Made available in DSpace on 2014-06-11T19:32:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-06-18Bitstream added on 2014-06-13T21:04:31Z : No. of bitstreams: 1 nascimento_lmb_dr_mar.pdf: 1430506 bytes, checksum: 07186fd1b60dd422bcbc3547febf487d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A Análise Documental, como processo intrínseco à Organização da Informação no domínio da Ciência da Informação, estabelece parâmetros teórico-metodológicos, de natureza descritiva, que explicitam os procedimentos do fazer analítico que levam à identificação de conceitos do documento. Partindo do pressuposto que este procedimento encontra respaldo de natureza técnica na intersecção de procedimentos com a Diplomática, buscou-se resgatar a gênese da concepção Diplomática clássica e expor a base disciplinar dos fundamentos teóricos que estabelecem seus procedimentos de análise da forma e do conteúdo do documento, bem como expor a intersecção de procedimentos e em que momento esta pode ocorrer, de modo a contribuir efetivamente com o fazer analítico da área de Biblioteconomia. A abordagem utiliza a análise teórica exploratória e descritivocomparativa para exposição dos pressupostos que fundamentam a intersecção de procedimentos e como esta se realiza. Para a explicitação da técnica auxiliar proposta, faz-se uso do documento livro, utilizando-se de procedimento comparativoanalítico. Observou-se que o procedimento diplomático apresenta elementos que possibilitam sistematizar o agir do analista por meio da descrição da intersecção de procedimentos, o que permitiu evidenciar o momento da objetivação no fazer análise diante da sistematização estrutural das características do documento. O resultado auxilia na identificação de conceitos a partir dos elementos de articulação da formaconteúdo que revelem os distintos enunciados do livro. Logo, da concepção diplomática de análise do documento torna-se possível inserir no contexto da AD a visão de análise do documento ao texto por meio de elementos estruturais que explicitam e contextualizam os aspectos externos e internos do documento, ao cotejar a dimensão de seu conteúdo por meio da dimensão da sua forma. / The Documental Analysis, as an intrinsic process to the Information Organization in the Information Science domain, establishes theoretical-methodological parameters, of a descriptive nature, that make explicit the procedures of the analytical doing that lead to the identification of the document contents. Based on the assumption that this procedure has a technical support in the intersection of procedures with Diplomatics, the aim was to recover the genesis of the Diplomatic conception and to expose the disciplinary base of theoretical fundaments that establish its procedures for the analyses of the document form and content, as well as expose the intersection of procedures and also in which moment this can occur to contribute effectively to the analytical doing in the Librarianship area. The approach uses the exploratorytheoretical and descriptive-comparative analysis to expose the assumptions that are the basis of the intersection of procedures and how this is carried out. In order to make explicit the proposed auxiliary technique, the document book is used, by means of a comparative-analytical procedure. It was observed that the diplomatic procedure presents elements that make it possible to systematize the acting of the analyst through the description of the procedure intersection, what allowed highlighting the aiming in doing analysis before the structural systematization of the document characteristics. The result helps in the identification of concepts starting from the articulation elements of form-content that reveal the distinct statements of the book. Therefore, from the diplomatic conception of document analysis it is possible to insert in DA context the view of the analysis of document to text by using structural elements that make explicit and that contextualize the external and internal aspects of the document, by comparing the dimension of its content by means of the dimension of its form.

Diploma Thesis Abstract: Contemporary Czech Poetry and its Perceiver Charles University in Prague Faculty of Education Czech Language and Litterature Department Vendula Hoření The introduced diploma thesis deals with the topic of contemporary Czech poetry. Its typical form and content are desired to be found. By "contemporary" is meant the period in which the materials for its realisation were collected, i.e. between spring 2010 and spring of the 2011th. Emphasis is placed on the perceiver and the way in which he can meet with poetry today. The hypothesis that the result of research will be revelation that certain contents and forms are timeless, but others only current, was confirmed. As a new content were found topics as responses to the actual phenomenas of virtuality, ecology and consumer society. Among the new forms of contemporary Czech poetry were classified: the project Poems on the Underground, anthology The Best Czech Poetry, competition in author recitation Poetry Slam and singer-songwriter meeting Open mic as taken from foreign models and Physical poetry of Petr Váša and in a certain sense also poetic improvisation of Jakub Foll as original contemporary Czech poetry.

Orientador: José Augusto Chaves Guimarães / Banca: José Fernando Modesto da Silva / Banca: Mário Furlaneto Neto / Banca: Jayme Wanderley Gasparoto / Banca: João Batista Ernesto de Moraes / Resumo: A Análise Documental, como processo intrínseco à Organização da Informação no domínio da Ciência da Informação, estabelece parâmetros teórico-metodológicos, de natureza descritiva, que explicitam os procedimentos do fazer analítico que levam à identificação de conceitos do documento. Partindo do pressuposto que este procedimento encontra respaldo de natureza técnica na intersecção de procedimentos com a Diplomática, buscou-se resgatar a gênese da concepção Diplomática clássica e expor a base disciplinar dos fundamentos teóricos que estabelecem seus procedimentos de análise da forma e do conteúdo do documento, bem como expor a intersecção de procedimentos e em que momento esta pode ocorrer, de modo a contribuir efetivamente com o fazer analítico da área de Biblioteconomia. A abordagem utiliza a análise teórica exploratória e descritivocomparativa para exposição dos pressupostos que fundamentam a intersecção de procedimentos e como esta se realiza. Para a explicitação da técnica auxiliar proposta, faz-se uso do documento livro, utilizando-se de procedimento comparativoanalítico. Observou-se que o procedimento diplomático apresenta elementos que possibilitam sistematizar o agir do analista por meio da descrição da intersecção de procedimentos, o que permitiu evidenciar o momento da objetivação no fazer análise diante da sistematização estrutural das características do documento. O resultado auxilia na identificação de conceitos a partir dos elementos de articulação da formaconteúdo que revelem os distintos enunciados do livro. Logo, da concepção diplomática de análise do documento torna-se possível inserir no contexto da AD a visão de análise do documento ao texto por meio de elementos estruturais que explicitam e contextualizam os aspectos externos e internos do documento, ao cotejar a dimensão de seu conteúdo por meio da dimensão da sua forma. / Abstract: The Documental Analysis, as an intrinsic process to the Information Organization in the Information Science domain, establishes theoretical-methodological parameters, of a descriptive nature, that make explicit the procedures of the analytical doing that lead to the identification of the document contents. Based on the assumption that this procedure has a technical support in the intersection of procedures with Diplomatics, the aim was to recover the genesis of the Diplomatic conception and to expose the disciplinary base of theoretical fundaments that establish its procedures for the analyses of the document form and content, as well as expose the intersection of procedures and also in which moment this can occur to contribute effectively to the analytical doing in the Librarianship area. The approach uses the exploratorytheoretical and descriptive-comparative analysis to expose the assumptions that are the basis of the intersection of procedures and how this is carried out. In order to make explicit the proposed auxiliary technique, the document book is used, by means of a comparative-analytical procedure. It was observed that the diplomatic procedure presents elements that make it possible to systematize the acting of the analyst through the description of the procedure intersection, what allowed highlighting the aiming in doing analysis before the structural systematization of the document characteristics. The result helps in the identification of concepts starting from the articulation elements of form-content that reveal the distinct statements of the book. Therefore, from the diplomatic conception of document analysis it is possible to insert in DA context the view of the analysis of document to text by using structural elements that make explicit and that contextualize the external and internal aspects of the document, by comparing the dimension of its content by means of the dimension of its form. / Doutor

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-08T10:17:27Z No. of bitstreams: 2 Tese - Cynthia Maria Jorge Viana - 2015.pdf: 1207340 bytes, checksum: 5a19ecba37a30f80fc9f80e67dd58190 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-08T10:19:26Z (GMT) No. of bitstreams: 2 Tese - Cynthia Maria Jorge Viana - 2015.pdf: 1207340 bytes, checksum: 5a19ecba37a30f80fc9f80e67dd58190 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-01-08T10:19:26Z (GMT). No. of bitstreams: 2 Tese - Cynthia Maria Jorge Viana - 2015.pdf: 1207340 bytes, checksum: 5a19ecba37a30f80fc9f80e67dd58190 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This PhD research, developed in the Postgraduate Program in Education, following the line of research Foundations of the Educational Processes and based in the Critical Theory of Society of the Frankfurt School, mainly in the contributions of the German philosopher Theodor W. Adorno, aimed at reflecting about the essay according to his text The Essay as Form (Der Essay als Form). This study took as an emblem the procedure of reason revealed by the essay, which, also as a procedure of reason and form of exposition, is constituted through mediations that allow to think about its epistemological potentialities as another procedure of reason. Thus, this dissertation researches such procedure in the constitutive mediations: the relations of subject and object, form and content and reason and experience. Such mediations dispense with essay and can very well be investigated by means of other objects. In the essay, they make it possible to denounce and criticize the domain of instrumental reason and the knowledge that is established as ideology. If the historical tradition of essay leads to Montaigne, with the publication, in 1580, of Essais – in which the object of the essay is the subject Montaigne, and the content of its form is the author’s own life –, with Adorno the essay is the synthesis of mediations, groping intention, stage of the intellectual experience that exposes contents that can only be exposed in this other procedure. In revealing itself through the fragment in a fragmented, unsystematic and discontinuous way, the essay is a negative praxis that makes possible the experience in the genuine contact with objects. The essay, by means of its procedure and exposition, guards the condition of possibility of the knowledge and different communication between a real subject and an object that is also real. Its form is content and its content is form and, in this sense, the essay does not give in to lighten that which obstructs experience. Definitely, the essay moves away from the line of action of the culture industry for not condoning with an accelerated and operational textual communication. It explicitly resists becoming a totalizing language. Thus, the essay is a protest against the domain of operational reason and science. / Esta pesquisa de doutoramento, desenvolvida no Programa de Pós-graduação em Educação, na linha de pesquisa Fundamentos dos processos educativos, com base na Teoria Crítica da Sociedade da Escola de Frankfurt, principalmente, nas contribuições do filósofo alemão Theodor W. Adorno, teve como objetivo refletir sobre o ensaio a partir de seu texto O ensaio como forma (Der Essay als Form). Tomou-se como emblema o procedimento de razão revelado pelo ensaio, que, também como um procedimento de razão e forma de exposição, constitui-se por meio de mediações que permitem pensar sua potencialidade epistemológica como um procedimento de razão outro. Investiga-se tal procedimento em três mediações constitutivas, as relações: sujeito-objeto, forma-conteúdo e razão-experiência. Tais mediações prescindem do ensaio e podem muito bem ser investigadas por intermédio de outros objetos. No ensaio, elas possibilitam realizar a denúncia e a crítica ao domínio da razão instrumental e ao conhecimento que se estabelece como ideologia. Se a tradição histórica do ensaio leva a Montaigne, com a publicação em 1580, de Essais – cujo objeto do ensaio é o sujeito Montaigne, e o conteúdo de sua forma, a própria vida desse autor –, com Adorno o ensaio é síntese de mediações, intenção tateante, palco da experiência intelectual que expõe conteúdos que só podem ser expressos nesse procedimento outro. Ao se revelar pelo fragmento de modo fragmentado, assistemático e descontínuo, o ensaio é práxis negativa que possibilita a experiência no contato genuíno com os objetos. O ensaio, por meio de seu procedimento e exposição, resguarda a condição de possibilidade do conhecimento e comunicação diferençada entre um sujeito real e um objeto também real. Sua forma é conteúdo e seu conteúdo é forma, e, nesse sentido, o ensaio não cede em desanuviar o que obstaculiza a experiência. Definitivamente, o ensaio se afasta do modo de proceder dos produtos da indústria cultural, por não compactuar com uma forma aligeirada e instrumentalizada de comunicação textual. Ele resiste explicitamente a se fazer como linguagem totalizante. Desse modo, o ensaio é protesto ao domínio da razão e da ciência instrumentalizadas.

This thesis analyses 21st century filmic, televisual and comic “Snow White” adaptations. The research is interdisciplinary, bringing together scholarship on gender, childhood, ageing, adaptation, media and fairy tales. The first half of the thesis contextualises the broader historical and sociocultural conversation “Snow White” tellings are immersed in by nature of their shared culture and history. It also identifies the tale’s core and traces the tale’s formation as a tale type from the seventeenth to the twenty–first century. The second half of this thesis moves to an analysis of two films (Mirror Mirror, 2012; Snow White and the Huntsman, 2012), a television series (Once Upon a Time, 2011–present) and a comic book series (Fables, 2002–2015). It considers the kinds of stories about female growth and ageing different media adaptations of “Snow White” enable, and contemplates how issues of time and temporality and growth and ageing play out in these four versions. In analysing the relationship between form and content, this thesis illustrates how a study of different media adaptations of “Snow White” can enrich fairy–tale scholarship and the fairy–tale canon. It also details the imaginative space different media adaptations of “Snow White” provide when engaging with dominant discourses around female growth and ageing in the West. Using “Snow White” as a case study, this thesis centrally facilitates a dialogue between ageing, childhood, fairy–tale and adaptation studies.

Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter.  Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget.   Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.”  Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet. / This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.