema i Maria Gripes Agnes Cecilia – en sällsam historia (1981). Uppsatsen analyserar hur romankaraktärernas utanförskap hänger samman med deras utveckling samt hur detta kan kopplas till den kvinnliga utvecklingsromanen som genre. Vidare undersöks huruvida utanförskapet kan ses som romanens tema, vilket även innebär att uppsatsen reflekterar över olika definitioner av tema som begrepp.  Uppsatsen utgår inte från någon särskild teori, till hjälp tas därför en rad olika verk som behandlar tidigare forskning av Agnes Cecilia - en sällsam historia samt Maria Gripes författarskap i stort. Skuggornas förtrogna (2000) av Ying Toijer-Nilsson och Sökande, spegling, metamorfos (1994) av Carina Lidström är de verk som används mest frekvent. För att synliggöra olika definitioner av tema som begrepp används Peter Hallbergs Litterär teori och stilistik (1972) och Christian Mehrstams artikel ”Superhjältar och björnvarelser: temabegreppet och lärarens förberedande läsning från förskolan till mellanstadiet” (2019).  Analysen redogör först för hur utanförskapet kommer till uttryck i romanen. Därefter framgår hur utanförskapet ligger till grund för karaktärernas personliga utveckling men även för själva händelseförloppet i romanen. Vidare behandlas romanen utifrån den kvinnliga utvecklingsromanen som genre, där riktas fokus mot relationen mellan mor och dotter vilket visar sig vara starkt kopplat till romanens utanförskap. / The purpose of this bachelor’s essay is to examine the exclusion as a theme in Agnes Cecilia (1981) by Maria Gripe. The essay is analysing the exclusion of the characters in the novel and the way this might be linked to their personal development, which leads the essay to a further focus: the female development novel as a genre. The essay also examines whether the exclusion can be seen as the theme of the novel, which makes the essay reflect on ways to define theme as a concept. The essay is not based on any theory, but previous research on Agnes Cecilia and the authorship of Maria Gripe are frequently used. Skuggornas förtrogna (2000) by Ying Toijer-Nilsson and Sökande, spegling, metamorfos (1994) by Carina Lidström are the ones of most importance. Litterär teori och stilistik (1972) by Peter Hallbergs and the article ”Superhjältar och björnvarelser: temabegreppet och lärarens förberedande läsning från förskolan till mellanstadiet” (2019) by Christian Mehrstam are both used to clarify different definitions of theme as a concept.  The analysis examines how the exclusion is expressed in the novel and the way this exclusion is the basis of the characters personal development, as for the course of events in the novel. Furthermore, the analysis focuses on the female development novel as a genre. The relationship between mother and daughter is especially highlighted, since it turns out to be strongly linked to the exclusion of the novel.

Tesis para optar al grado de Magíster en Literatura mención Literatura Chilena e Hispanoamericana / El trabajo que presentamos aborda algunos aspectos que consideramos relevantes de la obra escrita de la creadora chilena Cecilia Vicuña. Mediante un corpus de textos publicados por la autora y seleccionados para este estudio, podemos distinguir una recurrencia temática en su poesía en relación a una indagación originaria y un compromiso con los destinos de la humanidad y la naturaleza, las condiciones de la vida actual y la creciente pérdida de armonía global. Hacernos cargo de algunas de estas preocupaciones vicuñeanas ha requerido identificarlas y exponerlas como núcleos que han caracterizado su propuesta estética, pero sobre todo que señalan una postura ética de la vida. Para Vicuña –y es lo que nos proponemos comprobar aquí–, su poesía es una disposición que recupera un equilibrio y una memoria allí donde se han instalado lo precario y lo fútil, lo evanescente y lo descartable, y que propone una transformación paradigmática del individuo primero y de la sociedad a continuación.

Denna uppsats analyserar Cecilia Edefalks konstverk genom ett postmodernistiskt raster. Tre verk - En annan rörelse, In the Painting the Painting, Självporträtt - från 1990-talet undersöks avseende konstens utformning och påverkan av postmodernistiska konstuttryck. Genom diskursanalysens metod undersöks dessutom konstdebatten vid denna tidpunkt då postmodernismen vann terräng i Sverige samt hur konstkritiken yttrade sig avseende Edefalks konst. / This essay analyzes artworks by Cecilia Edefalk through a postmodernist lens. Three artworks - Another Movement, In the Painting the Painting, Selfportrait - from 1990s are examined regarding design and influence of postmodernist expressions. Through the method of discourse analysis the debate of art is investigated, as well as art critics regarding Edefalks artwork, at the time postmodernism developed in Sweden.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-25T17:35:42Z No. of bitstreams: 1 GISELLE LOURENÇO DE SOUSA SILVA.pdf: 2253053 bytes, checksum: b7e3c293dac31a48d96f285e853227d2 (MD5) / Made available in DSpace on 2017-10-25T17:35:42Z (GMT). No. of bitstreams: 1 GISELLE LOURENÇO DE SOUSA SILVA.pdf: 2253053 bytes, checksum: b7e3c293dac31a48d96f285e853227d2 (MD5) Previous issue date: 2017-08-28 / This research proposes to investigate the participation of Cecilia Meireles in the constitution of Brazilian educational thinking. The trajectory of formation and intellectual participation of the author in the Brazilian political-educational-artistic scene was traced, especially the period from 1920 to 1940, when the author produced the texts that will serve as primary sources, "Chronicles of Education ". From the examination of these chronicles, we approached questions related to the conceptions and ideas of education that she defended, the contributions that her acting as intellectual-educator offered for the change in the way of thinking of Brazilian education, the trajectories covered and the resources used by It to spread such ideas and achieve proposed goals. As a methodological procedure, we opted for the History of Intellectuals, starting from the methodological premises of linguistic contextualism and the analysis of the intellectual profile of the author supported by the concept of organic intellectual of Gramsci. The author's educational thinking was approached from the established categories: convergences and divergences, enthusiasm, pedagogical and critical optimism, maturation and propositions. Cecília Meireles here will not be the same known by many as the famous poetess, who spread our language through so many countries and enrolled in the list of the most important poets in Brazilian literature. We will discover in this work the woman, educator, opinion formator, combatant journalist, courageous and concerned with the educational problems of the Brazilian people, who fought and defended with great bravery and critical reflection their ideas and ideals of education. / Esta pesquisa se propôs a investigar a participação de Cecília Meireles na constituição do pensamento educacional brasileiro. Para tanto, foi traçada a trajetória de formação e participação intelectual da autora no cenário político-educacional-artístico brasileiro, em especial ao longo do período de 1920 a 1940, época em que ela produziu os textos que serviram como fontes primárias do presente estudo, as “Crônicas de Educação”. A partir do exame das referidas crônicas, abordamos questões relacionadas às concepções e ideias de educação defendidas por ela, às contribuições que a atuação dela, enquanto intelectual-educadora, trouxe para a mudança no modo de pensar da educação brasileira, às trajetórias percorridas e aos recursos utilizados por ela para difundir tal ideário e alcançar os objetivos propostos. Como procedimento metodológico, optamos pela História dos Intelectuais, partindo das premissas metodológicas do contextualismo linguístico e da análise do perfil de intelectual da autora, amparada no conceito de intelectual orgânico de Gramsci. O pensamento educacional da autora foi abordado a partir das seguintes categorias: convergências e divergências, entusiasmo, otimismo pedagógico e crítica, amadurecimento e proposições. A Cecília Meireles aqui abordada não é aquela conhecida por tantos como a famosa poetisa, que divulgou nossa língua por tantos países e se inscreveu no rol dos poetas mais importantes da literatura brasileira. Descortinamos, neste trabalho, a intelectual, mulher, educadora, formadora de opinião, jornalista combatente, corajosa e preocupada com os problemas educacionais do povo brasileiro, que lutava e defendia, com muita bravura e reflexão crítica, suas ideias e ideais de educação.

My study addresses how and why responses to the act of self-immolation often involve desensitized reactions, such as the use of puns. Self-immolation was once more respected and influential than it is today. The best example of this is Thich Quang Duc’s 1963 self-immolation protest that may have profoundly affected the Vietnam War. To understand the transition from Duc’s self-immolation to our current times, I contextualize the rhetoric involved in self-immolation throughout history, culture, religion, and media. Integral to self-immolation is its body rhetoric that prompts rhetorical discourse. This discourse involves performative rhetoric, the disputed cause of the self-immolator, the mediation of the self-immolation, and the audience response. I consider current online user responses from various online spaces that report and/or react to recent self-immolations in America. My findings indicate that self-immolation is still able to challenge American ideologies, profoundly influence audiences, and prompt critical rhetorical discourse / The rhetoric of self-immolation -- Theorizing self-immolation rhetoric -- The self-immolation situation in India and Buddhism -- The self-immolation situation in America -- The self-immolation of Daniel Shaull and Cecelia Casals. / Department of English

189 p. / Church music has been given relatively little scholarly attention in the study of nineteenth-century music. While there is an array of mass settings that were composed by Romantic-era composers, current musicological research marginalizes them. Paris was one location where a tradition of composing new masses continued well into the nineteenth century. While best known for his works for the stage, Charles Gounod (1818-1893) was a leading French composer of sacred music and one of the most prolific sacred composers of his time. His most important liturgical composition is the Messe solennelle de Sainte-Cecile, which once enjoyed considerable international success. This thesis focuses on the history of this mass in biographical and historical context. I discuss the topics of music and religion in France from the Revolution to Gounod's time, the composer's long musical relationship with the church, the music of the Messe de Sainte-Cecile, and its reception.

viii, 59 p. : col. ill. / In 1599, in commemoration of the remarkable discovery of the incorrupt remains of the early Christian martyr St. Cecilia, Cardinal Paolo Emilio Sfondrato commissioned Stefano Maderno to create a memorial sculpture which dramatically departed from earlier and contemporary monuments. While previous scholars have considered the influence of the historical setting on the conception of Maderno's Santa Cecilia , none have studied how this historical moment affected the beholder of the work. In 1600, the Church's Holy Year of Jubilee drew hundreds of thousands of pilgrims to Rome to take part in Church rites and rituals. This thesis employs anthropological theories of performance as a means of analyzing how this context influenced the interaction of Jubilee pilgrims with Maderno's Santa Cecilia. The work's innovative form and the context of the Jubilee composed a dynamic relationship between sculpture and viewer and resulted in a profound intercessory experience. / Committee in charge: Dr. James Harper， Chairperson； Dr. Nicola Camerlenghi， Member； Dr. Jessica Maier， Member