[pt] A presente Tese de Doutorado tem como objetivo investigar como os sujeitos do contexto escolar constroem discursivamente o conceito de (in)disciplina, compreendendo a linguagem como prática social, onde os indivíduos, situados sócio-historicamente, negociam significados (Fairclough, 1989; Moita Lopes, 1996 e 1998). Partindo da perspectiva bakhtiniana de linguagem (Bakhtin, 1992[1929]), busco reconhecer as vozes que ecoam nos enunciados construídos pelos participantes do contexto escolar - professores, funcionários técnico-administirativos e alunos, bem como a construção da alteridade na escola, isto é, como o outro é representado no discurso dos participantes da instituição analisada. O estudo das diferentes teorias sobre (in)disciplina baseou-se, principalmente, em Foucault (2000[1975]), Aquino (1996), De La Taille (1996) e Vasconcellos (2000 e 2003). Uma descrição da instituição escolar ao longo do tempo é apresentada (Dussel e Caruso, 2002; Hilsdorf, 2006; Bauman, 1998; Sennet, 2004), situando a escola em uma dimensão sócio-histórica, no sentido de melhor compreendê-la, e perceber como certos padrões da vida escolar foram sendo construídos social, cultural e politicamente. A pesquisa baseia-se em um estudo de caso de um colégio público federal de Ensino Fundamental e Médio do Rio de Janeiro e faz um recorte profundo na realidade social desta escola, buscando as diferentes visões dos participantes do contexto escolar sobre questões disciplinares. Entrevistas semiestruturadas e documentos institucionais foram os instrumentos utilizados para gerar os dados da pesquisa. Foram entrevistados professores de diferentes idades, áreas de conhecimento e experiência docente; alunos de diferentes séries; funcionários técnico-administrativos; a diretora adjunta e o diretor da unidade escolar na qual a pesquisa foi desenvolvida. A análise dos dados mostrou que existe na escola analisada uma crise de paradigmas em relação à questão disciplinar, uma vez que esta é uma instituição onde predomina uma visão moderna de educação, embora esteja inserida em um contexto sócio-histórico pósmoderno. Além disso, o discurso documental da escola ecoa a disciplina tradicional, que associa a disciplina à obediência e submissão. Contudo, acompanhando as características da sociedade pós-moderna - fluidez, velocidade, reorganização do tempo e do espaço, adaptabilidade, coexistem atualmente nas escolas a disciplina tradicional e outras visões de (in)disciplina, a saber: liberal, psicologizante e consciente/interativa. A análise dos dados mostrou também que existem diferentes discursos acerca da (in)disciplina no contexto escolar analisado, dentre os quais estão: o discurso dos acordos, que compreende a disciplina como o estabelecimento de contratos negociados entre os participantes da sala de aula; o discurso único, que busca uma consonância monológica, inviável em um mundo polifônico; e o discurso acusatório, através do qual o eu da relação pedagógica é geralmente representado de forma positiva, enquanto o outro, em muitos casos considerado como a família, é representado de forma negativa e responsabilizado pelos problemas disciplinares que ocorrem na escola. Alguns outros temas emergiram nas entrevistas e nortearam o trabalho de análise dos dados: as vozes sociais, que demonstram haver um agitado balaio de vozes no discurso de cada indivíduo (Bakhtin, 1992[1929]), bem como uma multissonância de vozes no discurso dos diferentes participantes do contexto escolar, estando, por exemplo, os alunos satisfeitos com a disciplina da escola, ao passo que os professores demonstram o oposto. As consonâncias, dissonâncias e multissonâncias discursivas observadas no contexto escolar indicam a urgência de uma reflexão ampla, por parte de todos os seus participantes, sobre as questões envolvidas no discurso disciplinas. / [en] This thesis aims at investigating how subjects in the school context discursively construct the concept of (in)discipline. In this research, language is viewed as social practice through which socio-historically situated individuals negotiate meaning (Fairclough, 1989; Moita Lopes, 1996 e 1998). Using the Bakhtinian language perspective (Bakhtin, 1992[1929]), this study aims at recognizing the voices that echo in the discourses constructed by teachers, administrative staff and students. The construction of otherness at school, i.e., how the other is represented in the discourse of different participants of the analyzed school context, is also observed. The discussion of the different theories about (in)discipline was mainly based on Foucault (2000 [1975]), Aquino (1996), De La Taille (1996) and Vasconcellos (2000 and 2003). A historical description of the school institution in different moments is presented (Dussel and Caruso, 2002; Hilsdorf, 2006; Bauman, 1998; Sennet, 2004), situating it in a socio-historical dimension, so as to better understand it and to observe how certain characteristics of school life have been constructed socially, culturally and politically. The research is a case study with focus on a public federal school in Rio de Janeiro, which allows for a deep perspective on the social reality of this specific school through the analysis of different subjects` views about (in)discipline matters. Semi-structured interviews and institutional documents were the research instruments used to gather data for the analysis. Teachers of different ages, areas of knowledge and with different working experience were interviewed, as well as students from different grades, administrative staff, the school principal and a vice-director. The analysis of the data showed that there is a paradigm crisis concerning (in)discipline in the observed school, since this institution reflects a modern view of education, although socio-historically pertaining to a post-modern context. Besides that, the documental school discourse echoes the traditional discipline, which associates discipline with obedience and submission. However, in present day schools, there are also other views of (in)discipline, such as liberal, psychological and interactive, which accompany society`s post-modern characteristics - fluidity, speed, reorganization of time and space. Data analysis also showed that different discourses about (in)discipline are represented in the analyzed context, such as: the discourse of agreements, which considers discipline as the establishment of agreements negotiated by the subjects in the classroom; the uniform discourse, which searches for a monological consonance, impossible in a polyphonic world; and the accusatory discourse, through which the I in the pedagogical relation is constructed positively, while the other, in many cases taken as the family, is represented in a negative way and blamed for the discipline problems. Some other themes appeared in the interviews and guided the data analysis: the social voices, that demonstrate there is a mix of voices in each subject`s discourse (Bakhtin, 1992[1929]), as well as a multissonance of voices among the discourses of the different participants in the school context, showing, for instance, that students are satisfied with the discipline of the school, while teachers demonstrate the opposite. Discursive consonances, dissonances and multissonances observed in the school setting point towards the need for an urgent, comprehensive and reflexive discussion on disciplinary discourse issues, involving all those participating in the educational context.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-08-16T13:25:27Z No. of bitstreams: 1 2010 - Jorge Ricardo Carvalho de Freitas.pdf: 2061957 bytes, checksum: 2dc6247de1d3081451b04071cfb38423 (MD5) / Made available in DSpace on 2018-08-16T13:25:27Z (GMT). No. of bitstreams: 1 2010 - Jorge Ricardo Carvalho de Freitas.pdf: 2061957 bytes, checksum: 2dc6247de1d3081451b04071cfb38423 (MD5) Previous issue date: 2010-09-29 / This paper presents testimonials and an analyze socio-cultural of companions who are real protagonists of a relevant mathematics to their particular way of measuring the relationship between man and land. It showed us possible causes and consequences about the use in large scale in all the activities developed by rural workers of the South Rainforest Zone of Pernambuco, of units of measures that, although, conventional in that living today are considered unofficial. Initially it does a rescue historic of units of measures in others cultures from antiquity until the deployment of the official system of measures. Circumstantially describes the probable origin and the arrival of new sugar centers in the South Rainforest of Pernambuco, and with them, as ?fathoms? and the ?accounts? and ?tasks? as its multiples. It discusses parameters of the social reality of the agrarian man, questioning the possibility this man suffer some type of exploration by inequality that finds in the fields. It traces the worker?s profile linked to their daily lives to those units. It also states the possibility of strategies for creating of a way of looking at education focused discussions of mobilization within teaching of the Federal Institute of Pernambuco ? Campus Barreiros in order to consolidate the use of system within a internacional context, however, without failing to realize that a learning centered everyday realities of our students, where our practical activities are much more meaningful and relevant, be necessary. / Este trabalho apresenta depoimentos e uma an?lise s?cio-cultural de companheiros que s?o verdadeiros protagonistas de uma matem?tica pertinente ao seu modo peculiar de mensurar as rela??es entre homem e a terra. Mostrou-nos eventuais causas e conseq??ncias sobre o uso em larga escala, em todas as atividades realizadas pelos trabalhadores rurais da Zona da Mata Sul de Pernambuco, de unidades de medidas, que, embora convencionais naquele conv?vio hoje s?o consideradas n?o oficiais. Inicialmente faz um resgate hist?rico de unidades de medidas em outras culturas da antiguidade at? a implanta??o do sistema oficial de medidas. Descreve circunstancialmente a prov?vel origem e chegada dos novos centros a?ucareiros na Mata Sul de Pernambuco, e com eles, as ?bra?as? e as ?contas? e ?tarefas? como seus m?ltiplos. Aborda par?metros da realidade social do homem agr?rio, questionando a possibilidade desse homem sofrer algum tipo de explora??o pela desigualdade que encontra nos canaviais. Tra?a o perfil do trabalhador vinculando o seu cotidiano a essas unidades. Declara tamb?m a possibilidade de estrat?gias para cria??o de um modo de ver educa??o voltada a discuss?es de mobiliza??o dentro do ensino do Instituto Federal de Pernambuco ? Campus Barreiros, no intuito de consolidar o uso do Sistema Internacional dentro de um contexto, por?m, sem deixar perceber que um aprendizado centrado nas realidades cotidianas dos nossos estudantes, onde suas atividades pr?ticas s?o muito mais significativas e relevantes, seja necess?rio.

The music of the late baroque composer Jan Dismas Zelenka (1679- 1745) was not widely circulated during his lifetime. In the late twentieth century, Zelenka's music experienced a revival due to the rediscovery of his sonatas for double reed ensemble. The thesis examines the stylistic, generic, and historical context for Zelenka's Sonata V (ZWV 181, no. 5), tracing the development of the ensemble sonata for double reeds at the Augustan court. Chapter One focuses on Zelenka's life, as well as the purpose and dating of the six ensemble sonatas for obbligato double reeds (ZWV 181). The subsequent chapter surveys the national styles that were assimilated into the compositional traditions of the Dresden hofkapelle in the early 18th century. The role of the oboist within the court musical establishment and the social status of the hofmusicus are discussed. Chapter Three considers the precedents for and influences on Zelenka's Sonata V, particularly with respect to its inclusion in the little known genre of the sonata auf concertenart. These sonatas in the manner of a concerto adopt the formal outlines of Vivaldi's concertos and concerted sonatas while obscuring the distinctions of genre between the sonata and concerto through the treatment of scoring and texture. Zelenka's Sonata V follows the style of an early sonate auf concertenart of Vivaldi. Zelenka's concerted sonata departs from its model by confounding the identity of the initially distinct ritornello and solo material. The specific use of the oboe in Zelenka's sonatas, including playing techniques, and the degree of specialization are discussed. The conclusion speculates as to why Zelenka's music quickly fell out of favor and why even the composer himself was treated in a critical manner only a few generations after his time at Dresden. An understanding of the Dresden court not only provides a window on Zelenka's music, but also explains its almost immediate eclipse following his death. / text

A principal aim of this research has been to establish the capacity of British Gangland film to articulate its era of production through the cinematic interpretation of contemporary concerns and anxieties in narratives relating to the criminal underworld. In order to do so, the study has concentrated on the analysis of space, gender and hierarchy within representative generic texts produced between 1945 and the present. The thesis is divided into three sections: the first offers a general overview of British Gangland film from the 65 years under discussion with the aim of identifying recurring generic patterns and motifs. The second and third sections are more specifically focused, their chapters examining the narrative significance and development of the male and the female protagonist respectively. Within the films under discussion, the relationship between these protagonists and their environment represents a fundamental generic component, resulting in an emphasis on space and place. Space within these narratives is inherently territorial, and thus irrevocably bound up with hierarchies of power. The predominantly urban locations in which the narratives are set represent a twilight world, a demi-monde, which is rarely neutral but dominated by the patriarchal order structuring the notion of ‘Gangland’. Such spaces are therefore inextricably linked with gender, hierarchy, and dynamic power relations. Whilst it would have been possible to explore each of these areas in isolation through specifically relevant theoretical perspectives, their interdependence is central to this study. Consequently, a holistic theoretical approach has facilitated analysis of the symbiotic relationship between the three key elements of space, gender and hierarchy and the processes involved in the generation of meaning: this has resulted in a reading of British Gangland film as cultural artefact, reflecting its circumstances of production.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

No description available.

Orientador: Hélia Sônia Raphael / Banca: Paschoal Quaglio / Banca: Carmen Lúcia Dias / Resumo: A pesquisa teve como objetivo analisar a trajetória da concepção da avaliação da Educação Superior nas constituições e demais normas de 1961 a 2007. Para isto, levanta, seleciona e analisa os documentos legais do período determinado e os contextualiza mediante a análise dos períodos históricos a que se referem. Parte-se do pressuposto que o tema da avaliação reveste-se de grande importância principalmente a partir de meados da década de 1990 e merece ser contemplado dos pontos de vista legal e histórico, por serem escassos os estudos em legislação da educação e que contemplam a trajetória da concepção da temática em evidência. O estudo da legislação foi realizado a partir de recortes históricos: no primeiro período (1961-1968) foram encontradas 53 normas e analisadas 25; entre os anos de 1969-1988, que se constituíram como o segundo período, foram encontrados 28 documentos legais e analisados 12 e, no último período, dos anos 1989- 2007, foram levantados 268 normas, sendo descritas e analisadas 37 delas. O texto evidencia, entre outros aspectos, que o modelo de avaliação da Educação Superior brasileira passou de um modelo quantitativista e objetivista à tentativa de um modelo emancipatório, com a finalidade de atingir uma melhor qualidade e de aproximar-se da avaliação formativa defendida pelos intelectuais. Entretanto, não é definido com clareza que tipo de Educação Superior deriva da implantação e legitimação desses processos de avaliação, ao contrário dos processos de avaliação da Educação Superior presentes no período de 1961 a 1968, que foram claramente definidos como meta de impedir a criação de cursos ou aumento de vagas em cursos cujo mercado de profissionais da área já tivesse satisfeito / Abstract: The research aimed to analyze the trajectory of the evaluation design of higher education in the constitutions and other standards from 1961 to 2007. For this, raises, selects and reviews the legal documents of the period specified and contextualizes them by analysis of historical periods to which they relate. It starts from the assumption that the subject of evaluation is of great importance, especially since the mid-1990s and deserves to be recognized in the views of legal history and, being few studies in education law and to address the trajectory design of the theme in evidence. The study of law was made from historical analysis: the first period (1961-1968) were found and analyzed 53 rules 25, between the years 1969-1988, which have established themselves as the second period, there were 28 legal documents and analyzed 12 and in the last period, the years 1989 to 2007, 268 standards were raised, were described and analyzed 37 of them. It stresses, among other things, that the assessment model of higher education rose from a Brazilian model and objectivist quantitativist to attempt an emancipatory model, in order to achieve better quality and closer to the formative assessment advocated by intellectuals . However, it is not clearly defined what type of higher education derives from the legitimacy and implementation of assessment procedures, in contrast to the assessment of higher education in the present period from 1961 to 1968, which were clearly defined goal of preventing the development of courses or increase in places in courses which market professionals had already satisfied / Mestre

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Esta pesquisa tem como objetivo o estudo filolÃgico e linguÃstico das unidades fraseolÃgicas (UFs) da linguagem especializada do judiciÃrio colonial brasileiro, referente aos sÃculos XVIII e XIX. O estudo consta da ediÃÃo semidiplomÃtica dos documentos que compÃem o corpus de anÃlise, que à constituÃdo por 133 Autos de Querela escritos entre 1779 e 1829. Consta, tambÃm, da descriÃÃo estrutural dos documentos, da contextualizaÃÃo histÃrica do CearÃ, da anÃlise e interpretaÃÃo dos dados histÃrico-sociais relativos aos sujeitos citados e aos tipos de crimes praticados. Inclui ainda o glossÃrio das UFs usadas nos processos jurÃdicos. Para a seleÃÃo das UFs utilizamos o programa WordSmith Tools, instrumento eletrÃnico da LinguÃstica de Corpus que nos possibilitou estabelecer as frequÃncias de ocorrÃncia para a classificaÃÃo de uma UF. A partir dos dados, organizamos o glossÃrio seguindo os padrÃes estabelecidos para a organizaÃÃo da microestrutura dos verbetes. Estes sÃo constituÃdos de entradas, definiÃÃes, contextos de ocorrÃncia e sistema de notas acompanhadas de vÃrias explicaÃÃes que ajudam a compreender melhor o sentido e o uso das UFs. A pesquisa contribui para os estudos filolÃgicos cujo objeto à o texto escrito, analisado sob diferentes dimensÃes, tanto linguÃstica quanto extralinguÃstica, quando consideramos as realidades sÃcio-histÃricas e culturais que refletem as tradiÃÃes de um povo / This research aims at a philological and linguistic study of the phraseologic units (PUâs) related to the specialised language used in Brazilian colonial judicial system, relative to XVIII and XIX centuries. The study comprises the semi-diplomatic edition of the documents that compose the analysis corpus, composed of 133 Autos de Querela (registers of conflicts) written between 1779 and 1829. It also comprises the structural description of the documents, the historical contextualization of the state of Ceara, the analysis and interpretation of social-historical data related to parties served and to the types of crimes perpetrated. It also includes a glossary of the PUâs used in law processes. For the selection of the PUâs we used the WordSmith Tools software, an electronic tool of Corpus Linguistics, which enabled us to establish occurrence frequencies for the classification of a PU. The research contributes to the philological studies, in the interdisciplinary perspective, whose object is the written text, analysed under different dimensions, be them linguistic or extralinguistic, by considering the cultural and socio-historical realities which reflect the tradition of a people

This study aims to point out the literary and socio-historical relationship between the prayers of Esther (Est.4.17.11-26 (Addition C) (14)) and Judith (Jdt.9). By making use of a literary analysis in terms of syntax, discourse structure, language, style, rhetorical figures, form and tradition, a comparison is made between the prayers to point out the literary agreements and differences. Subsequently an attempt is made to interpret the prayers against the social background(s) within which they originated. The events in the prayers are especially brought into relation with the Maccabaean era (168 BCE – 37 CE) with the purpose of determining how the authors of each prayer associated their own historical situation with the events of the Maccabaean crisis (168 BCE – 162/161 BCE). The characters that each of the authors introduces to the readers have a definite influence in the interpretation of Esther and Judith’s prayers. It is for this reason that the author, or at least what is learned about him through the text, and his interpretation of the events within his social situation, is investigated. A further investigation concentrates on the strategy that the authors used in terms of ‘genre’, contents and organization with the purpose of conveying their message to their readers. Further, an attempt is made to combine the results of this study with the intention of identifying the possible Grundlage, which may be the basic form of the prayers as they were accepted into the LXX. A hypothesis is also stated at the end of this study about how the Grundlage may have developed and which possible events throughout history could have played a role in the final form of Esther and Judith’s prayers, as accepted into the LXX. The theory of Moore (1982: 594) that the close relation of Esther and Judith with Daniel can best be explained by a possible common biblical heritage, is discussed and measured at the hand of the hypothesis of a common Grundlage for the prayers. Zeitlin’s argument (1972: 14, 15-21) that the prayers existed on polemical grounds, is also measured against the proposal of a common Grundlage. The eventual purpose of this study is then to point out what details can be derived from texts that are compared with each other by means of a literary and socio-historical comparison. / Dissertation (Magister Artium (Ancient Languages and Culture))--University of Pretoria, 2006. / Ancient Languages / unrestricted

Läroplanen för historia på gymnasiet är omfattande vilket medför att ett stoffurval måste göras. Urval av detaljstoff ställer stora krav på läraren. Det räcker inte att läraren förhåller sig till det centrala innehållet, utan stringens är nödvändigt för att reducera stoffet till något som är hanterbart för elever. Strategier för urval av detaljstoff är inte något som uttryckligen lyfts i lärarutbildningen på ex. Malmö universitet, därför finns skäl att anta att urvalsprocessen kan vara problematisk för lärarstudenter, mindre erfarna och även erfarna lärare. Vidare kan en etablerad urvalsstrategi underlätta i en lärares arbetsintensiva vardag. Kunskap om hur detaljstoff kan väljas ut är relevant för nyexaminerade historielärare, mindre erfarna lärare, lärarutbildare och såväl som erfarna lärare. Genom semistrukturerade intervjuer med tre erfarna och två mindre erfarna lärare är syftet att undersöka om det finns förutsättningar att använda konceptet historical context som grund för en urvalsstrategi av detaljstoff i historieundervisningen. Informanterna svarar på frågor kring deras tillvägagångssätt för urval av detaljstoff samt hur de använder detaljstoff i sin undervisning. Materialet analyserades i förhållande till ett pedagogiskt verktyg för historical context och observationsinstrumentet FAT-HC. Analysen visade att detaljstoffurval är ett viktigt moment för informanterna men att urvalet är en relativt individuell process med vissa gemensamma nämnare. I lärarnas utsagor om deras undervisning återkom de till de tre ingående referensramarna i historical context: kronologisk och geogrask referensram i kombination med sociala referensramar. I och med detta finner studien att de tre referensramarna bör gå att använda som en ”checklista” för urval av detaljstoff som ett sätt för lärare att bli mer konsekventa, tydliga och effektiva i sina urval av detaljstoff.