La période allant de l’invention de Mélusine (c. 1390) à sa réinterprétation dans l’Alector (1560) peut être vue comme un « âge d’or de la féerie », qui s’étend hors de son domaine d’origine (le merveilleux) et fait émerger des figures neuves. Loin de disparaître de l’imaginaire des XVe et XVIe s., les fées en sont une composante essentielle. L’étude chronologiquement délimitée par ces repères et prolongée, pour certaines figures, jusqu’aux romans baroques (d’Urfé et Rosset c. 1612) dresse un tableau de la féerie au féminin. Organisée autour des quatre fées « cardinales », Morgane, Mélusine, Alcine et Urgande, nommées dans le programme des fêtes royales de Bayonne (1566), elle analyse leur évolution du point de vue de l’écriture et de sa réception. Elle cerne aussi des figures qui perdent leur identité féerique (Sibylle, Méridienne) et en recherche les causes. Tout en marquant des continuités et des parentés qui tiennent à des lignages « fictionnels » ou dynastiques, elle analyse des mutations (allégorisation, idéalisation) qui font valoir la richesse de la matière et son rôle dans l’évolution de l’imaginaire et des Lettres, de la fin du Moyen Âge à la Renaissance / From Melusine’s first appearance in literature (c. 1390) to its new treatment in the Alector (1560), the late Middle Ages and Renaissance period can be seen as the « golden age of faery », as it expands beyond its original field (the marvellous) and shapes up some new figures. Far from vanishing from the 15th and 16th centuries fiction, faery is a crucial part of it. Within these chronological boundaries and slightly beyond, as some figures are still mentioned in baroque novels (such as d’Urfé’s and Rosset’s c. 1612), this study makes a broad inquiry into feminine faery. Built up around the four « cardinal » faeries – Morgan, Melusine, Alcina and Urganda – still featuring in the royal feasts of Bayonne in 1566, it focuses on their evolution through writing and reading. It also points out Sibyl and Meridiana as figures who tend to lose their faery quality. While showing some continuity among faeries due to fictional kinship or dynastic lineage, it investigates the disruption caused by allegory and idealization, thus bringing into light a huge material and its decisive role in the shaping of imagination and literature, from the late medieval period to the Renaissance

Made available in DSpace on 2015-05-07T15:09:10Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1592361 bytes, checksum: 8c1468bc1404cccc0cebc54206d19bdd (MD5) Previous issue date: 2013-04-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study aimed to analyse the contribution of Humanist Psychology from Carl Rogers and the Popular Education developed by Paulo Freire, within the Primary Attention on Health. It was took as object the experience experienced by the University Extension Project Beyond the Classical Clinical Psychology from The University of Paraíba, experience wich, happening in popular communities, used in an articulated and complementary ways the theoritical-espistemological remarked references. This experience was initiated in 2002 and continues at the moment, as reflexion and form that this researcher found to answer some of her inquietations and searches to find the ways of a psychological attention practice for popular classes in the context of Primary Attention on Health, and also within the formation of the psychologist more integrated on Brazilian social reality. The Project was built from its affinity on the Humanist Psychology so as on the Popular Education during its process of formation and professional practice as psychologist. The study was fulfilled to systemize and analyse the knowledges built by this Extension Project through its ten years performance. For wich it was fulfilled a qualitative analysis from the collected pieces of information through the participatory observation created by the researcher between 2002 and 2012, whose registers where all written down on her field journal, and also through other documental sources involving on the experience of the Project. Yet, four interviews were done semi structured to better extend the range of information about the experience. After the systematization of the pieces of information, it was developed a dialectical analysis about the experienced processes, organizing them into more important dimensions that involved its learnings. The analysis in addition to having demonstrated the possibility and the relevance of the joint and complementary use of these two theoritical-epestemological references, also pointed out that the contribution of Rogers to improve the listening and dialogue provides a high magnification of the deepest subjective dimensions involved in the dialogue formulated by Freire. At the same time, showed the importance of Popular Education to improve dialogue in Humanist Psychology to enlarge its collective and political dimension. Within the Primary Attention the conjugation of these two perspectives enabled the development of magnified care practices that surprised for its innovating and humanist character and which might contribute to the improvement of the current assistance model from SUS, and point at new ways of insertion of the Psychology within the attention on community health that overcome the usual model focused on the individual consultation. / O estudo objetivou analisar a contribuição da Psicologia Humanista, de Carl Rogers, e da Educação Popular, desenvolvida por Paulo Freire, no âmbito da Atenção Primária à Saúde. Tomou-se como objeto a experiência vivenciada pelo Projeto de Extensão Universitária Para Além da Psicologia Clínica Clássica , da Universidade Federal da Paraíba, experiência que, tendo acontecido em meio comunitário popular, utilizou, de forma articulada e complementar, os referenciais teórico-epistemológicos citados. Essa experiência iniciou em 2002 e continua ainda no presente, como uma forma que a pesquisadora e docente encontrou para responder a algumas das suas muitas inquietações e buscas para encontrar os caminhos de uma prática de atenção psicológica para as classes populares, no contexto da Atenção Primária à Saúde, e no âmbito de uma formação do (a) psicóloga (a) mais integrada à realidade social brasileira. O Projeto foi construído a partir da sua afinidade encontrada tanto com a Psicologia Humanista quanto com a Educação Popular, ao longo de seu processo de formação e de prática profissional como psicóloga. O estudo foi realizado para sistematizar e analisar os saberes construídos por esse Projeto de Extensão ao longo dos seus dez anos de atuação. Para tanto, foi realizada uma análise qualitativa dos dados coletados, através da observação participante feita entre 2002 e 2012, cujos registros foram anotados em um diário de campo. Também foram utilizadas outras fontes documentais relacionadas à experiência do Projeto e feitas quatro entrevistas semiestruturadas para ampliar bem mais o leque de informações sobre a experiência. Após a sistematização dos dados da experiência, foi desenvolvida uma análise dialética sobre os processos vividos, organizando-os em dimensões mais importantes que envolveram seus aprendizados. A análise, além de ter evidenciado a possibilidade e a pertinência da utilização conjunta e complementar desses dois referenciais teórico-epistemológicos, apontou a contribuição de Rogers para o aprimoramento da escuta e do diálogo, ampliando sobremaneira as dimensões subjetivas mais profundas envolvidas no diálogo formulado por Freire. Ao mesmo tempo, mostrou a importância da Educação Popular para o aprimoramento do diálogo na Psicologia Humanista, por ampliar a sua dimensão coletiva e política. No âmbito da Atenção Primária, a conjugação dessas duas perspectivas possibilitou o desenvolvimento de práticas de cuidado que surpreenderam por seu caráter inovador e humanista, que podem contribuir para melhorar o atual modelo de assistência do SUS e apontar para novas formas de inserção da Psicologia, no âmbito da atenção à saúde comunitária, que superem o modelo usual centrado no atendimento individual realizado em consultórios.

Orientador: Carlos Eduardo Ornelas Berriel / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T23:39:17Z (GMT). No. of bitstreams: 1 MoraesJunior_HelvioGomes_D.pdf: 21905328 bytes, checksum: 58b7b44cf41f7b4ea55f583df1f1ec9b (MD5) Previous issue date: 2010 / Resumo: Esta tese apresenta a tradução comentada dos Dez Diálogos da História de Francesco Patrizi da Cherso, uma ars histórica publicada em Veneza em 1560. Tal tradução e acompanhada de um estudo que busca colocar em evidencia aqueles que, para nos, são os aspectos mais relevantes deste texto: a revisão critica das principais idéias humanistas sobre a historia, essencialmente embasadas nos postulados de auctoritates como Cícero e Luciano, e a proposta de uma nova concepção historiográfica, de forte inspiração neoplatônica, que prescreve a união entre conhecimento histórico e filosófico como instrumentos úteis para a finalidade ultima da comunidade política, a felicidade civil. Também são trazidas para a cena dialógica as contribuições do pensamento político florentino da primeira metade do Cinquecento, que se aliam a defesa da tradição política veneziana (plasmada sobre um pano de fundo utópico), promovendo uma espécie de fusão que dara a esta ars histórica um perfil único entre os vários escritos que compõem o gênero. / Abstract: This thesis presents the Portuguese commented translation of Francesco Patrizi's Della historia diece dialoghi, an ars historica published in Venice in 1560. It is complemented by a study which is aimed at emphasizing the most relevant aspects of this text: a critical review of the main humanistic ideas on history, essentially founded on the statements pronounced by auctoritates like Cicero and Lucian, and the proposal of a union of historical and philosophical knowledge as useful means to the ultimate end of the political community, the civil happiness. The dialogical scene also brings the contributions from the Florentine political thought of the first half of the Cinquecento, sided with the defense of Venetian political tradition (formulated in a utopian background), and the result is a kind of fusion that gives this ars historica a unique profile among the many works which belong to this literary genre. / Doutorado / Historia e Historiografia Literaria / Mestre em Teoria e História Literária

O constante refletir sobre si mesma é uma das mais importantes características da ciência, é desse modo que ela avança e procura compreender novas realidades e tecer novas maneiras de ver o mundo. Nesse contexto, a geografia não poderia se furtar à permanente autoreflexão. Uma das maneiras de percorrer os caminhos que a geografia tem trilhado é buscar conhecer a obra de grandes geógrafos, em especial, daqueles que efetivamente marcam grandes inovações e abrem novos horizontes para a nossa ciência. Esta tese, então, é fruto de uma profunda exploração na geografia de Yi-Fu Tuan, um dos fundadores da geografia humanista. Suas reflexões enriqueceram e, sobretudo, propuseram à geografia a abertura de novas abordagens e temas de análise: às suas mais conhecidas concepções sobre espaço e lugar, somam-se debates sobre os valores, a moral, o escapismo, a bondade, a criação de pets, o cosmopolitismo e ainda a comunidade e o indivíduo. Para um profundo entendimento da obra de Tuan pensamos ser importante, primeiramente, decompor seus elementos constituintes. Assim, trouxemos à luz suas principais influências e matrizes de pensamento, por meio de um extenso levantamento dos autores que cita e as discussões que fomenta entre a fenomenologia-existencialista, o estruturalismo, o humanismo e a própria geografia. A riqueza de seu pensamento é fruto da aguda erudição e de seu livre-pensar. Por isso, procuramos compreender como Tuan trata as essências principais, por meio dos debates e significações acerca do espaço, lugar, paisagem, meio ambiente, tempo, entre outras. Verificamos, ao realizar a leitura da obra que, além das essências, Tuan também tem temas privilegiados que persistem ao longo de seus quase cinquenta e cinco anos de geografia, como percepção, atitudes, comportamento, arte e cultura entre outros. A maneira como o autor os aborda também foi objeto de exposição nesta tese. Ao mesmo tempo, identificamos outros temas-chave, mas que não persistem por toda a sua carreira, eles são ora frutos do jovem Tuan como é o caso do estudo dos aspectos físicos em geografia ora reflexos de uma mente mais amadurecida em um mundo que se globaliza, como por exemplo, na abordagem do progresso ou do placelessness. Então, para que pudéssemos ter a compreensão do percurso da obra e suas temáticas, recompusemos o todo por meio de argumentações acerca de cada um de seus livros, considerados aqui como sínteses ainda que incompletas de seus argumentos. Tuan é sobretudo um humanista, que acredita na educação libertária da mente humana e que compõe toda uma geografia em busca da essência humana. Conhecer, portanto, a geografia, é conhecer a nós mesmos. Desta forma, finalmente, voltamos ao impulso inicial desta tese: compreender que é geografia para um de seus pensadores contemporâneos mais influentes e as contribuições que esta geografia tem para dar ao mundo. / The constant reflection on itself is one of most important characteristic of science, this is the way to develop and search the understanding of new realities and weave the ways of improving the world views. Giving that, geography could not avoid permanent self reflexiveness. One of the ways to pursue the paths in which Geography has been walking is to know great geographers works, especially those who had deeply contributed with highly innovative and broadening new horizons into the geographical science. This thesis, then, is the product of a thorough exploration into Yi-Fu Tuans geography, one of the humanist geography founders. His reflections have enriched and, furthermore, proposed to open geography to new approaches and themes: to his mostly known conceptions about space and place, we add discussions on values, moral, escapism, human goodness, dominance of pets, cosmopolitanism, community and self. To get a deep insight into Tuans work it was necessary to decompose its elements. Therefore, his main influences and matrices of thought were brought to light through an extensive survey into his work, research on the authors whom he quotes over, regarding the discussions he foments amongst Phenomenologyexistentialism, Structuralism, Humanism and Geography itself. The richness of his thoughts is a result of acute erudition and his free-thinking. Therefore, this thesis seeks to comprehend how Tuan copes with the main essences through debates and meanings of space, place, landscape, environment, time, and so on. Through the reading of his work that we verified that, besides to essences, Tuan also has other privileged themes, he has kept debating during his almost fifty five years of geographical study, such as perception, attitudes, behavior, arts and culture, amongst others. The way the author approaches the themes was also explored throughout this thesis. Meanwhile, other key subjects were identified in his work, which, however, are not persistent during his whole career. Among them some are products of the young Tuan as it is the case of the studies on the physical aspects in geography others are reflections of a globalized world over a mature mind, as an example, the approach of progress or placelessness. To achieve the lengthiness of his work and its themes, we chose to review each book, considering that they are syntheses although incomplete of his arguments. Above all, Tuan is a humanist, who believes in the free education of the human mind, and who makes a complete geography in the search of human essence. Knowing geography is, therefore, understanding ourselves. Thus, we finally turn back to the prior impulse of this thesis: understanding what geography is to one of its most influential thinkers and the contributions that this geography has to offer the world.

No description available.

The thesis examines the atheistic development visible in the Swedish Human-Ethical Society’s (HEF) journal 1979 to 1999. It argues that HEF:s atheism from a diachronic perspective is best understood with the regards both to its religious criticisms, as well as to the specific outlook on life that the organisation developed over time as a secular alternative to religious belief-systems. The thesis further stresses the importance of comprehending atheism as a pluralistic system of thought that throughout history – as well as in present day – have taken a variety of different formations. Hence, atheism is not seen as possessing one single overall essence. The result of the study show that several developmental patterns can be made visible in HEF:s atheism throughout the period. The organisations religious criticism changed regarding its objects, contents and rhetoric. From initially having its focus directed towards Christianity (Swedish Christianity in particular), HEF later to a larger extent directed their critical gaze towards what they regarded as fundamentalist ideological values. Over time the organisation also started to highlight atheism in a, according to their phrasing, more “positive” light. With this, HEF:s human-ethical life stance was given a more instrumental role in the organisations message to the public. The thesis argues that this development should be understood as a successive shift in the basis for HEF:s atheism. On a general analytic level this process is characterized as a move from scientific atheism to humanist atheism.

The present study argues that the central notion and practice unifying Edward Said’s oeuvre is that of “secular” criticism, which he conceives of as the defining activity and tool of the humanistic intellectual. We also argue that Said sees the intellectual’s moral mission of “secular” criticism as based in Said’s understanding of “humanism” as intellectual production aimed at concrete change in the real world of human struggles for universal justice and human emancipation from oppression of all types. Related to Said’s particular and perennial upholding of a particular understanding of humanism, Said wields a religious-secular rhetoric as a weapon to expose and question the ironic fact of the “religiosity” of those persons, movements, and ideologies claiming their basis in the unswervingly “secular.” Within the overall body of Said commentary, Said’s effort to recover humanism as a useable praxis of human emancipation from oppressive systems has been largely neglected. This is largely due to the misrecognition of Orientalism as Said’s defining project and the consequent sublation of equally if not more significant, defining elements in the Saidian oeuvre than Orientalism , e.g. “secular” criticism. This study finds that the religious-secular trope conveys Said’s notion of what criticism is and does in a re-constructed humanism, a “humanism of liberation,” as Saree Makdisi has aptly called it, and not, as some commentators have seen it, an expression of a self-contradictory disdain for religion with a concomitant defensive posture toward Islam. In this thesis, Said’s religious-secular rhetoric is analyzed for its meaning, for its role in Said’s idea of criticism, and for its significance in Said’s effort to re-construct humanism as an emancipatory practice. Finally, this study argues that Said’s writing to and on the Arab-Islamic world, and particularly his writing on Palestine-Israel, exemplifies what Said means by the term “secular” criticism. In this sense, Said’s work on the problematic of Palestine-Israel is a synechdoche of his entire critical project. This interpretation is unique in that it challenges the idea that Said’s work on Palestine-Israel is an endeavor outside his professional vocation as a humanist and is motivated merely by Said’s passionate attachment to his homeland. This thesis aims to show how Said’s work on the problematic of Palestine-Israel is not only a model of what Said means by the term “secular criticism,” but avers further that, coupled with Said’s writing to and on the Arab Islamic world, his work on Palestine-Israel represents the most significant labor of his “non-humanist” humanism, or the “humanism of liberation” as a still valid practice, and as an intellectual, ethical framework, and a means of concretely furthering the struggle for universal human emancipation—which Said defines as completely in line with his work as a humanist. In other words, Said’s work on the problematic of Palestine-Israel is not a political side-line apart from his work as a man of letters but is a body of quintessentially humanistic production at the heart of the concept of “secular criticism.” The present study argues that the central notion and practice unifying Edward Said’s oeuvre is that of “secular” criticism, which he conceives of as the defining activity and tool of the humanistic intellectual. We also argue that Said sees the intellectual’s moral mission of “secular” criticism as based in Said’s understanding of “humanism” as intellectual production aimed at concrete change in the real world of human struggles for universal justice and human emancipation from oppression of all types. Related to Said’s particular and perennial upholding of a particular understanding of humanism, Said wields a religious-secular rhetoric as a weapon to expose and question the ironic fact of the “religiosity” of those persons, movements, and ideologies claiming their basis in the unswervingly “secular.” Within the overall body of Said commentary, Said’s effort to recover humanism as a useable praxis of human emancipation from oppressive systems has been largely neglected. This is largely due to the misrecognition of Orientalism as Said’s defining project and the consequent sublation of equally if not more significant, defining elements in the Saidian oeuvre than Orientalism , e.g. “secular” criticism. This study finds that the religious-secular trope conveys Said’s notion of what criticism is and does in a re-constructed humanism, a “humanism of liberation,” as Saree Makdisi has aptly called it, and not, as some commentators have seen it, an expression of a self-contradictory disdain for religion with a concomitant defensive posture toward Islam. In this thesis, Said’s religious-secular rhetoric is analyzed for its meaning, for its role in Said’s idea of criticism, and for its significance in Said’s effort to re-construct humanism as an emancipatory practice. Finally, this study argues that Said’s writing to and on the Arab-Islamic world, and particularly his writing on Palestine-Israel, exemplifies what Said means by the term “secular” criticism. In this sense, Said’s work on the problematic of Palestine-Israel is a synechdoche of his entire critical project. This interpretation is unique in that it challenges the idea that Said’s work on Palestine-Israel is an endeavor outside his professional vocation as a humanist and is motivated merely by Said’s passionate attachment to his homeland. This thesis aims to show how Said’s work on the problematic of Palestine-Israel is not only a model of what Said means by the term “secular criticism,” but avers further that, coupled with Said’s writing to and on the Arab Islamic world, his work on Palestine-Israel represents the most significant labor of his “non-humanist” humanism, or the “humanism of liberation” as a still valid practice, and as an intellectual, ethical framework, and a means of concretely furthering the struggle for universal human emancipation—which Said defines as completely in line with his work as a humanist. In other words, Said’s work on the problematic of Palestine-Israel is not a political side-line apart from his work as a man of letters but is a body of quintessentially humanistic production at the heart of the concept of “secular criticism.” The present study argues that the central notion and practice unifying Edward Said’s oeuvre is that of “secular” criticism, which he conceives of as the defining activity and tool of the humanistic intellectual. We also argue that Said sees the intellectual’s moral mission of “secular” criticism as based in Said’s understanding of “humanism” as intellectual production aimed at concrete change in the real world of human struggles for universal justice and human emancipation from oppression of all types. Related to Said’s particular and perennial upholding of a particular understanding of humanism, Said wields a religious-secular rhetoric as a weapon to expose and question the ironic fact of the “religiosity” of those persons, movements, and ideologies claiming their basis in the unswervingly “secular.” Within the overall body of Said commentary, Said’s effort to recover humanism as a useable praxis of human emancipation from oppressive systems has been largely neglected. This is largely due to the misrecognition of Orientalism as Said’s defining project and the consequent sublation of equally if not more significant, defining elements in the Saidian oeuvre than Orientalism , e.g. “secular” criticism. This study finds that the religious-secular trope conveys Said’s notion of what criticism is and does in a re-constructed humanism, a “humanism of liberation,” as Saree Makdisi has aptly called it, and not, as some commentators have seen it, an expression of a self-contradictory disdain for religion with a concomitant defensive posture toward Islam.

Made available in DSpace on 2015-03-04T20:04:56Z (GMT). No. of bitstreams: 0 Previous issue date: 12 / Nenhuma / Este estudo aborda as origens da Congregação Notre Dame (ND), seus princípios e suas principais ações, que culminaram com a criação da Escola Menino Jesus que, em Passo Fundo/RS, desenvolve expressivo trabalho na formação de estudantes. Faz uma retomada dos princípios de um de seus inspiradores, Bernard Overberg que, junto com o carisma e a prática da fundadora Julia Billiart, constituíram os princípios educativos da Rede ND e chegaram à prática na Escola Menino Jesus e em outras unidades da Rede. Procuramos mapear os desafios da educação ND, suas possibilidades e limites, no contexto contemporâneo marcado pela lógica do mercado, da globalização, que confronta diretamente com os princípios humanistas. Apresentamos uma análise da Visão da Rede ND, retomando a sua história e identificando como ela se articula ou se contrapõe às exigências do neoliberalismo e como a escola Menino Jesus convive com esta contradição, fazendo frente e/ou subsistindo aos princípios neoliberais, dando vida aos princípios humanizantes / This study discusses the origins of Notre Dame Congregation (ND), its principles and its main activities, which culminated in the creation of Menino Jesus School that, in Passo Fundo, develops expressive work in the students training. It makes a resume of the principles of one of its inspirers, Bernard Overberg who, with charisma and the founder practice of Julia Billiart, had constituted the educative principles of ND Net and had started the practice at Menino Jesus School and other units of the Net. We tried to identify the challenges of ND education, its possibilities and limits in the contemporary context marked by the logic of the market, globalization, which directly confronts with the humanists principles. We present an analysis of ND Net Vision, resuming its history and identifying how it articulates or opposes itself to the requirements of the neoliberalism and how Menino Jesus school lives with this contradiction, making front and/or remaining to the neoliberal principles, giving life to inherent hu

Duke Humphrey of Gloucester is often given credit for the renaissance of English learning in the fifteenth century. It is true that the donations of books he made to Oxford, his patronage of English and Italian writers, and his patronage of administrators who had humanist training resulted in the transmittal of humanist values to England. But is it also true that these accomplishments were mainly the by-product of his self-aggrandizing style, rather than a conscious effort on the duke's part to promote learning. The duke, however, does deserve recognition for what he unwittingly may have done.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-05-09T16:42:46Z No. of bitstreams: 1 Leci Salete Paier_.pdf: 3447545 bytes, checksum: df41762ef15afa1ff0cc8bce47de1ed1 (MD5) / Made available in DSpace on 2017-05-09T16:42:46Z (GMT). No. of bitstreams: 1 Leci Salete Paier_.pdf: 3447545 bytes, checksum: df41762ef15afa1ff0cc8bce47de1ed1 (MD5) Previous issue date: 2017-02-20 / Nenhuma / Esta pesquisa trata da investigação de uma questão situada no campo das políticas educacionais contemporâneas, enfocando as instituições escolares confessionais; faz uma reflexão sobre a identidade do ensino privado de cunho humanista cristão, no contexto da mercantilização. O recorte empírico se dá a partir das escolas da Congregação Notre Dame - ND, sua estrutura e gestão da educação no Brasil, especificamente no Rio Grande do Sul, em uma perspectiva de análise, de crítica e de proposições. A problemática se desenvolve a partir do modo como a Rede ND se articula para sobreviver diante do cenário mercantil, pois, desde 2002, a Rede “lança mão” de estratégias administrativas e pedagógicas específicas do sistema mercantil e, ao mesmo tempo, se posiciona como escola confessional cristã. O objetivo é analisar as razões que levam a Rede ND do RS a crescer em número de alunos acima da média estadual e nacional, e investigar como sustenta e articula os pressupostos da identidade humanista cristã. O estudo tem seus desdobramentos nos marcos da metodologia histórico-crítica, procura articular texto e contexto em uma perspectiva dialética. A partir do método de análise documental (PIMENTEL 2001), são analisadas as seguintes fontes: microdados do INEP (Censo Escolar), sobre matrículas e estabelecimentos de Educação Básica; dados sobre matrículas da Rede ND (2002 até 2016); escritos históricos da Congregação ND; Plano Estratégico da Rede ND; relatórios da avaliação institucional (2007, 2009, 2011, 2013, 2015) e questões livres do ano de 2015; fichas de entrevista de pais de alunos; avaliação de clima organizacional dos anos 2012, 2014 e 2016. O trabalho se divide em oito capítulos. Entre os resultados destaca-se que, apesar dos paradoxos, a Rede ND sustenta a identidade humanista cristã. A articulação dessa identidade acontece no cotidiano da das manifestações e no modo como os gestores e a comunidade escolar vão fazendo acontecer a formação e as atividades educativas, participando e avaliando, reconhecendo os limites e os valores. A identidade é reconhecida na qualidade, excelência de ensino e Proposta Político Pedagógica; na tradição/histórico/familiar, referência/indicação; na localização/proximidade; nos valores, escola católica, religião, espiritualidade; na estrutura/organização/acessibilidade/segurança e outros aspectos. / The theme of this research deals with the investigation of an issue situated in the field of contemporary educational policies, focusing on confessional educational institutions. The research reflects on the identity of private education with a Christian-humanist hallmark in a context of commercialization. The empirical selection was taken from schools maintained by the Sisters of Notre Dame (ND), their structure and management of education in Brazil, specifically in Rio Grande do Sul, from a perspective of critical analysis and approach. The case develops from the way the ND Educational Network is structured to survive in the market; since 2002, it has made use of specific administrative and pedagogical strategies of the market system at the same time that it positions itself as a network of Christian confessional schools. The goal of this thesis is to analyze why the number of students of the ND Network in Rio Grande do Sul (RS) is increasing above the state and the national average, and investigate how the Network sustains and articulates the principles of the Christian humanist identity. The study unfolds within the framework of historical-critical methodology, while it seeks to articulate text and context in a dialectical perspective. Using the method for document analysis (PIMENTEL 2001), the following sources were considered: microdata INEP (School Census) on enrollment and basic education establishments; enrollment data of the ND Network (2002 to 2016); historical writings of the ND Congregation; Strategic Plan of the ND Network; institutional evaluation reports (2007, 2009, 2011, 2013, 2015) and voluntary written comments from 2015; interview records from the parents of the students, and evaluation of the ND organizational atmosphere of years 2012, 2014, and 2016. The thesis is divided into eight chapters. Among the results, in spite the contradictions, one of the highlights falls on the ND Educational Network. The Network maintains the Christian humanist identity, which clearly reflects the historical principles recognized by the internal and external community. The articulation of this identity takes place in daily relationships, in personal formation and in the way managers and community create educational activities and education itself, participating and evaluating, recognizing limits and values. Identity is recognized in the quality and excellence of education and the educational policies; in family history and tradition and recommendation by others; in the convenience of location; in the values, religion and spirituality of the Catholic school; in the structures, organization, accessibility, security, and other aspects.