Cette étude propose une lecture historique et littéraire sur l’Alentejo, la plus vaste province du Portugal, à partir d’un vagabond qui l’a réellement arpentée et d’une forme de vagabondage qui a aidé à forger une image de l’homme de cette région au caractère indomptable et sauvage. Les vastes terres de l’Alentejo aux larges horizons et aux distances illimitées auront un impact sur l’imaginaire autour de l’Alentejo et sur sa représentation au niveau littéraire. Une partie de l’œuvre littéraire de Manuel da Fonseca est attachée à cette région et noue avec elle des liens étroits qui ont produit un univers riche de significations sur les relations sensibles de l’homme à l’espace. Ainsi, la relation indissociable de l’homme de l’Alentejo à sa région y est représentée et est étroitement liée à celle de Manuel da Fonseca avec cette région. La représentation de la vie à partir d’un rapport intime, familier et d’un certain engagement humain envers cette province, a produit un univers littéraire singulier. Une errance, au départ, attachée à la figure du vagabond, le "maltês", et à cette forme de vagabondage, la "maltesia", vient alors se dessiner dans l’espace littéraire montrant que les frontières entre les différents textes, entre les différents personnages et entre les différents sujets de l’énonciation sont fluides et perméables. Les sens de "maltesia" et de "maltês" s’approfondissent, alors, montrant un espace humain dans lequel viennent s’inscrire l’énigme de la vie et de la création littéraire. / This study proposes a reading of Alentejo’s imaginary, the largest province of Portugal, from a vagabond's point of view who actually drifted this region, in a form of vagrancy, which helped to forge the image of a man with a wild and untameable nature. The vast lands of Alentejo with wide horizons and distances have an immeasurable impact on Alentejo’s imaginary and its representation in literature. Part of Manuel da Fonseca’s literary work is closely attached to this region producing a rich universe of meanings on sensitive relationships of man and space. Thus, the inseparable relationship between the man from Alentejo and his region is represented all over his work and bonds to Manuel da Fonseca's own relationship to that region. A representation of life, through a familiar and intimate story, together with a political humanised commitment towards that province, creates a singular literary universe. A drift, initially attached to the wanderer’s figure - the maltês - and its form of vagrancy – maltesia, comes to draw itself in the literary space showing that the boundaries between the different texts and characters can be fluid and permeable. The sense of maltesia and maltês gently deepens, showing a human space which becomes inscribed with the riddle of life and literary creation.

Les stéréotypes historiques attribués aux Noirs peuvent-ils déterminer l’infériorité du Guadeloupéen?J’expose comment à l’aune du régime diurne et nocturne de l’Imaginaire, en actionnant les connaissances de type mécaniste et organique en état potentiel dans mon enseignement et mes thèses soutenues, j’ai eu l’opportunité de négocier ma part d’ombre, de « fendre la gueule » du Maître paranoïaque, d’absoudre le temps par des armes non prométhéennes et proposé une éducation de compagnonnage pour une épistémologie de vivre ensemble laïc sans sentiment victimaire.Par des prolégomènes portant les fondamentaux de ma thèse je rends attentif aux connaissances endormies dans les structures de l’Imaginaire, la métaphore Moi-Mangrove agissant par éthique/esthétique, je rends attentif à des paradoxes dont l’Imaginaire permet de déceler les images archétypales d’émancipation cognitive rendues actionnables dans le traitement des jeux, jouets et traditions populaires et dans le traitement de l’environnement, comme jeux pédagogiques selon les classifications et catégories de Roger Caillois traduisant concrétisation, individuation, dialogie et le comprendre pour faire et faire pour comprendre.Une éducation surplombante pouvait suggérer une forme aliénante d’émancipation par des armes prométhéennes, nous proposons comme alternative une enseignabilité de connaissances actionnables et enseignables qui n’est pas une encapsulation de savoir mais un suivi dynamique d’un corpus de connaissances en expansion qui ne s’arrête pas à des connaissances spéculatives, avoir un toit et une possibilité de manger mais à une émancipation cognitive dont les armes sont savoir, réflexion et connaissances. / Are Guadeloupeans determined by stereotypes attributed to blacks resulting in an inferiority complex ?I expose how, in light of the diurnal and nocturnal imaginary regimes by actualizing the potential of mecanist and organic knowledges in my teaching and past theses, I have been able to negotiate my share of shadow, to wreak havoc on the paranoid Master, to absolve time with non-Promethean weapons and to propose an education of compagnonnage for an epistemology of secular living together devoid of victimizing feelings.Through prolegomena that carry the fundamentals of my current thesis, I awake sleeping knowledges from the structures of the Imaginary, the metaphore of Me-Mangrove acting through an ethics aesthetics. I further bring attention to paradoxes from which the Imaginary can extricate archetypal images of cognitive emancipation made actionnable through an analysis of play, games, and popular traditions as pedagogical instruments according to the classifications of Roger Caillois concretization, individuation, and dialogy—and the notion of understanding both as understanding to create and creating to understand. Finally, I also carry out this analysis of the structure of the Guadeloupe an Imaginary through her relationship to the natural and man-made environment and risks.An over reaching, top down education could suggest an alienating form of liberation through promethean weapons. I suggest instead, as an alternative, the teaching of actionable knowledges that does not encapsulate knowledge but is a dynamic following of a corpus of expanding knowledges that go beyond the speculative and amount to a cognitive emancipation whose weapons are knowledge and reflection

Negative-imaginary systems are broadly speaking stable and square (equal number of inputs and outputs) systems whose Nyquist plot lies underneath (never touches for strictly negative-imaginary systems) the real axis when the frequency varies in the open interval 0 to ∞. This class of systems appear quite often in engineering applications, for example, in lightly damped flexible structures with collocated position sensors and force actuators, multi-link robots, DC machines, active filters, etc. In this thesis, robustness analysis and controller synthesis methods for uncertain negative-imaginary systems are explored. Two new reformulation techniques are proposed that facilitate both the robustness analysis and controller synthesis for uncertain negative-imaginary systems. These reformulations are based on the transformation from negative-imaginary systems to a bounded-real framework via the positive-real property. In the presence of strictly negative-imaginary uncertainty, the robust stabilization problem is posed in an equivalent H∞ control framework; similarly, a negative-imaginary robust performance analysis problem is cast into an equivalent μ-framework. The latter framework also allows robust stability analysis when the perturbations are a mixture of bounded-real and negative-imaginary uncertainties. The proposed two techniques pave the way for existing H∞ control and μ theory to be applied to robustness analysis and controller synthesis for negative-imaginary systems. In addition, a static state-feedback synthesis method is proposed to achieve robust stability of a system in the presence of strictly negative-imaginary uncertainties. The method is developed in the LMI framework, which can be solved efficiently using convex optimization techniques. The controller synthesis method is based on the negative-imaginary stability theorem: a positive feedback interconnection of two negative-imaginary systems is internally stable if and only if the DC loop gain is contractive and at least one of the systems in the interconnected loop is strictly negative-imaginary. Also, in order to handle non-strict negative-imaginary uncertainties, a strongly strictly negative-imaginary lemma is proposed that helps to ensure the strictly negative-imaginary property of the nominal closed-loop system for robustness. To this end, a state-space characterization for strictly negative-imaginary property is given for non-minimal systems where the conditions are convex and hence numerically attractive. The results in this thesis hence facilitate both the robustness analysis and controller synthesis for negative-imaginary systems that quite often arise in practical scenarios. In addition, they can be applied to quantify the worse-case performance for this class of systems. Therefore, the proposed results have important implications in controller synthesis for uncertain negative-imaginary systems that achieve not only robust stabilization but also robust performance.

Made available in DSpace on 2017-06-01T18:12:26Z (GMT). No. of bitstreams: 1 dissertacao_lucia_silva.pdf: 1723181 bytes, checksum: 56c323ebd07f284180fff8b36ebb6dda (MD5) Previous issue date: 2008-12-01 / Our aim with this research is analyzing the social representation of the relation of faith and politics among the Christian militants, focusing the analysis at Priest Humberto Plummen Faith and Politics school of Regional Northeast 2 (CNBB National Conference of Bishops of Brazil). We identify the fundamental elements, the representation forms, searching realize how these elements interfere in the militancy of the liberation of attendants and congregated. The perspective that shows this work is based on the theory of the Social Representation, which concepts of objectivity and anchorage are highlighted and in other elements of field of the Science of Religion and the Sociology of Religion. We believe that such perspective supports the analysis of the social imaginary about the relation faith and politics present in the referring school, what reveals in the interviews made with students and coordinators. Thus, it is possible to verify if the social representation of faith is a constitutive element of its politic actions, as also check if the social representation of politics is a constitutive element of its expression of faith. And still if this relation supports a trace of identity that composes the ethos presents in the referring institution / Nosso objetivo com esta pesquisa é analisar a representação social da relação fé e política entre os militantes cristãos, centrando a análise na Escola Fé e Política Pe. Humberto Plummen, do Regional Nordeste 2 (CNBB Conferência Nacional dos Bispos do Brasil). Nela identificamos os elementos fundamentais, as formas representacionais, buscando perceber como esses elementos interferem na militância de libertação dos cursistas e congregados. A perspectiva que perpassa este trabalho se fundamenta na teoria da Representação Social, da qual os conceitos de objetivação e ancoragem são destacados, e em outros elementos do campo da ciência da religião e da sociologia da religião. Acreditamos que tais perspectivas sustentem a análise do imaginário social sobre a relação fé e política presente na referida escola, o qual se revela nas entrevistas feitas com cursistas e coordenadores. Assim, é possível verificar se a representação social da fé é um elemento constitutivo de sua ação política, como também averiguar se a representação social da política é um elemento constitutivo da sua expressão da fé. E, ainda, se essa relação sustenta um traço de identidade que compõe o éthos presente na referida instituição

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-11-13T00:30:24Z No. of bitstreams: 1 Naiara Gomes - Mestrado - Disserta??o Final 2013 PPGDCI UEFS.pdf: 5767713 bytes, checksum: 555b12dc47fbc13770ceb28f642bd8f0 (MD5) / Made available in DSpace on 2015-11-13T00:30:24Z (GMT). No. of bitstreams: 1 Naiara Gomes - Mestrado - Disserta??o Final 2013 PPGDCI UEFS.pdf: 5767713 bytes, checksum: 555b12dc47fbc13770ceb28f642bd8f0 (MD5) Previous issue date: 2013-07-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study proposes a reflection on the representations of the imaginary in the work of Tereza Costa R?go, through the images of mythical and symbolic articulations between the sacred and the erotic particularly on the "The Bride", which comprises the step "Pernambucanos Brothels". Interest in the study of the work of Tereza Costa R?go originated from research on women artists and Northeastern have undertaken in 2009 at the School of Fine Arts of the Federal University of Bahia ? UFBA. The analyzes are based on the analytic method about the mitocr?tica proposed by Gilbert Durand, trying to understand how the author makes the intersection (or interrelationship) between the two universes (the erotic and the sacred) from the point of view of visual storytelling. Ride the universe mitocr?tica, which confirms the power of symbolic image and rehabilitates the size of the archetypes and the driving force of myths. Reflect the erotic from the point of view of Georges Bataille and the sacred through studies Mircea Eliade. Therefore, research has characterized the concepts and key elements of the sacred and the erotic imagery. The research approach is qualitative and ethnographic study that investigates the dynamic relationship between the objective world and the subjectivity of the subject. Besides the pictorial work, we use the considerations of the artist to guide the manifestations of mythic images that reveal meanings and answers about the role of imagination in building imagery. The party erotic and sacred in the work, specifically in the "Bride" is the culmination of investigative activity. Tereza Costa R?go does not break with the natural movement of contrasts, it integrates harmoniously. / A presente disserta??o prop?e uma an?lise e reflex?o sobre as representa??es do imagin?rio na obra de Tereza Costa R?go, por meio das imagens m?ticas e das articula??es simb?licas entre o sagrado e o er?tico, particularmente na tela ?A Noiva?, que compreende a fase ?Bord?is Pernambucanos?. O interesse pelo estudo da obra de Tereza Costa R?go originou-se a partir de uma pesquisa sobre artistas mulheres e nordestinas que empreendi em 2009 na Escola de Belas Artes da Universidade Federal da Bahia ? UFBA. As an?lises baseiam-se no m?todo de an?lise da mitocr?tica proposto por Gilbert Durand, buscando compreender como a autora faz a interse??o (ou inter-rela??o) entre os dois universos (o er?tico e o sagrado) do ponto de vista da narrativa visual. Percorremos o universo da mitocr?tica, que ratifica a pot?ncia da imagem simb?lica e reabilita a dimens?o dos arqu?tipos e a for?a diretiva dos mitos. Refletimos o er?tico sob o ponto de vista de Georges Bataille e o sagrado atrav?s dos estudos de Mircea Eliade. Para tanto, a investiga??o caracterizou os conceitos e os principais elementos do sagrado, do er?tico e do imagin?rio. A pesquisa tem abordagem qualitativa e estudo etnogr?fico que investiga a rela??o din?mica entre o mundo objetivo e a subjetividade do sujeito. Al?m da obra pict?rica, utilizamos as considera??es da artista para nortear as manifesta??es das imagens m?ticas que revelam respostas e significados sobre o papel do imagin?rio na sua constru??o imag?tica. A festa er?tica e sagrada na obra, especificamente no quadro ?A Noiva? ? o ?pice da atividade investigativa. Tereza Costa R?go n?o rompe com o movimento natural dos contrastes, ela os integra harmonicamente.

Syftet med studien är att lyfta fram olika aspekter av förskollärares erfarenheter av att delta i barns fantasilek. Studien avser även att undersöka hur förskollärare blir och är delaktiga i barns fantasilek, samt hur detta påverkar hur lärandet tar sig uttryck. Tidigare forskning har visat att förskollärare sällan intar en roll i barns fantasilek. Detta trots deras uppfattning om lekens betydelse för att ta del av barns tankar, idéer och intressen samt utvecklandet av deras fantasi. Hur förskollärare väljer att förhålla sig till barns fantasilek påverkar utvecklandet av fantasileken och det lärande som möjliggörs samt hur förskollärarna kan närma sig barns perspektiv. Studien har genomförts med hjälp av semistrukturerade intervjuer med sex verksamma förskollärare. Resultatet som framkom genom intervjuerna analyserades utifrån von Wrights (2000) pedagogiska rekonstruktion av George Herbert Meads teori om människors intersubjektivitet. I resultatet framkom att det finns en rädsla hos förskollärare att störa barns fantasilek i deras försök att bli delaktiga i den. Samtidigt visade resultatet att förskollärare ser deras delaktighet i fantasilek som en möjlighet att utvidga lärandet i leken. Det finns en stark ambition hos förskollärare att komma nära barns perspektiv, vilket studien visar att deras deltagande i fantasileken ger stora förutsättningar för. Resultatet visade att förskollärares delaktighet i barns fantasilek fordrar en lyhördhet hos förskollärarna, vilket kan kallas en fingertoppskänsla. / The purpose of the study is to highlight different aspects of preschool teachers' experiences of participating in children's imaginary play. The study also intends to investigate how preschool teachers become a part of and participate in children's imaginary play, and how this affects how learning is expressed. Previous research has shown that preschool teachers rarely take a role in children's imaginary play. This is despite their perception of the importance of play to take part in children's thoughts, ideas and interests and the development of their imagination. How preschool teachers choose to relate to children's imaginary play affects the development of imaginary play and the learning that is made possible, as well as how preschool teachers can approach children's perspectives. The study was conducted with the help of semi-structured interviews with six active preschool teachers. The results that emerged from the interviews were analyzed based on von Wright's (2000) pedagogical reconstruction of George Herbert Mead's theory of human intersubjectivity. The results showed that there is a fear among preschool teachers of disturbing children's imaginary play in their attempts to participate in it. At the same time, the results showed that preschool teachers see their participation in imaginary play as an opportunity to expand learning in play. There is a strong ambition among preschool teachers to get close to children's perspectives, which the study shows that their participation in the imaginary play provides great conditions for. The results showed that preschool teachers' participation in children's imaginary play requires a sensitivity on the part of preschool teachers, which can be called a fingertip feeling.

Esta dissertação consiste num esforço de compreensão referente à prática e à pesquisa teórica tecidas em Educação de Jovens e Adultos (EJA), a partir das relações complexas entre oralidade e escrita e enfatizando alternativas de contribuição próprias da cultura afro-brasileira, esta que é marcada pela força de sua oralidade e de seu pensamento mítico-simbólico. O trabalho partiu da realização de uma oficina no Centro de Integração e Educação de Jovens e Adultos (CIEJA) Campo Limpo, zona sul de São Paulo, que consistiu na apresentação de uma pedagogia sinestésica e escolheu levar à sala de aula elementos fortes da memória cultural afro-brasileira, por seu teor simbólico, para o trato com alunos em fase de letramento. Utilizando-se de instrumentos musicais, vídeos, tecidos, esculturas, poemas, estórias, folhas e plantas, dez encontros centraramse na história e na cultura afro-brasileiras, contemplando assim, também, os esforços em uma implementação efetiva e qualitativa da notória lei 10.639/03. Tendo como fundamentos teóricos os estudos tecidos por Gilbert Durand sobre o Imaginário, mais as concepções de Edgar Morin sobre paradigma, conhecimento e método, a dissertação fundamenta-se ainda nas contribuições de Joseph Campbell, Gaston Bachelard, Michel Maffesoli e Marcos Ferreira Santos sobre as questões centradas em mito, imagem, símbolo, arquétipo e razão sensível. Com a intenção de diferenciar as várias formas de relações que a(s) cultura(s) de matriz(es) africana(s) operou(aram) em relação às culturas hegemônicas na história de nosso país, problematizando os usos indiscriminados dos conceitos sincretismo e hibridismo, baseio-me nos estudos de Muniz Sodré, Leda Maria Martins e Eduardo David de Oliveira, destacando as dimensões de jogo, luta, segredo, regra e ancestralidade que caracterizam a afrobrasilidade, relacionando-as às diretrizes teóricas de Durand. / This dissertation consists in an effort of comprehension related to the practical one and theoretical research weaved in Young and Adults Education, from the complex relations between orality and writing and emphasizing alternatives of contribution peculiars of the afro-Brazilian culture, which is marked by the strength of its orality and its mythical-symbolic thought. The work started from the accomplishment of a workshop a t the Centre of Integration of Youngs and Adults Education (CIEJA) Campo Limpo, south zone of São Paulo, which consisted in a presentation of a sinestesic pedagogy and chose to take to the classroom strong elements of the afro-Brazilian cultural memory, because of its symbolic meaning, (with the goal) related to the treatment of the students in literacy phase. Using musical instruments, videos, textiles, sculptures, poems, stories, leaves and plants in order to construct ten meetings focused in the histor y and Afro-Brazilian culture, also contemplating, in this way, the efforts in a real and qualitative implementation of the well-known law 10.639. Assuming theoretical beddings in the studies weaved by Gilbert Durand about the imaginary and also the conceptions of Edgar Morin about paradigm, knowledge and method, the dissertation still bases on the contributions of Joseph Campbell , Gaston Bachelard, Michel Maffesoli and Marcos Ferreira Santos on the questions centered in myth, image, symbol, archetype and sensible reason. With the intension to differentiate the assorted forms of relations that the culture(s) of African(s) matrix(s) operated in relation to the hegemonic cultures in the histor y of our count ry, analyzing probl ems build up in the indiscriminate uses of the concepts syncretism and hybridism, I took theoretical reference in the studies of Muniz Sodré, Leda Maria Martins and Eduardo David de Oliveira, emphasizing the dimensions of game, struggle, secret, rule and ancestry which is a feature of Afro- brasility relating them to the theoretical lines of Durand.

[pt] Amazônia Animada: a representação da região amazônica no cinema de animação brasileiro parte do pressuposto de que o conceito de Amazônia é uma construção social configurada principalmente pela visão exógena do alóctone, que teve origem antes mesmo da chegada dos exploradores europeus à América com as cogitações sobre o Novo Mundo. Tal construção segue até hoje sendo reelaborada pelos diversos discursos que compõem a cultura pós-moderna. Deste modo, o presente trabalho tem por objetivo verificar a forma como a região amazônica é representada pelo animador brasileiro, tomando por base os principais conceitos e imagens utilizados em representações da região em outras linguagens, como a literatura, a pintura e o cinema tradicional (de tomada direta). Essas representações fornecem imagens-clichês e estereótipos largamente reproduzidos pelo cinema de animação, que, tal qual as outras linguagens, acaba quase sempre desconsiderando tanto a realidade social, econômica e histórica da região, quanto o seu principal protagonista, o caboclo. Resulta num enfoque limitado à representação relacionada à natureza e ao indígena, o qual tornou-se simbolicamente tão forte que chega a representar também o conceito de Brasil na cinematografia estrangeira e, por muitas vezes, na própria busca de uma identidade nacional na arte brasileira. Por outro lado, narrativas lendárias tradicionais e seres mitológicos, originados e reproduzidos na tradição oral cabocla e indígena, encontram na animação o suporte ideal para sua materialização e perpetuação pela proximidade dessa linguagem com a narrativa ficcional e fantasiosa. A nosso ver, estas seriam algumas das razões para que a Amazônia continue sendo temática constantemente explorada pelo cinema de animação. / [en] Animated Amazon: the representation of the Amazon Region in Brazilian animated films is based upon the assumption that what we normally understand as the Amazon is a social construct grounded on the exogenous view whose origins are conceived even before European explorers announced America as the New World. Such conception continues into the present as it is incorporated to various discourses embedded in the post-modern culture. Therefore, the present research aims at verifying the manner in which the Amazon region is represented by Brazilian animators; it is based upon the main images and concepts applied to represent the region through other media such as literature, painting, and the traditional cinema (live act). These representations provide cliché-images and stereotypes that are widely reproduced by animated films which – likewise other media – usually disregard social, economical, and historical reality of the region and its main protagonist: the Amazonian mixed-race caboclo societies. This results in a limited standpoint of the nature and the indigenous whose imagery has become strong to the point it represents the concept of Brazil in foreign cinematography and – often times – in the search of a national identity in Brazilian arts. On the other hand, traditional legendary narratives as well as mythological beings – originated and reproduced in the mixed-race and indigenous oral tradition – find in animation the ideal support for their materialization and perpetuation due to the proximity of the media to fantasy and fictional narrative. To our understanding, these would be some of the reasons in order for the Amazon to be continuously explored by animated cinema.

Syftet med min studie är att undersöka vilka möjligheter och utmaningar skogen har som lekmiljö i förskolans verksamhet med ett fokus på vilken potential skogen har för barn med neuropsykiatriska funktionsvariationer (NPF). Studien är gjord utifrån telefonintervjuer med förskolpedagoger. Resultat visar på att skogen har en stor potential för barn med NPF men att det krävs rätt förutsättningar som goda relationer till barnen, kompetens och personalstyrka för att kunna ta vara på skogen som lekmiljö i förskolans verksamhet. Resultat ger även en inblick i det komplexa arbetet att vara pedagog där en del är att ständigt vara problemlösaren. Studiens resultat visar däremot att kunskaper om skogen generellt inte behövs då att vara i natur ger en kroppslig närvaro och ett mer naturligt utforskande hos barnen och pedagogerna. / The purpose of my study is to explore what opportunities and challenges the forest has as a play environment in preschool, with a focus on what potential the forest has for  children with neurodevelopmental disorders. The study is based on telephone interviews with preschool educators. In the result it shows that the forest has great potential for children with neurodevelopmental disorders. But that the right conditions are required, such as good relations with the children, competence and enough staff to be able to take advantage of the forest as a play environment in the preschool. The results also provide an insight into the complex work of being an educator, where parts of it is constantly being the problem solver. The results of the study, on the other hand, show that knowledge about forest is generally not needed because of being in nature provides a physical presence and a more natural way to explore for both the children and educators.

This study employs psychoanalytical theories to explore how the conscious, unconscious, and subconscious workings of the mind, combined with a search for identity, are presented and dealt with in Toni Morrison’s novel Beloved (1987). It is done through a close reading and in-depth textual analysis of thematic concerns raised in the work. Previous research has primarily relied on some specific aspects of psychoanalytic theory and applied it to Beloved. The theoretical framework provides a rationale for this paper to research two events in particular that highlight the mother-daughter relationships between Sethe and her Ma’am and between Sethe and her daughter Beloved. These relationships are consequently analyzed by employing psychoanalytical concepts offered by Freud, Lacan and Kristeva. By utilizing psychoanalytical criticism, the characters’ conscious and unconscious motives and feelings are revealed and explained, as well as the meanings and the undercurrents that lie underneath the text’s consciousness. The results suggest that Sethe murdered her daughter Beloved to keep her from becoming a slave and enduring the dreadful and traumatic consequences of slavery, which was similar to what Sethe went through when she was abandoned by her Ma'am. Sethe’s childhood psychological principles and trauma shaped her identity as a mother as she witnessed her mother abandoning her at a young age by being tortured and killed. The events around Sethe’s mother’s death and the fact that Sethe never identifies her mother’s dead body, scar Sethe for life and instill in Sethe a sense of “lack” and an abnormal feeling of maternal love where she is ready to kill her children to save them from the horror of slavery.