Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 2015. / Made available in DSpace on 2015-10-13T04:07:24Z (GMT). No. of bitstreams: 1 335079.pdf: 2801587 bytes, checksum: fb8a19a9a6b06d331ddb6399a230c69d (MD5) Previous issue date: 2015 / Proponho neste trabalho o estudo do espetáculo Estremeço, desenvolvido pela Cia. Stravaganza de Porto Alegre/RS, a partir do texto homônimo do dramaturgo francês Jöel Pommerat, tendo como eixos principais o texto dramático, a encenação e o processo criativo que culminou na montagem em questão. Para a referida análise utilizo como base as entrevistas realizadas com os principais envolvidos pela montagem do espetáculo, entre eles os atores e a equipe de direção, o pensamento do sociólogo David Riesman e a Teoria Crítica acerca da modernidade, principalmente calcada nos estudos de Walter Benjamin, Guy Debord e pesquisadores contemporâneos que desenvolvem as ideias destes pensadores nos dias de hoje.<br> / Abstract : In this work I propose the study of the show Estremeço, developed by Cia. Stravaganza of Porto Alegre / RS, based on the homonymous play of the French playwright Jöel Pommerat, being the main lines the play itself, the staging and the creative process that culminated in the show. To accomplish such analysis, I use as base the interviews with the show?s key participants, including actors and direction staff, the sociological work of David Riesman and the Critical Theory about modernity, mainly the studies of Walter Benjamin, Guy Debord and contemporary researchers that develop their ideas today.

Doctor Educationis / This study examined the three education poverty alleviation policies in relation to learners’ capabilities and was grounded in the Capability Approach as a conceptual framework pioneered by the economist and philosopher, Amartya Sen. The study posits the view that the policies investigated and evaluated are essential in terms of contributing to the well-being of learners, particularly those living in poverty, as well as offering opportunities for every child, irrespective of social and/or economic background. The theoretical framework which conceptualise the dimensions of poverty, re-imagines the South African case. A local investigation was undertaken to understand the poverty dynamics in the Quintile 1 schools in the Frances Baard District of the Northern Cape Province. The empirical research was done using a mixed methodology within the pragmatic paradigm. The investigations were based on and informed by the policies and the components of the Capability Approach. An investigation into the extent and processes of the implementation of these policies, and their impact on poverty alleviation in the schools, was considered necessary in order to provide information on the successes and limitations encountered in the implementation processes. A framework is proposed including capabilities for the effective implementation of the educational poverty alleviation policies namely autonomy, knowledge and accountability.

The purpose of this master's thesis is to examine Frances Harper's narrative strategy and moral didacticism in Iola Leroy: or Shadows Uplifted (1892) as she strives to achieve consubstantiality and a "heightened consciousness" within her characters and her audience while adhering to the literary and feminist paradigms of the late nineteenth century. Harper identifies with her African-American male audience's dilemma of "double-consciousness" and their veil of androcentrism. She also identifies with her Euro-American female audience's delicate and matriarchal roles, while also attempting to uplift their position of the "Other" to the "One." Finally, with her African-American female audience, Harper identifies with their complex situatedness of "double-consciousness" and the "Other," while also attempting to uplift them from a historically imposed position of selflessness to one of empowerment.

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Thesis (M.A.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains v, 85 p. Includes bibliographical references (p. 78-85).

Thesis (M.A.)--University of West Florida, 1996. / Title from title page of source document. Document formatted into pages; contains 109 pages. Includes bibliographical references.

Thesis--Columbia University. / Includes index. At head of title: Société de publications romanes et françaises sous la direction de Mario Roques ; [no.] LVII. Bibliographie: p. [217]-228.

Thesis (M.A.)--Briercrest Biblical Seminary, 2001. / Abstract. Includes bibliographical references (leaves 81-83).

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.