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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

Nothing Fatal

Perrrier, Sarah Beth 17 July 2006 (has links)
No description available.
32

Major Kiss

Kelsall, Cameron P. 25 July 2012 (has links)
No description available.
33

Elizabeth Bishop And Her Women:countering Loss, Love, And Language Through Bishop's Homosocial Continuum

Rogers, Donna 01 January 2008 (has links)
This thesis examines Elizabeth Bishop's seemingly understated and yet nuanced poetry with a specific focus on loss, love, and language through domesticity to create a poetic home. In this sense, home offers security for a displaced orphan and lesbian, moving from filial to amorous love, as well as the literary home for a poet who struggled for critical recognition. Further, juxtaposing the familiar with the strange, Bishop situates her speaker in a construction of artificial and natural boundaries that break down across her topography and represent loss through the multiple female figures that permeate her poems to convey the uncertainty one experiences with homelessness. In order to establish home, Bishop sets her female relationships on a continuum as mother, aunt, grandmother, and lovers are equitably represented with similar tropes. In essence, what draws these women together remains their collective and familiar duty as potential caretaker, which is contrasted by their unusual absence in the respective poems that figure them. Contrary to the opinion most scholars hold, Bishop's reticence was a calculated device that progressed her speaker(s) toward moments of self discovery. In an attempt to uncover her voice, her place in the literary movements, and her very identity, critics narrowly define Bishop's vision by fracturing her identity and positing reductive readings of her work. By choosing multiple dichotomies that begin with a marginalized speaker and the centered women on her continuum, the paradox of Bishop's poetry eludes some readers as they try to queer her or simply reduce her to impersonal and reticent, while a holistic approach is needed to uncover the genesis of Bishop's poetic progression. To be sure, Bishop's women conflate into the collective image of loss, absence, and abandonment on Bishop's homosocial continuum as a way to achieve catharsis. Bishop's concern with unconditional love, coupled with the continual threat of abandonment she contends with coursing through her work, gives credence to the homosocial continuum that is driven by loss and love with the perpetual need to create a language to house Bishop from the painful memories of rejection. Bishop situates her speaker(s) in the margins, since it is at the center when the pain of loss is brought into light, to allow her fluid selves release from the prison loss creates. By reading her work through the lenses of orphan, lesbian, and female poet, the progression of her homosocial continuum, as I envision it, is revealed. It is through this continuum that Bishop comes to terms with loss and abandonment, while creating a speaking subject that grows with each poem. Without her continuum of powerful female relationships, Bishop's progression as a poet would be far less revealing. Indeed, defining herself through negation, Bishop's sense of homelessness is uncovered in juxtaposition to her centered female subjects, and I delve into these contestations of space/place as well as her figurations of home/ homelessness to discern Bishop's poetic craft as she channeled the painful details of her past, thus creating her "one art."
34

O modelo consociativo para sociedades plurirreligiosas: reflexões e aprendizados sobre a experiência confessional libanesa / The consociational model for multi-religious societies: considerations and yields from the Lebanese confessional experience

Calfat, Natália Nahas Carneiro Maia 26 January 2017 (has links)
O modelo consociativo de democracia parlamentar reflete a necessidade de prevenção de conflitos comunais em sociedades segmentadas e visa proporcionar-lhes estabilidade democrática. O Líbano e suas 18 seitas oficiais foi considerado por Arend Lijphart como um caso de sociedade multiétnica profundamente dividida por clivagens sobrepostas, país no qual o consociativismo e a capacidade de acomodação das elites seriam viáveis. No entanto, o país tem enfrentado rupturas institucionais constantes e intensificação de tensões sectárias mesmo após o fim da guerra civil (1975-1990). As crises de governança em 2005 e 2008, o vácuo presidencial de Maio de 2014 à Outubro de 2016 e as persistentes crises de energia, água e lixo são exemplos de tais eventos. Além disso, o Líbano tem um Estado nação frágil e inoperante, abrindo uma lacuna em termos de defesa militar, promoção de serviços sociais e provisão de bens públicos. Ao mesmo tempo, contudo, as crises sugerem não demonstrações de falta de governança, mas ajustes de representação para inclusão de elites não tradicionais no poder (como é o caso da xiita e sua obtenção do poder de veto através da figura do Hezbollah em 2008). E, sobretudo, o sistema confessional teve continuidade histórica significativa ao longo dos séculos XX e XXI. Em razão desta falta de consenso na literatura, será objetivo do presente trabalho indicar e refletir sobre os limites, decorrências e contribuições do consociativismo à realidade libanesa em sua modalidade confessional. Através do estudo de caso proposto apontaremos de que modo, de forma problemática, falta na literatura consociativa o entendimento de que a institucionalização rigorosa das diferenças religiosas não promove mais democracia e representatividade, mas, ao contrário, enfraquece o Estado nacional e engendra práticas de clientelismo sectário. Os resultados obtidos reforçam a necessidade de revisão teórica do modelo de Lijphart de modo a afastar do mesmo arranjos consociativos altamente institucionalizados tais como os do tipo confessional. Na medida em que tal prescrição está ausente na teoria consociativa clássica, identificamos uma anomalia no modelo original de Lijphart que precisa ser revista e sanada. / The consociational model of parliamentary democracy reflects the need to prevent communal conflicts in segmented societies and aims to provide them with democratic stability. Lebanon and its 18 official sects was considered by Arend Lijphart as a case of multi-ethnic and deeply divided society, a country where consociationalism and elites\' compromising would be feasible. However, the country has been facing constant institutional disruption and intensification of sectarian tensions even after the end of the civil war (1975-1990). Governance crisis in 2005 and 2008, presidential vacuum from May 2014 to October 2016 and the persistent energy, water and waste disposal crisis are examples of such events. In addition, Lebanon has a fragile and ineffective nation state, deficient in terms of its military defense, promotion of social services and provision of public goods. At the same time, however, these crisis suggest not lack of governance demonstrations, but representation and power adjustments to include non-traditional elites (as it is the case for the Shia sect and its veto power obtainment through Hezbollah in 2008). Utmost, the confessional system has had significant historical continuity throughout the 20th and 21st centuries. Due to the literatures lack of consensus revolving this issue, the present work intends to present and reflect over consociativisms limits, consequences and contributions to the Lebanese reality in its confessional form. Through the here proposed case study, it will be problematically pointed out that the consociational literature misses the point by not understanding that the rigorous institutionalization of religious differences does not promote more democracy and representation; but, rather, weakens the national state and engenders clientelist sectarianism. The results obtained reinforce the need for Lijpharts model theoretical revision in order to except from it highly institutionalized consociational arrangements (such as the confessional one). To the extent that such prescription is absent in classic consociational theory, we have identified an anomaly in Lijpharts original model that needs to be reviewed and amended.
35

O trabalho em rede na gest??o educacional de uma institui????o confessional

Silva, Renato Augusto da 09 February 2018 (has links)
Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-26T19:43:26Z No. of bitstreams: 1 RenatoAugustodaSilvaDissertacao2018.pdf: 4251150 bytes, checksum: 2d7c882a4b1f817b155f90e632bd6183 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-26T19:43:40Z (GMT) No. of bitstreams: 1 RenatoAugustodaSilvaDissertacao2018.pdf: 4251150 bytes, checksum: 2d7c882a4b1f817b155f90e632bd6183 (MD5) / Made available in DSpace on 2018-04-26T19:43:40Z (GMT). No. of bitstreams: 1 RenatoAugustodaSilvaDissertacao2018.pdf: 4251150 bytes, checksum: 2d7c882a4b1f817b155f90e632bd6183 (MD5) Previous issue date: 2018-02-09 / Management models that involve networking have been gaining significant prominence in the national and international scenarios. Several social sectors use the term to designate their new way of acting in the market. In the educational area, it is not different. Several educational groups, whether national or international, adopt the model of networking, as a pedagogical and administrative management tool for their maintained educational units. There are some management concepts and practices associated with this new reality, such as strategic planning and corporate governance. This management model is growing among companies in the education sector. The present research aims to show the work of educational management as a network, its main characteristics and the impact of this management model in the units maintained by the Confessional Institution. / Os modelos de gest??o que envolvem trabalho em rede v??m ganhando significativo destaque nos cen??rios nacional e internacional. V??rios setores sociais empregam o termo para designar sua nova forma de atuar no mercado. Na ??rea educacional n??o tem sido diferente. Diversos grupos educacionais, sejam nacionais ou internacionais, adotam o modelo de trabalho em rede, como ferramenta de gest??o pedag??gica e administrativa de suas unidades educacionais mantidas. Aliados a isso est??o alguns conceitos e pr??ticas de gest??o, como planejamento estrat??gico e governan??a corporativa. Este modelo de gest??o tem ades??o crescente entre as empresas do ramo educacional. A presente pesquisa tem como objetivo mostrar o trabalho de gest??o educacional em rede, suas principais caracter??sticas e o impacto deste modelo de gest??o nas unidades mantidas pela Institui????o Confessional.
36

Espiritualidade e currículo: a voz dos professores de uma escola confessional do estado do Piauí

Oliveira, Maria das Graças Ferreira de 22 November 2012 (has links)
Made available in DSpace on 2016-04-27T14:31:01Z (GMT). No. of bitstreams: 1 Maria das Gracas Ferreira de Oliveira.pdf: 892628 bytes, checksum: af29aa70a1fbb26e19caf583870d3374 (MD5) Previous issue date: 2012-11-22 / The aim of this PhD Thesis, entitled Spirituality and Curriculum: the teachers voice of a confessional school in Piaui State, resulting from a research conducted at a school of basic education, was to examine the extent to which the spirituality of a confessional school is revealed in the teachers voices and is present in curriculum. The discussed thematic is part of a school context that acknowledges the Christian religion and which is maintained by a Women's Religious Congregation. We emphasize three aspects developed in this study: the revelation of spirituality in teachers voice, their interaction with spirituality at school, and the prevalence of spirituality in the curriculum. The theoretical foundation of this thesis is on the works of Morin, Boff, Sacristán, Pacheco, Abramowicz, among others. A qualitative research data collection was carried out through document analysis procedures and application of two questionnaires. They reflect the urgency of a route of spiritual formation for the teacher in order that the teaching and learning process reaches the ideal of an education directed towards an education in values and for values, an education whose objective centers on the integral formation process of human beings. In this context, the relevance of this research is related to the possibility of providing an education which allows enough space to attitudes and behaviors of welcoming, respect, availability, generosity, solidarity with each other, knowing that we are responsible for each other as well as that spirituality provides grounds to both the pedagogical practice and the curriculum of confessional schools / A presente tese, Espiritualidade e Currículo: a voz dos professores de uma escola confessional do estado do Piauí, desenvolvida a partir de uma investigação numa escola de educação básica, teve o objetivo de investigar em que medida a espiritualidade de uma escola confessional se revela na voz dos professores e incide no currículo. A temática discutida se insere num contexto de uma escola que confessa a religião cristã e é mantida por uma Congregação Religiosa feminina. Destacamos três aspectos desenvolvidos no trabalho: a revelação da espiritualidade na voz dos professores, sua interação com a espiritualidade na escola e a incidência da espiritualidade no currículo. Ancora-se o suporte teórico da tese em Morin, Boff, Sacristán, Pacheco, Abramowicz, entre outros. Os dados da pesquisa, com uma abordagem qualitativa, foram coletados mediante os procedimentos de análise documental e aplicação de dois questionários. Eles traduzem a urgência de um percurso de formação espiritual para o professor a fim de que o processo do ensino e da aprendizagem alcance o ideal de uma educação direcionada à educação em valores e para os valores, cujo objetivo é a formação integral do ser humano. Neste contexto, a relevância desta pesquisa relaciona-se à possibilidade de termos uma educação que dê espaços às atitudes e aos comportamentos de acolhimento, respeito, disponibilidade, gratuidade, solidariedade com o outro, sabedores de que somos responsáveis uns pelos outros e de que a espiritualidade fundamenta a prática pedagógica e o currículo das escolas confessionais
37

A educação feminina no projeto siqueirano: 1939 - 1973

Neves, Gislene Taveira de Almeida 22 August 2005 (has links)
This work is part of the research of the Master s Degree in Education program from the Federal University of Uberlândia/MG and has as its primary objective to know, analyze and register the paths taken in the construction of the Nossa Senhora do Amparo high school, built in the city of Monte Carmelo, in the year of 1939 under the direction of the Franciscan Sisters of Nossa Senhora do Amparo, paying special attention to the issue of feminine education. This research is set between the tears of 1939 and 1973, taking into consideration that, in the 70 s, the Normal Course curriculum received the subjects of the then called Scientific Course, as a consequence of the alterations brought forth by Law 5.692/71 of the 1º and 2º degree education reform, after which it became known as Normal High School. This approach will be made by highlighting the macro history context in which this catholic confessional school inserts itself, allowing therefore the possibility of thinking of it as an educational space where women students and nuns re-create unique and multiple ways of thinking and behaviors, among the appropriations that highlight peculiar and relevant hues for the historical construction of Brazilian education. The theoretical-methodological support for this research was obtained in the propositions of the New Cultural History, under the perspective of the approaches proposed by Roger Chartier, seeing as possible to think history from the point of view of social representations, which articulate themselves as mechanisms forged in the interior of relations permeated by clashes, in the practice of social subjects who manifest themselves in the acceptance/re-elaboration or rejection/resistance to the roles which are in many ways imposed or offered as adequate or convenient. By interviewing the big and the little , it is intended to rescue the details of a history that is built between signals and readings of a past that always provokes a new look, a new path along the ways of historical research of Brazilian education. / Este trabalho integra a pesquisa do Programa de Mestrado em Educação da Universidade Federal de Uberlândia/MG e propõe-se a conhecer, analisar e registrar os caminhos trilhados na construção do Colégio Nossa Senhora do Amparo, instalado na cidade de Monte Carmelo, no ano de 1939, sob a direção das Irmãs Franciscanas de Nossa Senhora do Amparo, atendo de forma especial à questão da educação feminina. Limita-se o espaço desta pesquisa entre o ano de 1939 e o ano de 1973, considerando que, na década de 1970, o currículo do Curso Normal foi acrescido pelas matérias do então Curso Científico, em decorrência das alterações advindas da Lei 5.692/71 de Reforma do Ensino de 1º e 2º graus, passando aquele a denominar-se Colegial-Normal. Pretende-se promover tal abordagem delineando o contexto histórico macro em que essa escola feminina confessional católica inserese permitindo, assim, repensá-la, como espaço de educar, em que mulheres freiras e alunas recriam condutas e pensares múltiplos e ímpares, entre apropriações que delineiam matizes peculiares e relevantes para a construção histórica da educação brasileira. O respaldo teórico-metodológico para esta pesquisa foi buscado nas proposições da Nova História Cultural, sob a ótica das abordagens propostas por Roger Chartier, entendendo como possível pensar a história sob o ponto de vista das representações sociais, que se articulam como mecanismos forjados no interior de relações permeadas pelo embate, na prática de sujeitos sociais que se manifestam na aceitação/reelaboração e/ou rejeição/resistência aos papéis que lhes são, de diversas formas, impostos ou oferecidos como adequados ou convenientes. Na interpelação do micro e macro, pretende-se imiscuir em frestas de uma história que se constrói entre sinais e leituras de um passado que provocam sempre um novo olhar, um novo percurso pelos caminhos da pesquisa histórica da educação brasileira. / Mestre em Educação
38

Histórias e Memórias da Escola José Collier (1988-1997)

Silva, Marcia Nascimento da 27 May 2015 (has links)
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-03-17T12:30:33Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Marcia Nascimento da Silva - Turma 31-A Mestrado.pdf: 5676528 bytes, checksum: 88e9a1518d7bc1ef7f44dda681805fe5 (MD5) / Made available in DSpace on 2016-03-17T12:30:33Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Marcia Nascimento da Silva - Turma 31-A Mestrado.pdf: 5676528 bytes, checksum: 88e9a1518d7bc1ef7f44dda681805fe5 (MD5) Previous issue date: 2015-05-27 / Esta pesquisa está situada no campo da Teoria e História da Educação e se enquadra no grupo das pesquisas sobre as instituições escolares no Brasil, em particular a História e as memórias da Escola José Coliier (Camaragibe/PE) no período de 1988 a 1997. Procuramos responder as seguintes questões: Qual a identidade dessa instituição escolar neste período? De que maneira desenvolveram-se os processos educativos nesta escola no referido período? Que aspectos do cotidiano escolar ficaram marcados na memória dos discentes, docentes e funcionários dessa escola? A investigação teve como objetivo geral conhecer a História e a memória da Escola José Collier (1988-1997). Em termos de objetivos específicos procuramos apresentar o contexto histórico do período; caracterizar a escola e registrar as suas Histórias e Memórias. O principal teórico que deu suporte à pesquisa foi Norbert Elias (1994 e 2000). A pesquisa de natureza qualitativa contou com as fontes orais como principal instrumento de coleta de dados e a análise temática como tratamento da informação. No resultado observamos que a Escola recebeu fortes influências das Irmãs da Congregação da Sagrada Família mantendo este estilo de escola confessional até o ano de 1997. Alem disso ficou clara a presença marcante da relação de poder no interior da escola, sobretudo entre os discentes (estabelecidos) e os docentes (outsiders) causando uma divisão entre eles que inicialmente foi difícil de ser superada. Foi a partir da vigilância e das punições, que os docentes e equipe gestora buscavam manter a ordem na instituição escolar. / This research is located in the field of Theory and History of Education, falls within the list of search on educational institutions in Brazil, particularly the history and memories of the School José Collier (Camaragibe / PE) in the period 1988-1997. We seek to answer the following questions: What is the identity of this educational institution in this period? How were developedthe educational process in this school in that period? What aspects of everyday school life were marked in memory of the students, of the teachers and employees of this school? The research aimed to know the history and the memory of School José Collier (1988-1997). In terms of specific objectives, we tried to present the historical context of the period characterizing the school and recording their stories and memories. The main theorist who supported the research was Norbert Elias (1994 and 2000). The qualitative research included the oral sources as the primary data collection instrument and the content analysis and processing of information. In the result, we observed that the School received strong influences of the Sisters of the Holy Family Congregation keeping this confessional school style by the year 1997. In addition observe the remarkable presence of power relations within the school; particularly among the students (established) and the teachers (outsiders), causing a division that was initially difficult to be tackled. It was from the surveillance and punishment that the teachers and management team sought to maintain order in the school institution.
39

Educar CrianÃas e Jovens à Luz da Fà e Cultura: as InstituiÃÃes Escolares Confessionais CatÃlicas na Sociedade Piauiense (1906 a 1973) / Educate Children and Young People in the Light of the Faith and Culture: the confessional Catholic school institutions in the piauiense society(1906 to 1973)

Samara Mendes AraÃjo Silva 13 December 2010 (has links)
FundaÃÃo de Amparo a Pesquisa do Estado do Piauà / Os ColÃgios CatÃlicos tiveram participaÃÃo decisiva no processo de reconfiguraÃÃo dos papÃis sociais, especialmente os femininos, porque apresentaram e representaram para as mulheres (mesmo para as que nÃo fizeram parte de seu alunado) a possibilidade de uma formaÃÃo intelectual e profissional que levou a ampliaÃÃo e diversificaÃÃo da inserÃÃo e atuaÃÃo social destas, antes restrita ao ambiente domÃstico e aos papÃis de esposa e mÃe. Para demonstrar esta conseqÃÃncia da aÃÃo educacional da Igreja CatÃlicas â e cientes de que os processos sociais e as aÃÃes dos indivÃduos sociais estÃo num contÃnuo entrelaÃamento â tomamos como objeto de estudo os ColÃgios das IrmÃs Catarinas no Piauà (1906 a 1973) e analisamos como se deu os processos de educaÃÃo, inserÃÃo e posicionamento social das ex-alunas destas instituiÃÃes. Estudando a HistÃria da EducaÃÃo feminina piauiense, concentramos a pesquisa na Ãrea da HistÃria das InstituiÃÃes Escolares Confessionais apoiados nos referenciais teÃrico-metodolÃgicos emanados da HistÃria Cultural e da Sociologia HistÃrica â o que nos possibilitou utilizar diferenciadas fontes histÃricas (documentais, hemerogrÃficas, iconogrÃficas e relatos de ex-alunas) â confirmamos que sob o aparente silÃncio, respeito e manutenÃÃo da configuraÃÃo social vigente as alunas dos ColÃgios Confessionais CatÃlicos contribuÃram sem estardalhaÃos e, de forma decisiva, para a alteraÃÃo da posiÃÃo e papÃis sociais das mulheres na sociedade piauiense â e por extensÃo nordestina e brasileira â manifestaram formas de insubordinaÃÃo, produziram estratÃgias que, por vezes, desembocaram na transformaÃÃo (em geral lenta e progressiva) da figuraÃÃo social. E, apesar de estas mulheres terem empreendido muitas transformaÃÃes nos papÃis sociais, nÃo se alijaram de âdonsâ e âvocaÃÃesâ femininas da religiosidade, maternagem, docilidade, famÃlia e do casamento, ainda presentes em seu cotidiano e resultante dos anos de formaÃÃo intelectual, social e religiosa adquiridas nas escolas confessionais catÃlicas. / The Catholic Schools have had decisive participation in the reconfiguration process of the social roles specially the feminine ones because presented and represented to the women (even to the ones who havenÂt taken part of their pupils groups) the possibility of a profissional and intelectual development which conveyed the enlargement and diversification of the insertion and those womenÂs social performance, before limited to the home-circle and to the mothercraft and wifelike roles To demonstrate that consequence of the Catholic churches educational action â and aware whereof the social processes and the social individuals actions are in a continuous entrenchmentâ the Catarinas Sisters Schools in Piauà (from 1906 to 1973) were taken as object of this study and it was analyzed how the educational processes, insertion and social emplacement of the ex-students from those institutions were constituted. By studying the History of Piauiense Feminine Education this research was focused on the History of the Confessional Catholic based on the theoretical-methodological references emanated of the Cultural History and the Historical Sociology â which were important once it was possible to use different historical sources such as (documental hemerographics iconographic and ex-students reports) â it was confirmed that under an apparent silence respect and maintenance of the present social configuration the schoolgirls of the Catholic Confessional Schools contributed without fuss and in a decisive way to the changes of the womenÂs position and social roles in the piauiense society â and for brazilian and northeastern extension â made known ways of insubordination produced strategies that sometimes discharged in the transformation (slow but progressive) of the social configuration In spite of these women had taken upon lots of alterations of the social roles, they havenÂt untied the feminineÂs âgiftsâ and âvocationsâ of the religiosity motherhood, sweetness, family and marriage still in their daily activities and as a result of the years of intelectual social and religious development acquired in the catholic confessional schools
40

O modelo consociativo para sociedades plurirreligiosas: reflexões e aprendizados sobre a experiência confessional libanesa / The consociational model for multi-religious societies: considerations and yields from the Lebanese confessional experience

Natália Nahas Carneiro Maia Calfat 26 January 2017 (has links)
O modelo consociativo de democracia parlamentar reflete a necessidade de prevenção de conflitos comunais em sociedades segmentadas e visa proporcionar-lhes estabilidade democrática. O Líbano e suas 18 seitas oficiais foi considerado por Arend Lijphart como um caso de sociedade multiétnica profundamente dividida por clivagens sobrepostas, país no qual o consociativismo e a capacidade de acomodação das elites seriam viáveis. No entanto, o país tem enfrentado rupturas institucionais constantes e intensificação de tensões sectárias mesmo após o fim da guerra civil (1975-1990). As crises de governança em 2005 e 2008, o vácuo presidencial de Maio de 2014 à Outubro de 2016 e as persistentes crises de energia, água e lixo são exemplos de tais eventos. Além disso, o Líbano tem um Estado nação frágil e inoperante, abrindo uma lacuna em termos de defesa militar, promoção de serviços sociais e provisão de bens públicos. Ao mesmo tempo, contudo, as crises sugerem não demonstrações de falta de governança, mas ajustes de representação para inclusão de elites não tradicionais no poder (como é o caso da xiita e sua obtenção do poder de veto através da figura do Hezbollah em 2008). E, sobretudo, o sistema confessional teve continuidade histórica significativa ao longo dos séculos XX e XXI. Em razão desta falta de consenso na literatura, será objetivo do presente trabalho indicar e refletir sobre os limites, decorrências e contribuições do consociativismo à realidade libanesa em sua modalidade confessional. Através do estudo de caso proposto apontaremos de que modo, de forma problemática, falta na literatura consociativa o entendimento de que a institucionalização rigorosa das diferenças religiosas não promove mais democracia e representatividade, mas, ao contrário, enfraquece o Estado nacional e engendra práticas de clientelismo sectário. Os resultados obtidos reforçam a necessidade de revisão teórica do modelo de Lijphart de modo a afastar do mesmo arranjos consociativos altamente institucionalizados tais como os do tipo confessional. Na medida em que tal prescrição está ausente na teoria consociativa clássica, identificamos uma anomalia no modelo original de Lijphart que precisa ser revista e sanada. / The consociational model of parliamentary democracy reflects the need to prevent communal conflicts in segmented societies and aims to provide them with democratic stability. Lebanon and its 18 official sects was considered by Arend Lijphart as a case of multi-ethnic and deeply divided society, a country where consociationalism and elites\' compromising would be feasible. However, the country has been facing constant institutional disruption and intensification of sectarian tensions even after the end of the civil war (1975-1990). Governance crisis in 2005 and 2008, presidential vacuum from May 2014 to October 2016 and the persistent energy, water and waste disposal crisis are examples of such events. In addition, Lebanon has a fragile and ineffective nation state, deficient in terms of its military defense, promotion of social services and provision of public goods. At the same time, however, these crisis suggest not lack of governance demonstrations, but representation and power adjustments to include non-traditional elites (as it is the case for the Shia sect and its veto power obtainment through Hezbollah in 2008). Utmost, the confessional system has had significant historical continuity throughout the 20th and 21st centuries. Due to the literatures lack of consensus revolving this issue, the present work intends to present and reflect over consociativisms limits, consequences and contributions to the Lebanese reality in its confessional form. Through the here proposed case study, it will be problematically pointed out that the consociational literature misses the point by not understanding that the rigorous institutionalization of religious differences does not promote more democracy and representation; but, rather, weakens the national state and engenders clientelist sectarianism. The results obtained reinforce the need for Lijpharts model theoretical revision in order to except from it highly institutionalized consociational arrangements (such as the confessional one). To the extent that such prescription is absent in classic consociational theory, we have identified an anomaly in Lijpharts original model that needs to be reviewed and amended.

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