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No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5) Previous issue date: 2018-03-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study objective is to identify the pedagogical practices conducted by professors from Brazil and Portugal, described by them the existence of characteristics of the categories of the Theory of Quotidian presents in Agnes Heller?s objectifications (daily life and everyday things). Supports the thesis that professors trainers perform constituents actions of their pedagogical practices maintening objectifications in itself (of own particularities of man, as an individual). This complicate their actions, because it inhibits a praxis that raise the coverages of a reflection on theoretical components present in the profession practice necessary for the achievement of the movement of producer?s thoughts of objectifications to itself (genericity characteristic of social man, as a collective). This examination is being carried out in the research line of Technologies in Education in Science and Mathematics of the Graduate Program in Education in Science and Mathematics (PPGEDUCEM), of the Catholic Pontifical University of Rio Grande do Sul (PUCRS) in the period in which it was held the Split PhD program in UTAD (University Tr?s-os-Montes de Alto Douro), in Portugal. Methodologically is a qualitative research with documentary sources and bibliographic references in which structured questionnaires were used as an instrument of data collection. Forming its strategy an Integrated Multiple Case Study, Yin (2015). The theme delimitation provided to analyze the professor?s pedagogical practices of eighteen Higher Education Institutions (HEIs), being eleven of Brazil, six in Portugal and one of Spain, in the relative period to the first semester of 2017. Masters, Doctors, Post Doctors professors were selected, who work with the initial and continuing training of teachers, these HEIs, preferably researchers in the area of teacher training. For the justification were performed four mappings, according to the pedagogical practice, teacher training and the use of the Digital Information and Communication Technologies (TDIC), complex issues. At the end of these searches were made of the State of the art, on the pedagogical practice with use of TDCI, held in the teachers? training, in the last decade, in Brazil. The data analysis resulted from the use of Discursive Textual Analysis of Moraes and Galiazzi (2011), which culminated in emerging categories, presented in the form of metatexts for posterior and conclusive submission to the theoretical categories of Agnes Heller (1970). The journey of the research lies in the dialectic materialism that figures appropriations and requests that occur an intentionality focused on the production of contributions, in this case, for the pedagogical practices docents of teacher trainers. Thus, it was developed the following research question: What are the characteristics cited by teacher?s trainers concerning its pedagogical practices that evidence from these everyday actions and not daily? These characteristics demonstrate the presence of the elements of the Helleriana Theory of Daily Life in the pedagogical practices of teachers trainers, which denote the character of objectifications (in-itself; for itself), described the actions of the professors of the participating countries. The theorization result required of an Integrated Multiple Case Study, in this research strategy was performed under the analysis? units relative to the teaching pedagogical practice, the use of TDIC and the teacher training. For this reason, it was elaborated, in the end, a metatext cross-case where has shown a predominance of characteristic of daily life analogy; in both blocks and the lower incidence fell on intonation. The prevalence of these objectifications have direct impact on the practices and their recognition becomes a contribution to the processes of formation, whether initial, either continued, so the consciousness of objectifications provides the teacher trainer, a constant reformulation and refreshment of its pedagogical practices what intentionally and gradually becomes the actions of teachers in training. Furthermore, the Theory of Daily Life is also as a benchmark for elaboration of pedagogical practices thereby enabling an assessment of the levels of contained moral elevation, in these actions through the presence of criteria for interpreting the findings in its content. This contribution with a bias for a theoretical referral is essential to the result of a research that has by strategy the Integrated Multiple Case Study. / Esta pesquisa tem por objetivo identificar nas pr?ticas pedag?gicas realizadas pelos docentes do Brasil e de Portugal, por eles descritas, a exist?ncia de caracter?sticas das categorias da Teoria do Cotidiano presentes nas objetiva??es de Agnes Heller (cotidianos e cotidianidades). Sustenta-se a Tese de que docentes formadores realizam a??es constituintes de suas pr?ticas pedag?gicas mantenedoras de objetiva??es em?si (de particularidades pr?prias do homem, enquanto indiv?duo). Isso dificulta as suas a??es, pois inibe uma pr?xis que eleve os alcances de uma reflex?o sobre componentes te?ricos presentes no exerc?cio da profiss?o necess?rios a realiza??o do movimento do pensamento produtor de objetiva??es para-si (de genericidade pr?prias do homem social, enquanto coletivo). Esta inquiri??o est? sendo realizada na linha de pesquisa de Tecnologias na Educa??o em Ci?ncias e Matem?tica do Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica (PPGEDUCEM), da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS) em per?odo no qual foi realizado o doutorado sandu?che na UTAD (Universidade Tr?s-os-Montes de Alto Douro), em Portugal. Metodologicamente ? uma pesquisa qualitativa com fontes documentais e bibliogr?ficas na qual foram utilizados question?rios semiestruturados como instrumento de coleta de dados. Constituindo quanto a sua estrat?gia um Estudo de Caso M?ltiplo Integrado, em Yin (2015). A delimita??o de tema proporcionou analisar as pr?ticas pedag?gicas dos docentes de dezoito Institui??es de Ensino Superior (IES), sendo onze do Brasil, seis de Portugal e um, da Espanha, no per?odo relativo ao primeiro semestre de 2017. Foram selecionados docentes mestres, doutores e p?s-doutores, que trabalham com a forma??o, inicial e continuada, de professores, dessas IES, ou seja, preferencialmente pesquisadores da ?rea de forma??o de professores. Para a justificativa foram realizados quatro mapeamentos, em fun??o de serem a pr?tica pedag?gica, a forma??o de professores e do uso das Tecnologias Digitais de Informa??o e Comunica??o (TDIC), temas complexos. Ao final dessas buscas foi constitu?do o Estado da Arte, sobre a pr?tica pedag?gica com uso de TDIC, realizada na forma??o de professores, na ?ltima d?cada, no Brasil. A an?lise dos dados decorreu do uso de An?lise Textual Discursiva de Moraes e Galiazzi (2011), que culminou em categorias emergentes, apresentadas na forma de metatextos para posterior e conclusiva submiss?o as categorias te?ricas de Agnes Heller (1970). O percurso da pesquisa situa-se no materialismo dial?tico que conduz apropria??es e solicita que ocorra uma intencionalidade voltada ? produ??o de contribui??es, neste caso, para as pr?ticas pedag?gicas docentes dos formadores de professores. Assim sendo, elaboramos a seguinte quest?o de pesquisa: Quais s?o as caracter?sticas apontadas pelos professores formadores a respeito das suas pr?ticas pedag?gicas que evidenciam a partir destas as a??es cotidianas e n?o cotidianas? Tais caracter?sticas evidenciam presen?a dos elementos da Teoria do Cotidiano helleriana nas pr?ticas pedag?gicas dos docentes formadores, que denotam o car?ter de objetiva??es (em-si; para-si), descritas nas a??es dos docentes dos pa?ses participantes. A teoriza??o fruto necess?rio do Estudo de Caso M?ltiplo Integrado, nesta estrat?gia de pesquisa, foi realizada sob as unidades de an?lise relativas ? pr?tica pedag?gica docente, o uso de TDIC e a forma??o de professores. Para isso elaborou-se, ao final, um metatexto cross-case onde se evidenciou um predom?nio da carater?stica de cotidiano: analogia; em ambos os blocos e a menor incid?ncia recaiu sobre entona??o. A preval?ncia dessas objetiva??es t?m impactos diretos sobre as pr?ticas e o seu reconhecimento torna-se uma contribui??o para os processos de forma??o, quer seja inicial, quer seja continuada, pois a consci?ncia das objetiva??es propicia ao docente formador, uma constante reformula??o e revigoramento de suas pr?ticas pedag?gicas o que intencionalmente e paulatinamente passar? as a??es dos professores em forma??o. Al?m disso, a Teoria do Cotidiano constitui-se tamb?m como referencial para elabora??o das pr?ticas pedag?gicas permitindo assim, uma avalia??o dos n?veis de eleva??o da moral contidos, nessas a??es por meio da presen?a de crit?rios para interpretar as constata??es, em seu teor. Essa contribui??o com vi?s para um encaminhamento te?rico ? essencial ao resultado de uma pesquisa que tem por estrat?gia o Estudo de Caso M?ltiplo Integrado.

本論文旨在探討約瑟夫.海勒 (Joseph Heller) 第二本小說 <<懼變>>中自我辯証的策略及牽涉在其中自戀的主題. 基本上, <<懼變>>乃為一第一人稱敘述之作品. 身兼小說中的主人翁及敘述者, Slocum 憑藉其在敘述中對語言文字支配的 "優勢," 企圖由文字飄浮的意符中重新建構自我的意指, 以凸顯 / 再塑自我的主體性. 換言之, 經由 "說" 和 "寫" 等自我辯証的手段, Slocum 嘗試建立自我的權力中心, 肯定自我的自發及實體存在. 而本論文的根本論述即在於 Slocum 自我肯定的 "需要" 源起於其病態自戀的人格. 在這一點上, 我將援用 Freud, Lacan,Alford 等人自戀的理論, 指出自戀慾力雖然是自我形成的原始動力, 病態自戀人格卻表現於對自我價值的懷疑和無休止的自我追尋. 在小說 中, Slocum 必須藉著不斷的自我表演來肯定自我, 他的自我追尋正足以彰顯他自我的匱乏和對外界肯定的依賴.本論文分為五章. 首章涵蓋自我問題, 自戀理論及病態自戀三部份,就本論文的理論基礎加以申論. 次章以 Slocum 的追尋 (Quest) 和反追尋 (Anti-Quest) 為主題, 了解Slocum 以第一人稱敘述者對其敘述的控制. 第三章探討自戀人格二元性的論點, 指出潛藏在 Slocum 自我權力爭取之後重返嬰兒前鏡像期 (Pre-Mirror Stage) 的慾望. 第四章引用 Christopher Lasch 文化批判的觀點, 分析美國二次戰後消費社會裡經濟和文化的生態, 以圖找出自戀人格崛起的文化背景. 末章總結全文論述,並以 "自戀敘述" 的概念, 闡明<<懼變>>一書結構上自戀的特質. / The purpose of this thesis is to explore Something Happened, the second novel written by Joseph Heller, in light of the contemporary theories of self, especially the research made on narcissism. Through an analysis of Solcum’s self-politics, I intend to clarify the power-relations between self and other, narrator and his audience, speaker and language, as well as the individual and the culture revealed in the novel. Not only does Slocum embody the self who attempts to exercise self-power by means of self-performance in his narrative but this self-performance, instead of consolidating Solcum’s subjectivity, ironically reduces his self to be an object controlled by the outer world of consumption. Besides summarizing the whole research, the final chapter refers to the concept of the “narcissistic narrative.” Through an analysis of the narcissistic essence in Slocum’s writing, I reconfirm the value of Something Happened in modern literary creation.

Zugl.: Freiburg (Breisgau), Univ., Diss., 2006

Univ., Diss.--Heidelberg, 2002. / Literaturverz. S. [285] - 302.

Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2004Bitstream added on 2014-06-13T19:32:11Z : No. of bitstreams: 1 toassa_g_me_mar.pdf: 757952 bytes, checksum: 295f46f08438c09f081af1f00fdc2b31 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Observando os pressupostos gerais do método materialista dialético, este trabalho pesquisou o desenvolvimento da consciência de crianças pré-escolares em relação com as atividades pedagógicas realizadas numa instituição de ensino brasileira. Analisando a dialética da humanização e alienação no trabalho educacional, adotou a teoria histórico-cultural e a teoria do cotidiano para a pesquisa e discussão de uma psicologia concreta. A pesquisa de campo enfocou uma classe de educação infantil, realizando os seguintes procedimentos para coleta de dados: entrevista, observação e experimentos com três crianças e a professora, enquanto a análise procurou esclarecer a relação sentido-significação no interior das práticas discursivas. Os resultados indicam a interação entre significações concretas e abstratas concernentes a um ensino espontâneo de costumes, cuja referência foi uma concepção cotidiana de infância. O reforçamento, a imitação e o desdobramento de funções no contexto de uma hierarquia grupal determinaram um incessante processo de formação da individualidade em-si; as principais funções psíquicas superiores desenvolvidas foram a memória e a atenção. Observou-se que as crianças, por amor à educadora, aprenderam com ela a desejar os valores hegemônicos, os quais também mediavam as relações com seus pares. Tais processos embasaram seu desenvolvimento cognitivo, moral e emocional, caracterizado pela submissão ensinada pelo adultos. Como contribuição final, relacionou-se a pesquisa de campo ao todo da sociedade brasileira e se discutiram implicações gerais da pesquisa para o trabalho de psicólogos e professores. / Observing the general precepts of materialistic-dialectic method, this work researched the consciousness' development of pre-schoolers in pedagogical activities, which were performed in a Brazilian's institution for early education. Analysing the dialectics of humanisation and alienation ongoing the educational work, adopted the historical-cultural theory and the daily theory like approaches to discuss a concrete psychology. The field research focused a classroom of pre-scholar education, executing the proceedings: interview, observation and experiments. The analysis methods intended to highlight the production of meaning through discursive practices. Results indicate the interaction between concrete and abstract meanings concerning the spontaneous teaching, inside a daily vision of childhood. Memory and attention have became the most important superior functions developed by pedagogical activities. Reinforcement, imitation and unfolding of human relations in a group's hierarchy were the principal processes which mediated the individual's formation. Concerning the motivational results, children learned from their teacher to wish the hegemonic values, which also mediated the relations with their little fellows. Such processes have underlied their moral, cognitive and emotional development, featured for submission taught by adults. Like final contribution, the field analysis was related to the Brazilian's education and were discussed general implications of this research for educational and psychological work.

Chan, Sze Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 167-172). / Abstracts in English and Chinese. / Abstract --- p.I / List of Illustrations --- p.IV / Acknowledgements --- p.V / "Introduction ""Regarding the Pain of Others"": War as Spectacle today" --- p.1 / Chapter Chapter 1 --- "From ""We Bombed in New Haven"" to bombing our new ""haven"": Joseph Heller's War Play of Metatheatre against Spectators" --- p.27 / Chapter Chapter 2 --- "From ""Society of Spectacle"" to Society of Impotence: Tim O'Brien's War Novels of Affect against Spectator-readers" --- p.56 / Chapter Chapter 3 --- "The War Photographer as the exemplary Spectator in disguise: False ""Witness"" of the Photographic Eye" --- p.104 / Conclusion --- p.150 / Endnotes --- p.157 / Bibliography --- p.167

I identify and analyse an emergent sub-genre of contemporary literature by women that I am calling ‘New Femininities’ fiction. This fiction is about the distinctly feminine experience of contemporary domestic life written by women about the lives of heterosexual female characters that are married or in committed partnerships, often with children. These texts are concerned with the nature of the self, with a self that is plural and ‘in process’, and make use of particular narrative devices – ironic voice, unreliable narration, free indirect discourse, and interrogative endings that exceed their roles as simply telling stories. ‘New Femininities’ fictions allow their language the necessary freedom to multiply meanings and enact the narrative conflicts they raise and by so doing, undermine the binary oppositions which structure a gendered world. In this dissertation, I argue the models of existing criticism would do a disservice to these texts because much of the criticism either overvalues the theoretical and ignores the literariness of the text or seeks to identify a ‘feminine’ language the definition of which serves to reinforce and revalue patriarchal notions of femininity. The readings that this fiction requires necessitate a negotiation with established models of feminist literary criticism. I attempt to identify the characteristics of their style that allows them to straddle binary oppositions and to look at the language these authors use without having to label it ‘feminine’ and by so doing establish, build, or reinforce a boundary with some undefined ‘masculine’ language which stands in for all occurrences that are not ‘feminine’. Additionally, I attempt to forge a transformed, adapted concept vocabulary for dealing with this group of writers. To this end, I make use of various discourses to show how the different authors either negotiate with that discourse or prove its inadequacy to describe or explain these new femininities.

Presenting and applying an ideal developmental model for the classical existential hero, or main character, provides a functional paradigm for discrimination between essentialist and existential texts. In particular it allows for degrees of fine existential differentiation amongst the hero's acts of any literary work. The paradigm does so by making it possible clearly to discern and describe the "recuperation" that a reader must do to render an "impaired" text intelligible. The paradigm covers four phases of transformational activity by the hero, more or less successfully negotiated, depending on the given work under analysis; vacillation/bad faith; crisis/arrest; abrogation/nothingness; and nihilation/project choice. Only one of the three novels so analyzed, Camus' The Stranger, contains a hero, Meursault, who is able to engage this paradigm successfully. The other two novels, not generally associated with existentialism, Heller's Something Happened and Chopin's The Awakening, reveal important and explicable variations of the model, but neither finally gives an exemplary authentic hero. The value of this paradigm is the way it functions as a dynamic heuristics, as a template, to isolate and render meaningful the dimensions of the career of each main character of these works as an "existential murderer." After an introduction of the paradigm, the thesis analyzes the tragic suicide of Mrs. Edna Pontellier, the comic infanticide of Bob Slocum, and the tragicomic homicide of Meursault.