Dar nitidez aos sentimentos e razões que emergem das experiências dos vestibulandos de Vitória-ES, entre 2009-2010, e que os movem em direção a seus projetos profissionais é objetivo deste trabalho. A noção de projeto aqui utilizada (VELHO, 1999) afasta-se da clássica compreensão liberal do ser humano, autônomo, livre e único, responsável por seus sucessos e fracassos, subjacente a estudos sobre escolha profissional. A ideia proposta é que campo de experiências dos sujeitos marca seus projetos profissionais, mas que suas condutas deliberadas, não necessariamente racionais, expõem certas expectativas de vida, quaisquer que sejam as posições sociais desses sujeitos. Para o exame dessas expectativas, esses sujeitos foram vistos em suas relações sociais - nas interseções de classes, gênero, de cor da pele, de gerações, etc. Reconheceu-se, ainda, que razões e sentimentos (WILLIAMS, 1969), também forjam projetos profissionais de sujeitos sob diversas condições sociais e apesar delas. Por considerar que esses projetos portam manifestações humanas, nem sempre perceptíveis e tantas vezes encobertas, a metáfora do rizoma (DELEUZE; GUATTARI, 2004), foi de utilidade metodológica. Alguns indícios (GINZBURG, 2007), sugeriram caminhos de pesquisa e alguns dos significados aos sujeitos para que esses projetos pudessem ser detectados. A perspectiva da longa duração histórica e dos tempos múltiplos presidiu o exame de trajetórias selecionadas de um conjunto de sujeitos pesquisados entre os anos 2009-2010, o que favoreceu a percepção de continuidades históricas, mas também a ocorrência de mudanças de certas tendências sociais. Dois cursos de pré-vestibular, um público e um privado, em Vitória, ES, nessa conjuntura, mostraram um pouco da pluralidade de expectativas de diferentes jovens - pobres, de classes média e alta, homens e mulheres, brancos, negros e pardos, mais novos e mais velhos em relação ao ensino superior presente em seus projetos profissionais. Razões e sentimentos que os movem e que se movem, nem sempre examinados em estudos sobre a matéria, foram expostos. Contribuições de Elias (1990), de R. Williams (1969), de Bourdieu (2003, 2009), de E. P. Thompson (2002), de Löwy (1990), entre outros, apoiaram evidências de que as relações indivíduo e sociedade, sempre plurais e complexas, expressam apenas partes de seus sentidos civilizadores. Para reduzir incertezas, recorreu-se a dados macrossociais e microssociais (REVEL, 1998). Entrevistas com tais jovens e coordenadores de seus cursos, observações advindas de dinâmica de grupo e, também, exame de publicações oficiais, de periódicos de divulgação de matéria sobre vestibular, entre 2009-2010, situaram um trato de escalas analíticas de difícil exercício. Para além das relações de classes, gênero, cor da pele, geração etc., pode-se concluir que esses sujeitos, por razões e sentimentos variados, com seus projetos profissionais, tanto se deslocam de suas posições sociais de origem como as mantêm, mas todos, em suas novas experiências e de diferentes modos, também se preparam para atuar sobre os sentidos civilizadores de seu tempo. / Provide clarity to the feelings and reasons that emerge from the experiences of the students in Vitória-ES, between 2009-2010, and what move them toward their professional projects is the goal of this work. The notion of design used here (Velho, 1999) differs from the classical liberal understanding of human being, autonomous, free and unique, responsible for their successes and failures, underlie to studies on "career choice". The proposed idea is that the field experiences of the subjects mark their professional projects, but their deliberate conduct, not necessarily rational, expose certain life expectations, whatever is the social position of these individuals. To test these expectations, these subjects were seen in their social relations on the intersections of class, gender, ethnicity, generations, etc. It was recognized also that the reasons and feelings (WILLIAMS, 1969) also forge professional projects of subjects under different social conditions and in spite of them. Considering that these projects carry human manifestations not always visible, often covered, the metaphor of "rhizome" (DELEUZE; GUATTARI, 2004) was useful as methodology. Evidences (GINZBURG, 2007) suggested research paths and some of the meanings attributed by those subject to these projects could be detected. The prospect of long-term historical and multiple times chaired the examination of trajectories of a selected group of subjects studied between the years 2009-2010, which favored the perception of historical continuities, but also the occurrence of certain changes in social trends. Two pre-university courses, one public and one private, in Vitória, ES, at this juncture, showed a bit of a plurality of different expectations of young people - poor, middle and upper classes, men and women, whites, blacks and browns, younger and older in relation to high school - present in their professional projects. Reasons and feelings that move them and that move is not always considered in studies on the subject, were exposed. Contributions of Elias (1990), Williams (1969), Bourdieu (2003, 2009), E. P. Thompson (2002), Löwy (1990), among others, supported evidences that the relation between individual and society, always plural and complex, express only parts of their civilizing senses. To reduce uncertainties, it was used macro and micro data (Revel, 1998). Interviews with these teenagers and advisers, observations from group dynamics and also examination of official publications, periodicals to disseminate material on vestibular, between 2009-2010, were located a tract of analytical scales difficult to exercise. Apart from relations of class, gender, skin color, generation, etc., is possible to conclude that these subjects, for reasons and various feelings, with their professional projects, move are not from their social origin, but all of them, in their new experiences and different ways, also prepare themselves to act on the senses civilizing of his time.

Dar nitidez aos sentimentos e razões que emergem das experiências dos vestibulandos de Vitória-ES, entre 2009-2010, e que os movem em direção a seus projetos profissionais é objetivo deste trabalho. A noção de projeto aqui utilizada (VELHO, 1999) afasta-se da clássica compreensão liberal do ser humano, autônomo, livre e único, responsável por seus sucessos e fracassos, subjacente a estudos sobre escolha profissional. A ideia proposta é que campo de experiências dos sujeitos marca seus projetos profissionais, mas que suas condutas deliberadas, não necessariamente racionais, expõem certas expectativas de vida, quaisquer que sejam as posições sociais desses sujeitos. Para o exame dessas expectativas, esses sujeitos foram vistos em suas relações sociais - nas interseções de classes, gênero, de cor da pele, de gerações, etc. Reconheceu-se, ainda, que razões e sentimentos (WILLIAMS, 1969), também forjam projetos profissionais de sujeitos sob diversas condições sociais e apesar delas. Por considerar que esses projetos portam manifestações humanas, nem sempre perceptíveis e tantas vezes encobertas, a metáfora do rizoma (DELEUZE; GUATTARI, 2004), foi de utilidade metodológica. Alguns indícios (GINZBURG, 2007), sugeriram caminhos de pesquisa e alguns dos significados aos sujeitos para que esses projetos pudessem ser detectados. A perspectiva da longa duração histórica e dos tempos múltiplos presidiu o exame de trajetórias selecionadas de um conjunto de sujeitos pesquisados entre os anos 2009-2010, o que favoreceu a percepção de continuidades históricas, mas também a ocorrência de mudanças de certas tendências sociais. Dois cursos de pré-vestibular, um público e um privado, em Vitória, ES, nessa conjuntura, mostraram um pouco da pluralidade de expectativas de diferentes jovens - pobres, de classes média e alta, homens e mulheres, brancos, negros e pardos, mais novos e mais velhos em relação ao ensino superior presente em seus projetos profissionais. Razões e sentimentos que os movem e que se movem, nem sempre examinados em estudos sobre a matéria, foram expostos. Contribuições de Elias (1990), de R. Williams (1969), de Bourdieu (2003, 2009), de E. P. Thompson (2002), de Löwy (1990), entre outros, apoiaram evidências de que as relações indivíduo e sociedade, sempre plurais e complexas, expressam apenas partes de seus sentidos civilizadores. Para reduzir incertezas, recorreu-se a dados macrossociais e microssociais (REVEL, 1998). Entrevistas com tais jovens e coordenadores de seus cursos, observações advindas de dinâmica de grupo e, também, exame de publicações oficiais, de periódicos de divulgação de matéria sobre vestibular, entre 2009-2010, situaram um trato de escalas analíticas de difícil exercício. Para além das relações de classes, gênero, cor da pele, geração etc., pode-se concluir que esses sujeitos, por razões e sentimentos variados, com seus projetos profissionais, tanto se deslocam de suas posições sociais de origem como as mantêm, mas todos, em suas novas experiências e de diferentes modos, também se preparam para atuar sobre os sentidos civilizadores de seu tempo. / Provide clarity to the feelings and reasons that emerge from the experiences of the students in Vitória-ES, between 2009-2010, and what move them toward their professional projects is the goal of this work. The notion of design used here (Velho, 1999) differs from the classical liberal understanding of human being, autonomous, free and unique, responsible for their successes and failures, underlie to studies on "career choice". The proposed idea is that the field experiences of the subjects mark their professional projects, but their deliberate conduct, not necessarily rational, expose certain life expectations, whatever is the social position of these individuals. To test these expectations, these subjects were seen in their social relations on the intersections of class, gender, ethnicity, generations, etc. It was recognized also that the reasons and feelings (WILLIAMS, 1969) also forge professional projects of subjects under different social conditions and in spite of them. Considering that these projects carry human manifestations not always visible, often covered, the metaphor of "rhizome" (DELEUZE; GUATTARI, 2004) was useful as methodology. Evidences (GINZBURG, 2007) suggested research paths and some of the meanings attributed by those subject to these projects could be detected. The prospect of long-term historical and multiple times chaired the examination of trajectories of a selected group of subjects studied between the years 2009-2010, which favored the perception of historical continuities, but also the occurrence of certain changes in social trends. Two pre-university courses, one public and one private, in Vitória, ES, at this juncture, showed a bit of a plurality of different expectations of young people - poor, middle and upper classes, men and women, whites, blacks and browns, younger and older in relation to high school - present in their professional projects. Reasons and feelings that move them and that move is not always considered in studies on the subject, were exposed. Contributions of Elias (1990), Williams (1969), Bourdieu (2003, 2009), E. P. Thompson (2002), Löwy (1990), among others, supported evidences that the relation between individual and society, always plural and complex, express only parts of their civilizing senses. To reduce uncertainties, it was used macro and micro data (Revel, 1998). Interviews with these teenagers and advisers, observations from group dynamics and also examination of official publications, periodicals to disseminate material on vestibular, between 2009-2010, were located a tract of analytical scales difficult to exercise. Apart from relations of class, gender, skin color, generation, etc., is possible to conclude that these subjects, for reasons and various feelings, with their professional projects, move are not from their social origin, but all of them, in their new experiences and different ways, also prepare themselves to act on the senses civilizing of his time.

S’intéressant aux différents rôles du son dans les jeux vidéo d’horreur, ce mémoire vise à exposer le travail cognitif effectué par le joueur lors de son activité de jeu. De la structuration des sons jusqu’à la production de sens à partir de leurs fonctions, cette recherche mesure l’implication du phénomène sonore dans la mise en scène de la peur vidéoludique. Dans cette optique, elle présente, critique et développe une pluralité de concepts portant sur la jouabilité, les postures d’écoute, la diégèse, les générateurs sonores, les fonctions sonores systémiques et immersives ainsi que sur la création de la peur à l’aide de différentes stratégies sonores. / Focusing on the different roles of sound in horror videogames, this master thesis aims to expose the cognitive process of a gamer during his gameplay activity. From the structure of the soundscape to the production of meaning through the sound’s functions, this research measures the implication of audio in the creation of a mise en scène of videoludic fear. As a means to do so, it presents, evaluates and develops a plurality of concepts about gameplay, modes of listening, diegesis, sound generators, systemic and immersive audio functions, and the building of fear with different sound strategies.

S’intéressant aux différents rôles du son dans les jeux vidéo d’horreur, ce mémoire vise à exposer le travail cognitif effectué par le joueur lors de son activité de jeu. De la structuration des sons jusqu’à la production de sens à partir de leurs fonctions, cette recherche mesure l’implication du phénomène sonore dans la mise en scène de la peur vidéoludique. Dans cette optique, elle présente, critique et développe une pluralité de concepts portant sur la jouabilité, les postures d’écoute, la diégèse, les générateurs sonores, les fonctions sonores systémiques et immersives ainsi que sur la création de la peur à l’aide de différentes stratégies sonores. / Focusing on the different roles of sound in horror videogames, this master thesis aims to expose the cognitive process of a gamer during his gameplay activity. From the structure of the soundscape to the production of meaning through the sound’s functions, this research measures the implication of audio in the creation of a mise en scène of videoludic fear. As a means to do so, it presents, evaluates and develops a plurality of concepts about gameplay, modes of listening, diegesis, sound generators, systemic and immersive audio functions, and the building of fear with different sound strategies.

The study is focused on the Old Norse "contemporary sagas" (texts composed with a short time distance from the events of the twelfth and thirteenth centuries that are recorded in them) and some of the bishops' sagas as images of the thirteenth- and fourteenth-century Icelanders' identity and their relationship to other lands, especially Norway. It aims at analysing the roles and meanings of various identity bearers portrayed in these sources - chieftains, royal representatives, ecclesiastical dignitaries, and saintly bishops. The approach to the sources is based on an analysis of how recent historical events were transformed into a narrative discourse, in which they were connected to the more distant past that formed the medieval Icelandic society's cultural memory. That way, these events themselves became a part of this society's cultural memory, and the given historical knowledge was endowed with specific meanings, which were not inherently present in the knowledge itself, but were based on its contextualization. The study shows how the narrativization of the recent events and their integration into the cultural memory creates a meaningful relationship between the past and the present. The objective of the study is to show how the narrative sources reflect the society's perception of its recent...