This thesis explores through the creation of four artworks, the nature of the sublime ruin. To facilitate this it examines the disintegration of selected religious feminine metaphors. The artworks are rendered through a multiplication of layers bound by translucent/transparent resin. These are produced to examine the potentials between traditional craft and contemporary digital mediums, thus creating sites where eroding fragments may express an excess of meaning through enigmatic construction.

This thesis explores through the creation of four artworks, the nature of the sublime ruin. To facilitate this it examines the disintegration of selected religious feminine metaphors. The artworks are rendered through a multiplication of layers bound by translucent/transparent resin. These are produced to examine the potentials between traditional craft and contemporary digital mediums, thus creating sites where eroding fragments may express an excess of meaning through enigmatic construction.

This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.

Submitted by DENISE ROCHA PEREIRA (deniserochap@hotmail.com) on 2018-06-22T06:28:05Z No. of bitstreams: 1 Pereira, D. R. tese 330p completa e finalizada 18 de junho.pdf: 4163242 bytes, checksum: ebe0602ae3350c66c89d58adad130e81 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-06-22T18:18:57Z (GMT) No. of bitstreams: 1 pereira_dr_dr_mar.pdf: 4163242 bytes, checksum: ebe0602ae3350c66c89d58adad130e81 (MD5) / Made available in DSpace on 2018-06-22T18:18:57Z (GMT). No. of bitstreams: 1 pereira_dr_dr_mar.pdf: 4163242 bytes, checksum: ebe0602ae3350c66c89d58adad130e81 (MD5) Previous issue date: 2018-05-28 / Não recebi financiamento / O consumismo representa um sério problema da sociedade contemporânea que se baseia em valores materiais e atinge negativamente o processo de formação de identidade das crianças desde tenra idade. Nesse sentido, esta pesquisa teve como objetivo maior identificar aspectos envolvendo o consumismo em contextos da educação infantil, conhecendo crenças dos alunos e professores em relação às questões de consumismo e suas interfaces, identificando elementos da rotina escolar e as interações que ocorrem na sala de aula que possam remeter ao consumismo. Para atingir tais objetivos, foi realizado um estudo de caso integrado, com uma abordagem qualitativa-quantitativa em 10 salas de pré-escola de três escolas públicas de educação infantil, localizadas numa cidade do interior do estado de São Paulo. Os participantes foram dez professores do segundo ano da educação pré-escolar e 23 alunos também desta modalidade educativa, com idade de cinco anos de uma 11ª sala. Os instrumentos utilizados para a coleta foram entrevistas semiestruturadas e roteiros de observação. Para a observação das salas de aula, foi utilizado um roteiro preenchido pela pesquisadora, contemplando diferentes aspectos que caracterizavam o ambiente tais como decoração, brinquedos, materiais, conteúdos e interações. Aos docentes, foram aplicadas entrevistas semiestruturadas sobre práticas do cotidiano pedagógico e aspectos do consumismo. As crianças foram submetidas a uma entrevista semiestruturada por meio do método clínico-crítico, envolvendo primeiramente a realização de desenhos, e na sequência questões acerca do consumismo. Após a coleta de dados, realizamos a análise do conteúdo de forma qualitativa e quantitativa, com a organização de eixos temáticos sobre elementos que pudessem evidenciar a perspectiva dos professores e alunos a respeito do assunto. Os resultados demostraram que o ambiente escolar da educação infantil traz elementos que evidenciam o consumismo infantil, entre eles, a presença de personagens midiáticos em diferentes objetos, principalmente aqueles trazidos pelas próprias crianças; nas crenças de professores revela-se por vezes um princípio ingênuo acerca do consumismo, contudo, a maioria dos professores considera as crianças consumistas e acredita ser um assunto possível de ser trabalhado no currículo e não tenhamos detectado situações mais sistematizadas em que esse trabalho estivesse sendo desenvolvido. Foi possível observar, ainda, que as crianças de cinco anos já possuem crenças consumistas que refletem a condição pós-moderna às quais estão expostas revelando conhecimentos, comportamentos e interesse em artefatos da indústria cultural, como também foi possível diagnosticar a vulnerabilidade ao qual estão expostas. Diante disso, acreditamos na necessidade da alfabetização econômica nessa nova era, em novas linguagens, e que algumas práticas já existentes na educação infantil podem ser transformadas para a reflexão sobre o consumismo e que este estudo pode colaborar no desenvolvimento de um trabalho interdisciplinar sobre o consumismo nesta etapa de ensino, ressignificando conteúdos e metodologias já presentes, a partir de princípios construtivistas que respeitem a condição singular da criança e do seu desenvolvimento. / Consumerism represents an acute problem in contemporary society that is based on material values and that negatively affects the process of identity formation of children from an early age. In this sense, the present research is aimed to identify aspects involving the consumerism in contexts of child education by recognizing the beliefs of students and teachers in relation to the questions of consumerism and its interfaces and identifying elements of the school routine and the interactions that occur in classroom that can refer to consumerism. In order to achieve these objectives, an integrated case study, with a qualitative-quantitative approach, was conducted in ten pre-school classrooms of three public schools for children's education, located in a city in the countryside of the state of São Paulo. The participants were ten teachers from the second year of pre-school education and 23 students from this kind of education, aged five, coming from an 11th room. The instruments used for the collection were semi-structured interviews and observation scripts. For the observation of the classrooms, a script was filled by the researcher, contemplating different aspects that characterized the environment such as decoration, toys, materials, contents and interactions. The teachers applied semi-structured interviews on pedagogical practices and aspects of consumerism. The children were submitted to a semi-structured interview by means of the clinical-critical method, first involving drawings and in the sequence questions about consumerism. After the data collection, the content analysis was performed in a qualitative and quantitative way, with the organization of thematic axes on elements that could evidence the perspective of teachers and students regarding the subject. The results showed that the school environment of child education brings elements that evidence child consumption, among them, the presence of media characters in different objects, especially those brought by the children themselves; in teachers' beliefs it is sometimes revealed as a naïve principle about consumption, however, most teachers consider children as consumerists and believe that it is a possible subject to be worked in the curriculum although we have not detected more systematized situations in which this work was being developed. It was also possible to observe that the five-year-old children already have consumerist beliefs that reflect the post-modern condition to which they are exposed, and which reveals knowledge, behaviors and interests in cultural industry artifacts, as well as the vulnerability to which they are exposed. Given this, we believe in the need for economic literacy in this new era, in new languages. In addition, some existing practices in early childhood education can be transformed into a reflection on consumerism, and this study can collaborate in the development of an interdisciplinary work on consumerism in this stage of teaching, resignifying contents and methodologies already present, based on constructivist principles that respect the unique condition of children and their development.

Aujourd'hui, philosophes et hommes de sciences se trouvent d'accord pour affirmer que le mécanisme n'a plus cours. Or, il hante toujours les esprits. Donc, il est toujours important d'essayer de comprendre son projet. En menant une étude actuelle du mécanisme dans laquelle on estime que l'idée du mécanisme était donnée dès le départ, on peut se demander si le mécanisme est à la fois une théorie scientifique au sens fort du terme et une philosophie authentique ou bien s'il est l'une sans être l'autre ou encore s'il n'est ni l'une ni l'autre. D'un côté, il apparaît que le mécanisme classique est une théorie scientifique au sens strict, celle de la mécanique, mais, étendu aux systèmes ouverts, il est une théorie scientifique au sens distendu - sens entretenu par l'effet de parallélismes idéologiques - ; et de l'autre, il s'avère que le mécanisme est une philosophie sans un contenu original sans doute, mais très spécifique. Qu'on ne voie pas de contradiction entre l'affirmation suivant laquelle le mécanisme est une théorie scientifique et celle d'après laquelle le mécanisme est une philosophie. Avec le mécanisme, on est comme dans un clair-obscur où on a l'impression que les extrêmes se touchent. La philosophie mécaniciste, quant à elle, où serait-elle ? Dans ce clair-obscur et ailleurs ! / Philosophers and scientists these days agree to the view that mechanism has become a thing of the past. Yet, there remains a lingering doubt about it. That's why it is important to try and assess its scope. By way of investigating mechanism today, taking the notion for granted, one may wonder whether mechanism is both, strictly speaking, a theory and a genuine philosophy. It may also be the one thing and not the other, or neither one thing nor the other. On the one hand, it appears that classic mechanism is a scientific theory in its own right. Yet, once it is extended to open systems, it becomes a laxer form of scientific theory, the meaning of which subsides through a network of ideological parallels. On the other hand, it appears that mechanism is a philosophy of its own, though it does not obviously pioneer any new ground. There is no contradiction in terms between the facts that some may argue that mechanism is a scientific theory, while others may claim that it is a philosophy. With mechanism, one is sailing in troubled waters and may have the feeling opposites meet. As for the mechanist philosophy, where might it lay? Well, somewhere in those troubled waters and elsewhere !

Cette thèse porte sur Sainte-Beuve et ses Causeries du Lundi, et notamment sur les annotations effectuées sur certains de ces textes. Dans l'introduction à ces annotations, nous avons développé plusieurs points qui aideront à mieux comprendre qui était Sainte-Beuve, et son immense travail critique. Considéré comme le plus grand critique du XIXe siècle, Sainte-Beuve a développé minutieusement, une méthode critique bien à lui. Un des éléments importants du travail critique de Sainte-Beuve est la littérature qu'il a accordée aux femmes, que ce soient des figures célèbres ou bien des personnes peu connues. C'est dans les salons littéraires auxquels il était convié que Sainte-Beuve a trouvé une grande partie de son inspiration, ce qui lui a permis de fonder son discours sur l'oral, la conversation et l'observation sur le terrain, cela a dû largement contribuer à l'élaboration de sa méthode critique. Les salons littéraires étaient devenus pour Sainte-Beuve tel un laboratoire scientifique, un espace dynamique de travail interactif. Une des caractéristiques principales de cette méthode est de ne pas séparer l'écrivain de son œuvre littéraire, afin de le saisir dans son actualité, dans sa contemporanéité. Sa méthode est dotée d'un caractère naturel, dans la mesure où il part de l'écrivain et de l'œuvre. Sainte-Beuve, dans son travail de critique, avait aussi un rôle social. Il a tenté de décrire, à travers ses portraits, les rapports sociaux entre les individus de son temps ou d'une époque passée. Il était un personnage très sensible, écrivant avec une grande liberté d'esprit. / This thesis deals with the Causeries du Lundi of Sainte-Beuve, and in particular with the annotations made on some of these texts. In the introduction to these annotations, we have developed several points that will help to better understand who Sainte-Beuve was, and his immense critical work. Considered the greatest critic of the nineteenth century, Sainte-Beuve has developed a unique critical method. One of the important elements of Sainte-Beuve's critical work is the literature he has dedicated to women, be they famous figures or not. It was in the literary salons to which he was invited that Sainte-Beuve took much of his inspiration, allowing him to base his speech on the oral language, conversations and field observation, which has contributed greatly to the elaboration of his critical method. For Sainte-Beuve, literary salons had become a scientific laboratory, a dynamic space of interactive work. One of the main features of this method is not to separate the writer from his literary work. His method has a natural character, insofar as it starts from the writer and the work. Sainte-Beuve, in his critical work, also had a social role. He has attempted to describe, through his portraits, the social relations between individuals of his time or those of a bygone era. He was a very sensitive character, writing with great freedom of mind.

Made available in DSpace on 2016-07-27T13:47:55Z (GMT). No. of bitstreams: 1 MATHEUS GUIMARAES GUERRA GAMA.pdf: 4070660 bytes, checksum: 8ee24dd470a4077797ebb4ce7eae61a8 (MD5) Previous issue date: 2010-08-31 / This research aims at investigating the occurrence, content and theology of the term 'debt relief', present in the Lord's Prayer, recorded in Matthew 6.9-13. The paper seeks above all point the full sense of the word 'debts from its counterpart in the original language. It intends, therefore, apply the historicalcritical method to accomplish the exegesis of this text in order to identify a good interpretation for it. It will also develop some jubilee traditions present in the Old Testament about forgiveness, in order to better understand this concept and its applicability. Finally, from the historical-effectual hermeneutic, it considers some perspectives of reading in which it will be possible reflect and which can be discussed. / Esta pesquisa tem como objetivo principal analisar a ocorrência, o conteúdo e a teologia da expressão perdão das dívidas , presente na Oração do Pai Nosso, registrada em Mateus 6,9-13, buscando, sobretudo, apontar o sentido pleno da palavra dívidas a partir de seu correspondente no idioma de origem. Pretendo, assim, aplicar o método histórico-crítico para realizar a exegese desse texto, a fim de identificar uma boa interpretação para o mesmo. Procurarei também desenvolver algumas tradições jubilares presentes no Antigo Testamento acerca do perdão, com o intuito de entender melhor esse conceito e sua aplicabilidade. Finalmente, a partir da hermenêutica histórico-efeitual, apontarei algumas perspectivas de leitura nas quais se poderão refletir e com as quais se poderão debater.

Esta dissertação analisa o pensamento de Luís António Verney (1713-Lisboa 1792- Roma) nos primeiros anos em que viveu na Itália (1736-1750). Em primeiro lugar, procura-se expor os diferentes sentidos conferidos pela historiografia à sua obra (em especial ao Verdadeiro método de estudar, de 1746), desde o século XVIII até o presente. Notadamente, discutem-se o papel atribuído às suas ideias nas discussões sobre a decadência de Portugal e como foram associadas ao Iluminismo católico e às reformas pombalinas, efetuadas no reinado de D. José I (1750-1777). Em um segundo momento, parte-se para a reconstrução do ambiente intelectual e político no qual Verney escreveu a obra mencionada. Nela, defendeu acentuadamente a conciliação entre Teologia e Filosofia moderna. Por fim, examina-se a sua concepção de História, particularmente sua proposta de utilização do método crítico como instrumento de defesa da religião católica. / This dissertation analyzes the thought of Luís António Verney (1713-Lisbon - 1792- Rome) during the first years of the time he lived in Italy (1736-1750). First, it presents the different meanings conferred by the historiography to his work (especially to Real way method of studying, from 1746), from the 18th century to the present. It gives special emphasis to the role attributed to his ideas in the discussions of Portugals decadence, and how they were associated with the Catholic Enlightenment and the Pombal reforms, made during the reign of Dom José I (1750-1777). Next, it reconstructs the intellectual and political environment in which Verney wrote the aforementioned work. In it, he strongly defended reconcilement between Theology and modern Philosophy. Finally, his conception of History is examined, particularly his proposal for using the critical method as an instrument of the Catholic religion.

This thesis develops a critical reading methodology entitled unprincipled formalism. This methodology is tested in close readings of three relatively contemporary Australian literary texts: David Malouf's short story "A Traveller's Tale" (1986) and novella Remembering Babylon (1994), and Peter Carey's short story "The Chance" (1978). Unprincipled formalism is developed in relation to three broad contexts: the fragmented state of the contemporary discipline of literary studies; the complex of international economic and social phenomena which goes under the general rubric of globalisation; and the specific Australian left-liberal literary critical tradition which I have termed, for convenience sake, the Meanjin literary formation. Unprincipled formalism does not draw a distinction between form and content. Unprincipled formalism is a critical methodology that is both avowedly socially concerned and strictly formalist. It is concerned with articulating and analysing the particular social and political interventions made by literary texts (as well as the resultant critical discussion of those texts) through a consideration of the formal techniques by which literary texts situate themselves as acts of communication. Principal among these techniques is the mise en abyme. The thesis provides a detailed analysis of debates around the mise en abyme informed by the work of theorists such as Ross Chambers, Lucien Dallenbach, Frank Lentricchia, Moshe Ron, Jacques Derrida and others. Politically, unprincipled formalism attempts to steer a middling course between neo-liberal triumphalism on the one hand and nostalgic left romanticism on the other. This involves on the one hand a critique of neo-liberalism drawing on the work of Charles Taylor, Stephen Holmes, John Frow and others, and on the other a critique of a nostalgic romantic tendency in "progressive" critical technologies such as postmodern and postcolonial literary studies.

Esta dissertação analisa o pensamento de Luís António Verney (1713-Lisboa 1792- Roma) nos primeiros anos em que viveu na Itália (1736-1750). Em primeiro lugar, procura-se expor os diferentes sentidos conferidos pela historiografia à sua obra (em especial ao Verdadeiro método de estudar, de 1746), desde o século XVIII até o presente. Notadamente, discutem-se o papel atribuído às suas ideias nas discussões sobre a decadência de Portugal e como foram associadas ao Iluminismo católico e às reformas pombalinas, efetuadas no reinado de D. José I (1750-1777). Em um segundo momento, parte-se para a reconstrução do ambiente intelectual e político no qual Verney escreveu a obra mencionada. Nela, defendeu acentuadamente a conciliação entre Teologia e Filosofia moderna. Por fim, examina-se a sua concepção de História, particularmente sua proposta de utilização do método crítico como instrumento de defesa da religião católica. / This dissertation analyzes the thought of Luís António Verney (1713-Lisbon - 1792- Rome) during the first years of the time he lived in Italy (1736-1750). First, it presents the different meanings conferred by the historiography to his work (especially to Real way method of studying, from 1746), from the 18th century to the present. It gives special emphasis to the role attributed to his ideas in the discussions of Portugals decadence, and how they were associated with the Catholic Enlightenment and the Pombal reforms, made during the reign of Dom José I (1750-1777). Next, it reconstructs the intellectual and political environment in which Verney wrote the aforementioned work. In it, he strongly defended reconcilement between Theology and modern Philosophy. Finally, his conception of History is examined, particularly his proposal for using the critical method as an instrument of the Catholic religion.