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Thesis (M. Phil. 95)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 160-170).

abstract: Self-awareness and liberation often start with an analysis of the relationship between individual and society, a relationship based on the delicate balance of personal desire and responsibility to others. While societal structures, such as family, tradition, religion, and community, may be repressive to individuals, they also provide direction, identity and meaning to an individual's life. In Kate Chopin's The Awakening and André Gide's L'Immoraliste the protagonists are faced with such a dilemma. Often informed by gender roles and socio-economic class, the container or filter that society offers to shape and mediate human experience is portrayed in both novels as a fictitious self donned for society's benefit --can seem repressive or inadequate. Yet far from being one-dimensional stories of individuals who eschew the bonds of a restrictive society, both novels show that liberation can lead to entrapment. Once society's limits are transgressed, the characters face the infinitude and insatiety of their liberated desires and the danger of self-absorption. Chopin and Gide explore these issues of desire, body, and social authority in order to portray Edna's and Michel's search for an authentic self. The characters' search for authenticity allows for the loosening of restriction and embrace of desire and the body, phenomena that appear to liberate them from the dominant bourgeois society. Yet, for both Edna and Michel, an embrace of the body and individual desire threatens to unsettle the balance between individual and society. As Edna and Michel break away from society's prescribed path, both struggle to find themselves. Edna and Michel become aware of themselves in a variety of different ways: speaking and interacting with others, observing the social mores of those around them and engaging in creative activity, such as, for Edna, painting and planning a dinner party, or for Michel, teaching and writing. Chopin's 1899 novel The Awakening and André Gide's 1902 novel L'Immoraliste explore the consequences of individual liberation from the constricting bonds of religion, society, and the family. In depicting these conflicts, the authors examine the relationship between individual and society, freedom and restraint, and what an individual's relationship to his or her community should be. / Dissertation/Thesis / M.A. French 2011

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-14T13:38:43Z No. of bitstreams: 1 claudiadasilvamartinsdamico.pdf: 1728094 bytes, checksum: 121d0aa9b4c06099ad96c9b6218b4718 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-16T13:03:23Z (GMT) No. of bitstreams: 1 claudiadasilvamartinsdamico.pdf: 1728094 bytes, checksum: 121d0aa9b4c06099ad96c9b6218b4718 (MD5) / Made available in DSpace on 2017-03-16T13:03:23Z (GMT). No. of bitstreams: 1 claudiadasilvamartinsdamico.pdf: 1728094 bytes, checksum: 121d0aa9b4c06099ad96c9b6218b4718 (MD5) Previous issue date: 2016-02-26 / Esta dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão descrito tem como principal objetivo investigar o uso da ferramenta “Índice de Formação de Cidadania e Responsabilidade Social” (IFC/RS), utilizada como ponto de partida para o planejamento das ações propostas pelas escolas para o alcance de melhores resultados e para a elevação da qualidade de ensino ofertado. O IFC/RS serve como diagnóstico da unidade escolar, apontando os principais problemas encontrados, e é parte integrante da Gestão Integrada da Escola (GIDE) – que é o modelo padronizado de planejamento e execução da gestão pedagógica, instituído em 2011 pela Secretaria de Estado de Educação do Rio de Janeiro. Apesar das várias mudanças e investimentos, os resultados, ao longo dos três primeiros anos, foram modestos, o que motivou esta investigação baseada no principal instrumento do planejamento pedagógico: a GIDE, sua principal ferramenta (IFC/RS) e as ações que ela motiva. Como recurso para a investigação da ferramenta aqui citada e das ações elaboradas a partir de seu diagnóstico, o estudo de caso em questão realizou, através de uma pesquisa qualitativa, entrevistas semiestruturadas com gestores de cinco escolas. Com um roteiro previamente preparado, construído a partir dos entraves e problemas encontrados pela escola, e principalmente pelo gestor na elaboração e execução das ações, as entrevistas foram posteriormente gravadas e transcritas. Constatamos, principalmente, a dificuldade do gestor em envolver os respectivos membros da comunidade escolar na realização das ações e projetos elaborados na unidade. Tal fato culminou na ineficácia ou cancelamento de algumas ações planejadas na escola, o que consequentemente pode ter atrapalhado a realização pedagógica do ensino. Essa ineficiência do gestor quanto às multiplicação e realização do planejamento pedagógico e sua execução também elucida o não aproveitamento das ferramentas e dos servidores, aqui representados pelos AAGEs, que foram disponibilizados para que a GIDE seja efetivada. Diante disso, o Plano de Ação Educacional proposto tem como principal objetivo apresentar a metodologia GIDE para os diferentes agentes da comunidade escolar, com foco principalmente numa gestão mais democrática, amplamente defendida e discutida pelos teóricos citados nesse trabalho. As ações elencadas buscam não só ampliar o conhecimento, mas também estreitar e melhorar a comunicação entre os membros, multiplicar a metodologia adotada e alinhar e planejar melhor as ações, favorecendo a realização de uma gestão mais participativa. / This thesis was developed under the Professional Master Degree in Management and Education Assessment (PPGP) for the Public Policy Center and Evaluation of Education of the Federal University of Juiz de Fora (CAEd / UFJF). The management case described aims to investigate the "Training Index City and Social Responsibility" (IFC / RS), that is used as a starting point for the planning of actions proposed by the schools to achieve better results and raises the quality of education offered. The quoted instrument serves as diagnosis of school unit pointing out the main problems and is an integral part of Integrated School (GIDE), which is the standard model of planning and execution of educational management, which was established in 2011 by the Secretary of Education of Rio de Janeiro. Despite many changes and investments, the results over the first three years were modest, which motivated this investigation based on the main instrument of educational planning: a GIDE, its main instrument (IFC / RS) and the actions that it motivates. As a resource for the research and actions developed from their diagnosis, the studied case, conducted through a qualitative research, semi-structured interviews with managers from five schools selected here. With a prepared script, constructed from the drags and find out problems by the schools, especially by the manager, the development and implementation of actions, the interviews were recorded and later transcribed. This fact resulted primarily from the Manager difficulty in involve their school community members in carrying out activities and projects developed in the school, what led to the ineffectiveness or cancellation of some planned actions there, which in turn may hinder the educational process target. This manager inefficiency in share and in achieve the educational planning and its execution, also elucidates the lack of instruments used and servers, represented here by AAGEs, which were available to the GIDE happens. Thus, the proposed Educational Action Plan aims to present the GIDE methodology for the different actors of the school community, focusing primarily in a more democratic, defended and discussed by theorists cited in this thesis. Selected actions, within my competence, seek to expand not only knowledge, but also strengthen and improve communication among members, multiply the methodology, align and better plan the elaborate actions, favoring, mainly, more participatory management.

Il est clair que la question de la pureté n'est pas un domaine vierge où les recherches ne se sont jamais aventurées. La notion de pureté est plus qu’un style d’écriture, c’est une façon de voir le monde et les choses. L’approche esthétique ne sera donc pas la seule. L’essentiel de notre propos est de revisiter la notion loin de la simple question du genre mais comme une façon de vivre, "a Way of life" comme disent les américains. Si l’on cherche bien, la notion a accompagné Gide durant toute sa vie et si au départ, c’est uniquement de pureté morale et esthétique qu’il était question, la notion de roman pur vient enfin résumer toute la quête gidienne de la pureté. On va sûrement nous reprocher une certaine confusion des deux notions, mais il faut bien l’admettre, le roman pur fait partie intégrante de la notion de pureté. C’est aussi dans ce sens que les notions de pureté et de roman pur se rejoignent et se complètent chez l’écrivain. Tout au long de ce travail, on va essayer de relier la notion de pureté qui est une question générale à la question du roman pur. Cette dernière perd à chaque fois son sens générique pour atteindre d’autres significations. / The notion of purity is not a new one ; It has already been talked by critics. This notion, according to Gide, is not only literary style but it is also a way of seeing the word. The aesthetic approach is not the only one. Our main aim is to revisit this problematic, away from the question of genres, by focusing on it as a “way of life”. The notion of purity was Gide’s main concern during his life. If, at the beginning, this notion was mainly aesthetic and ethical/moral, it finally summarizes Gide’s quest for purity.

Cette thèse étudie la relation intertextuelle entre dix œuvres fictionnelles de trois auteurs français et la Bible. Il s'agit de montrer, en s'appuyant sur les catégories de Gérard Genette, comment la Bible est réécrite par Paul Claudel, André Gide et Albert Camus. Le degré de l'hypertextualité dans les œuvres étudiées va d'une réécriture massive à l'emploi des citations implicites. Chacun des textes fictionnels est aussi en relation paratextuelle avec le récit biblique : ce sont des textes narratifs ou dramatiques dont le titre déjà fait allusion aux Écritures. On examine trois formes du rapport au texte biblique et au christianisme : l'un est celui d'un catholique pratiquant, le deuxième celui d'un incroyant d'origine protestante et le troisième celui d'un incroyant d'origine catholique. La Bible réécrite par Claudel met en scène un christianisme affirmatif alors que les réécritures de Gide et de Camus prennent le contrepied de la religion chrétienne. / The focus of this study is on textual links between ten fictional works by three French writers and the Bible. The text-orientated study illuminates how palimpsestuous writing has been actualised in the works of Paul Claudel, André Gide and Albert Camus. In this dissertation, the biblical hypotext, an earlier text that the author's text imitates or transforms, is considered one of the most significant features in their works, opening up whole new interpretations of their stories. Some of the works are more hypertextual than others but all are in a paratextual relation to a biblical story: their titles build the first link to the writings of the Bible. Each author featured in this study has a very different relation to Christianity: Paul Claudel is a practicing Catholic; André Gide who comes from a Protestant background is anti-religion; Albert Camus is an agnostic from a Catholic background. The case of Claudel is interesting: in his oeuvre, the biblical re-writing integrates the Catholic dogma and the influence of Saint Thomas. The writing of Gide proves the influence of the French Protestantism of his era; whereas Camus' interpretation of the biblical text is a consequence of a personal and selective reading containing reflections of Saint Augustine's notions.