Submitted by Melina Sumaia Rissardi null (melina.rissardi@gmail.com) on 2016-08-27T14:44:18Z No. of bitstreams: 1 MELINA - Dissertação - PDF - Fevereiro - 2016.pdf: 2799531 bytes, checksum: 1824cbdfa579773f5aa5dabca317cbf8 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-29T19:07:55Z (GMT) No. of bitstreams: 1 rissardi_ms_me_bauru.pdf: 2799531 bytes, checksum: 1824cbdfa579773f5aa5dabca317cbf8 (MD5) / Made available in DSpace on 2016-08-29T19:07:55Z (GMT). No. of bitstreams: 1 rissardi_ms_me_bauru.pdf: 2799531 bytes, checksum: 1824cbdfa579773f5aa5dabca317cbf8 (MD5) Previous issue date: 2016-02-29 / O presente trabalho tem por objetivo desenvolver um objeto digital de aprendizagem, com uma sequência didática, diferente daquela tratada no Caderno do Professor e do Aluno da Secretaria da Educação do Estado de SP, oportunizando assim, novas práticas pedagógicas para docentes e educandos, em diferentes contextos de aprendizagem. O uso de tal ferramenta na sala de aula empenhou-se em contribuir para que os alunos desnaturalizassem os fenômenos sociais determinantes da realidade por eles vivenciada cotidianamente. Uma nova visão dessa realidade permitiu que os alunos criassem condições para modificá-la, tanto individual quanto coletivamente. O trabalho também buscou analisar de forma crítica os documentos que dão diretrizes a educação no plano nacional e no estadual, sendo eles: os Parâmetros Curriculares Nacionais; as Orientações Curriculares para o Ensino Médio; o Currículo do estado de São Paulo. / This study aims to develop a digital learning object, with a didactic sequence, different from that dealt with notebook Teacher and Student from the state of SP education, providing opportunities so new teaching practices for teachers and students in different learning contexts. The use of such a tool in the classroom aimed to help students desnaturalizassem the determining social phenomena of reality they experienced daily. A new vision of this reality allowed students to create conditions to modify it, both individually and collectively. The work also sought to analyze critically the documents which give education guidelines at the national level and at the state, namely: the National Curriculum Standards; the Curriculum Guidelines for Secondary Education; Curriculum the state of São Paulo.

O presente trabalho visa investigar em que medida a Física, reconhecida por seu caráter paradigmático e, portanto, com leis bem definidas, está sujeita aos elementos culturais da escola. Dessa forma, pretendeu-se investigar a existência (ou não) de um conhecimento físico \"naturalizado\" e universal, para além das características de diferentes culturas nacionais. Dentro de um quadro teórico que reconhece a articulação entre os vários aspectos da complexa realidade escolar, as referências de investigação contemplaram, também, âmbitos mais gerais nos quais a disciplina escolar está inserida. Esses âmbitos foram representados pelas políticas educacionais, pelos currículos, pelas propostas pedagógicas da escola, pelo perfil da comunidade escolar e pelos materiais didáticos. Para isso, optou-se por um estudo de caso de uma escola bicultural brasileira e espanhola, e elaboraram-se três procedimentos de investigação: o primeiro, documental, teve foco na análise dos objetivos da escola em conjunto com as legislações brasileira e espanhola. O segundo, com foco nas relações da cultura escolar, centrado nos protagonistas (alunos e professora), com vivência em contextos escolares de países diferentes. Por último, o terceiro, com foco na análise da abordagem do conhecimento escolar de Física, através de sua organização curricular e dos materiais didáticos utilizados, representados por livros brasileiros e espanhóis. Do conjunto dos resultados obtidos, foi possível verificar que a Física, como disciplina escolar, está sujeita aos elementos culturais da escola, permitindo-se identificar aspectos que contribuem para sua \"desnaturalização\". Mais do que isso, foi possível reconhecer na escola estudada o surgimento de uma cultura híbrida, através de um processo não livre de tensões e movido, aparentemente, por objetivos educacionais distintos. De acordo com o estudo realizado, o produto híbrido desse processo parece ser constituído por uma cultura escolar que integra elementos complementares, sem predomínio de um ou de outro contexto cultural, e com potencial, aparentemente, para promover uma formação mais rica, devido a maior diversificação. / The goal of this research is to investigate possible national cultural elements in the introduction of Physics knowledge in high schools. This means to inquire in which extent a paradigmal science as this one, with universal laws, is presented through equivalent approaches in different cultural contexts. As school subjects are integrated in complex structures, we take into consideration theoretical references about curriculum policies, cultural schooling, and school textbooks discussions. With this purpose we developed a case study about a bicultural school, in São Paulo, attending Spanish and Brazilian students. This study was developed in three different instances: the first, with focus in documental elements extracted from school project and curriculum strategies; the second, with particular attention to student perceptions of their cultural experiences; and the third, based on the analysis of material, practices and physics textbooks used in classroom. Our results indicate that there are, in fact, significant cultural contributions in this subject, and this do not allow a \"naturalization\" of school physics content. Moreover, it was possible to identify this particular school as a hybrid cultural construction, not free of tensions and contradictions, but integrating different and complementary contributions, with potential to promote a richer scientific education.

O presente trabalho visa investigar em que medida a Física, reconhecida por seu caráter paradigmático e, portanto, com leis bem definidas, está sujeita aos elementos culturais da escola. Dessa forma, pretendeu-se investigar a existência (ou não) de um conhecimento físico \"naturalizado\" e universal, para além das características de diferentes culturas nacionais. Dentro de um quadro teórico que reconhece a articulação entre os vários aspectos da complexa realidade escolar, as referências de investigação contemplaram, também, âmbitos mais gerais nos quais a disciplina escolar está inserida. Esses âmbitos foram representados pelas políticas educacionais, pelos currículos, pelas propostas pedagógicas da escola, pelo perfil da comunidade escolar e pelos materiais didáticos. Para isso, optou-se por um estudo de caso de uma escola bicultural brasileira e espanhola, e elaboraram-se três procedimentos de investigação: o primeiro, documental, teve foco na análise dos objetivos da escola em conjunto com as legislações brasileira e espanhola. O segundo, com foco nas relações da cultura escolar, centrado nos protagonistas (alunos e professora), com vivência em contextos escolares de países diferentes. Por último, o terceiro, com foco na análise da abordagem do conhecimento escolar de Física, através de sua organização curricular e dos materiais didáticos utilizados, representados por livros brasileiros e espanhóis. Do conjunto dos resultados obtidos, foi possível verificar que a Física, como disciplina escolar, está sujeita aos elementos culturais da escola, permitindo-se identificar aspectos que contribuem para sua \"desnaturalização\". Mais do que isso, foi possível reconhecer na escola estudada o surgimento de uma cultura híbrida, através de um processo não livre de tensões e movido, aparentemente, por objetivos educacionais distintos. De acordo com o estudo realizado, o produto híbrido desse processo parece ser constituído por uma cultura escolar que integra elementos complementares, sem predomínio de um ou de outro contexto cultural, e com potencial, aparentemente, para promover uma formação mais rica, devido a maior diversificação. / The goal of this research is to investigate possible national cultural elements in the introduction of Physics knowledge in high schools. This means to inquire in which extent a paradigmal science as this one, with universal laws, is presented through equivalent approaches in different cultural contexts. As school subjects are integrated in complex structures, we take into consideration theoretical references about curriculum policies, cultural schooling, and school textbooks discussions. With this purpose we developed a case study about a bicultural school, in São Paulo, attending Spanish and Brazilian students. This study was developed in three different instances: the first, with focus in documental elements extracted from school project and curriculum strategies; the second, with particular attention to student perceptions of their cultural experiences; and the third, based on the analysis of material, practices and physics textbooks used in classroom. Our results indicate that there are, in fact, significant cultural contributions in this subject, and this do not allow a \"naturalization\" of school physics content. Moreover, it was possible to identify this particular school as a hybrid cultural construction, not free of tensions and contradictions, but integrating different and complementary contributions, with potential to promote a richer scientific education.

Thesis title: The institute of the citizenship of the Republic of Austria Citizenship is often defined as a status of a person, who is recognised under the law as being a legal member of a sovereign state. This status is usually connected with certain rights and privileges, along with corresponding duties, which belong to the citizens only. This master thesis aims to give a detailed analyse of the valid legislation of Austrian citizenship and to evaluate it critically. The main goal of the thesis is to answer the questions, whether the nowadays valid regulation is still actual and whether it would not be better to regulate certain issues in a different or more suitable way. In the introduction of this thesis the term citizenship and the related key concepts are explained. Mentioned are also the leading principles of the regulation of the Austrian citizenship, structured by their importance according to the Austrian legal literature. Introduced are also the sources of Austrian law - the significant international treaties and the regulation in the European Union and in the Austrian constitution. However, the main emphasis is put on the valid Austrian Citizenship Act, which contains large number of information related to this thesis. Described are also the ways of obtaining and losing the Austrian...

溫特森最新的實驗小說《魔力書》，以網際空間為喻，探討性自由與權力之間的關係；是一本因應千禧年而誕生的作品。故事中的主人翁阿里(Ali)，藉由答覆網上不知名的筆友，為讀者揭示女性主體及性慾自主的議題；作者巧妙地將自己擅長的詩意散文、新奇敘事體，融入哲學思維，與網際網路天馬行空的力量相結合。本論文旨在以宏觀哲學的角度分析女性各個不同時期的處境，並指出《魔力書》除了充溢智慧、想像、力量之外，是一本關切女性處境及主體的小說。 本論文以西蒙•波娃有關女性主體論述為主要理論架構。論文主體可分三部分。第一部分旨在分析權力關係的影響，並以書中網路外遇事件為例，彰顯出已婚女性受傳統意識型態箝制，失去性自主的契機。第二部分從敘事者的角度，以女性特有言說方式，持續探討女性情慾自主的議題。最後一部分處理敘事者不同形式的存在模式，並以宏觀角度分析，不同時期(神話、奇想、網際空間)女性主體的變化性。 對照四十年前的女性處境，處於科技時代的摩登女性仍然受制於傳統女性特質的制約，或是受到強勢意識型態所掌控。面對此情境，女性應藉由參與社會或政治活動，承擔起改變世界的責任，來確保個人主體性的完整；女性應對自我有更多的期許及要求。溫特森在《魔力書》中藉由答覆網路筆友的要求─「自由，給我一晚的自由」─其實真正探討的是確立女性主體性的重要概念。 / Winterson’s latest novel The PowerBook (2000) is an experimental work of fiction that uses the metaphor of cyberspace to portray the issue of sexual freedom and power, a book that greets the challenge of the new millennium in Winterson’s design. By answering to an unknown on-line correspondent’s need, the narrator and e-mail writer Ali explores the very issue on women’s subjectivity and the autonomy of femininity, adroitly connecting the power of the Internet (the imaginary and the virtual) with her poetic prose and inventive narrative in conjunction with philosophical significance. My thesis aims to start a complicated analysis of women’s different situations from a philosophical perspective. I think The PowerBook, invested with wisdom, imagination and power, is a book that concentrates on women’s situation and subjectivity. Simone de Beauvoir’s concept on women’s subjectivity constitutes the most important theoretical framework of my thesis. The main body of the thesis can be grouped into three parts. Firstly, I will probe the effect of power relations on a virtual forbidden love affair, manifesting that the married woman is manipulated by the patriarchal ideology so that she ultimately fails to fulfill her autonomy of femininity. Secondly, I will discuss, mainly in terms of a feminist discourse theory, the issue on the autonomy of femininity revealed in Ali’s narrative. Thirdly, the last section of the main body will not only deal with Ali’s various modes of existence, but also aim at exploring women’s selfhood in respect of myth, fantasy and cyberspace. By contrasting women’s situation at present with that almost forty years ago, I will show that modern women in the technological age are still either bound by the myth of femininity, or conditioned by dominant ideologies. Finally, I will conclude that modern women should not only act as independent subjects, but also demand more and expect more for themselves. By participating in social and political activities, they are able to take the responsibilities for improving the world. It can be interpreted that to answer to the correspondent’s need—“Freedom, just for one night”—is actually to examine the main subject on women’s existence in Winterson’s intention.

Made available in DSpace on 2016-04-28T20:40:03Z (GMT). No. of bitstreams: 1 Maura Castello Bernauer.pdf: 1253113 bytes, checksum: c378f48edfa304e764194d30cabd580f (MD5) Previous issue date: 2009-05-14 / In this study, is searched to reflect concerning the impacts of the infertility in the subjectivity of men and women that had submitted and had children through ART; and about the process of conjugality transition to parenthood after the birth of the son. From the approach of the theoretical boarding of Sociohistoric Psychological of Vygotsky, it was explored symbolic conception of genre to implement a perspective denaturalizing of maternity and of the paternity where the concept of the identities was evaluated of masculine and feminine genre that they had been if modifying throughout the years, through social behaviors on sexuality and reproduction. And in which one searched to apprehend meanings and felingst through open interview in depth, with three couples infertile heterosexuals whom had submitted treatment of ART and has a first son (s) already born at least for one year in a private clinic, in a city near the city of São Paulo. Thus being: Couple 1 Ana (35, degree in Adm) and Bruno (38, graduated in law); they are married for 6 years and have a couple of twin children of 2 years of age. Couple 2 - Carla (39, degree in Adm) and Daniel (44, high school degree, works with commerce); they are married for 13 years and have a son of 2 and a half years. Couple 3 - Elsa (36, degree in Computer Science) and Fábio (34, degree in Computer Science); they are married for 7 years and have a son of 2 years. Readings of the collected date had been made that they had allowed a process of aglutination of 66 pré-indicators, for the similarity, complementary or contraposition. After this process had gotten a lesser diversity of subjects, being able itself to agglutinate in 29 indicators. To leave of the reverse speed-reading of the material, the joint process was made that resulted in the organization of meaning core: (1) treatment of ART, pregnancy and childbirth; (2) conjugality; (3) spirituality; (4) family relationships and (5) parenthood. To leave of the partner-historical context of the conjugal and parental bows, we understand the existing relations between conjugality e parentahood of men and women who had had son (s) through ART. The treatment of ART produces the construction of personal directions and redimension the meanings of the transistion for parenthood. The studied couples continue in the condition of infertile although they have children. The representation of the biological bond (implied: to conceive, pregnancy and childbirth) for confirmation of the sort identities is the main reason that leads the couples to the ART services taking them, to neglect the adoption or to remain without children. The idea of nature in its ideological function it strengthens the moral order and it generates culpability. It can be hypothesing that emotional problems are decurrent of not development of parenthood, that is of the relation of the children with the adults, because many men and women did not desire to have children, they only wanted to be father and mother, to confirm its femininity and manhood. We conclude that denaturalizing the meanings of feminine/maternity e masculine/paternity they had extended our perspectives of the understanding of the relations of sort and its repercussions on the subjectivity in the contemporaneousness / Neste estudo, buscou-se refletir acerca dos impactos da infertilidade na subjetividade de homens e mulheres que se submeteram e tiveram filhos através de RA; e sobre o processo de transição da conjugalidade para a parentalidade após o nascimento do filho. A partir do enfoque da abordagem teórica da Psicologia Sócio-Histórica de Vygotsky, explorou-se a concepção simbólica de gênero para implementar uma perspectiva desnaturalizadora da maternidade e da paternidade em que avaliou-se o conceito das identidades de gênero masculino e feminino que foram se modificando ao longo dos anos, através de condutas sociais sobre sexualidade e reprodução. E na qual buscou-se apreender os significados e sentidos através de entrevista aberta em profundidade, com três casais heterossexuais inférteis que se submeteram a tratamento de RA e têm um primeiro filho(s) já nascido há pelo menos um ano numa clínica privada, numa cidade próxima a cidade de São Paulo. Assim sendo: Casal 1 Ana (35 a, grau de escolaridade superior- Adm) e Bruno (38 a, grau de escolaridade superior, adv); são casados há 6 anos e têm um casal de filhos gêmeos de 2 anos de idade. Casal 2 - Carla (39 a, grau de escolaridade superior, Adm ) e Daniel (44 a, grau de escolaridade nível médio, comerciante); são casados há 13 anos e têm um filho de 2 anos e meio. Casal 3 - Elsa (36 a, grau de escolaridade superior, Informática) e Fábio (34 a, grau de escolaridade superior, Informática); são casados há 7 anos e têm uma filha de 2 anos. Foram feitas leituras dos dados coletados que permitiram um processo de aglutinação dos 66 pré-indicadores, pela similaridade, complementaridade ou contraposição. Após esse processo obtiveram-se uma menor diversidade de temas, podendo-se aglutinar em 29 indicadores. A partir da re-leitura do material, foi feito o processo de articulação que resultou na organização dos núcleos de significação: (1) tratamento de RA, gravidez e parto; (2) conjugalidade; (3) espiritualidade; (4) relacionamentos familiares e (5) parentalidade. A partir da contextualização sócio-histórica dos laços conjugais e parentais, compreendemos as relações existentes entre a conjugalidade e a parentalidade de homens e mulheres que tiveram filho(s) através de RA. O tratamento de RA produz a construção de sentidos pessoais e redimensiona os significados da transição para a parentalidade. Os casais estudados continuam na condição de inférteis apesar de terem filhos. A representação do vínculo biológico (subentendido: conceber, gravidez e parto) para confirmação das identidades de gênero é a principal razão que conduz os casais aos serviços de RA levando-os, assim, a preterir a adoção ou permanecer sem filhos. A idéia de natureza em sua função ideológica reforça a ordem moral e gera culpabilidade. Pode-se hipotetizar que problemas emocionais são decorrentes do não desenvolvimento da parentalidade, ou seja da relação das crianças com os adultos, porque muitos homens e mulheres não desejavam ter filhos, só queriam ser pai e mãe, para confirmar sua feminilidade e masculinidade. Concluímos que desnaturalizar as significações de feminino/maternidade e masculino/paternidade ampliaram nossas perspectivas da compreensão das relações de gênero e de suas repercussões sobre a subjetividade na contemporaneidade

La présente thèse vise à étudier deux différentes modalités de contestation de l'imaginaire dominant, à travers l'analyse des actions directes du mouvement FEMEN et des performances issues de la démarche post-porn. Ces deux démarches contestataires mettent en exergue et questionnent, chacune à leur manière, la sexualisation des corps, inhérente à certains schèmes de l'imaginaire dominant : les FEMEN la refusent ; la démarche post-porn propose d'autres façons de sexualiser les corps. Une comparaison approfondie de modes d'action des FEMEN et des acteur-ice-s de la scène post-porn implique de s'intéresser à deux façons différentes de retravailler les imaginaires sexuels dominants et de re-signifier les corps féminins, trans et/ou non hétérosexuels. A partir de la sexualisation des corps, je montre comment le regard sur les corps est verrouillé, structuré par un imaginaire traversé par les rapports de pouvoir : il y a des façons hégémoniques de raconter les corps des dominant.e.s et des dominé.e.s. En essaimant dans le monde social, les scripts corporels, ces fictions forgées par les logiques de domination, structurent le regard sur les corps, les pratiques corporelles et les interactions sociales. Mais ce verrouillage du regard contient en lui-même les conditions de son déverrouillage. Ce sont des modalités de ce déverrouillage qui seront interrogées, à travers les actions des FEMEN et des activistes post-porn. Proposer des narrations alternatives de corps déverrouille-t-il le regard sur les corps ? Quel rapport ces démarches contestataires entretiennent-elles aux fictions hégémoniques ? / This thesis aims to study two different approaches which dissent from the dominant imaginary, through the analysis of the FEMEN movement’s direct actions and performances derived from the post-porn approach. Both dissenting approaches highlight and question, each in their own way, the sexualization of bodies, which is inherent to certain schema of the dominant imaginary: the FEMEN movement refuses it, while the post-porn approach offers other ways of sexualizing the body. An in-depth comparison of FEMEN's modes of action with those of the actors and actresses of the post-porn scene entails engagement with two different ways of re-working the notion of dominant sexual imaginaries, and also the re-signification of trans and/or non-heterosexual female bodies. Starting from the sexualization of bodies, I show how the way we look at bodies is locked in, structured by an imaginary shaped by power relationships: there are hegemonic ways to narrate the bodies of the dominant and the dominated. By disseminating themselves into the social world, corporal scripts – these fictions created through logics of domination – shape the way we look at bodies, corporal practices and social interactions. However, this locking in of the gaze contains in itself the conditions of its own unlocking. These modes of unlocking will be questioned through the prism of actions by FEMEN and post-porn activists. Does suggesting alternative body narrations unlock the gaze brought to bear on the body? What relation do these dissenting approaches have with hegemonic fictions?

My diploma work is concerned with the themes of outdoor preschools and pre-school education. It searches for and is stemming from the similar subjects in foreign countries and within the Czech Republic. It shows what the benefits of children being outside are. It also searches and points out liabilities which are necessery to be taken into account. The work presents the used resources, which can lead to the foundation of the other outdoor preschools and their maintanence. The empirical study is managed as an action research. The first part of the practical section shows experiences of the outdoor preschools in general and it presents interviews with their pedagogues. The second part of the practical section deals with the opinion of experts and the non-professional community. Moving on, one then investigates the ideal level of achievement in separate competences in an ordinary preschool, and outdoor preschools. Further more, the next section is targeted at the expert's expectations and apprehensions about children staying at an outdoor preschool, taking into account their views in relation to outdoor preschools. Focus groups are being used to question the experts. The important part of the work is to analyse the legal enactments in relation to outdoor preschools motherly school.